Document Type

Article

Source of Publication

Cogent Education

Publication Date

4-25-2026

Abstract

This study examines the factors perceived by women academics as hindering their professional growth in developing countries, using Jordan as a case study. The study adopts a feminist empiricist approach to investigate how and why women academics perceive institutional and informal policies and structures in their universities as reproducing gender inequality, favoring male academics, or whether this is due to a lack of gender-sensitive policies. It accordingly suggests means to redress. The study also explores the respondents' perceptions of mentoring as a means of advancing professional growth. The study employs a quantitative research approach and surveys 211 women academics across six universities. The identified gender-related barriers were: 1. Institutional bias and gender norms, 2. women’s underrepresentation in leadership positions, 3. work–family balance and gendered expectations, 4- access to networking and the feeling of exclusion. Furthermore, mentorship and growth were explored in two main domains: 1. The impact of gender-sensitive mentorship and empowerment, and 2. The benefits of having mentorship within an institution include practical, academic, and institutional benefits. In conclusion, this study highlights the importance of considering new structures and processes alongside existing ones when evaluating the performance of women academics.

ISSN

2331-186X

Publisher

Informa UK Limited

Volume

13

Issue

1

Disciplines

Social and Behavioral Sciences

Keywords

gender bias, Jordan, mentoring, professional growth, Women academics

Scopus ID

105036703450

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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