Structural Barriers to Women’s Leadership and Professional Development in Moroccan Higher Education. A Mixed-Method Study

A Mixed-Method Study

Abstract

In recent decades, Morocco has witnessed a significant expansion in women's access to higher education. However, women in Moroccan universities remain disproportionately underrepresented in faculty leadership and decision-making roles. This study examines the structural, cultural, and institutional barriers that hinder the professional development of female faculty members. This study utilized a mixed-methods approach. Data were collected through a questionnaire administered to 100 academic members from three faculties at Sidi Mohamed Ben Abdellah University: The Faculty of Letters and Human Sciences, the Faculty of Laws, Economic and Social Sciences, and the Faculty of Science, all located at Dhar El Mahraz. Additionally, semi-structured interviews were conducted with 20 senior faculty members and current and former leaders within the same institution. Thematic analysis revealed three primary obstacles: exclusion from the decision-making process -45%-, conflict between family and professional obligations -35%-, and 20% expressed a lack of desire for leadership roles, often stemming from systemic discouragement. The findings show how gendered cultural expectations and opaque institutional structures constrain women’s career trajectories. The findings suggest multiple solutions, such as prioritizing leadership training, implementing gender sensitive policies, and awareness campaigns. The study concludes that achieving gender equity in Moroccan higher education requires systemic improvements in addition to cultural shifts in attitudes and in gender views.