Exploration of Gender, Equity, and Information Access and Utilization of Services and Opportunities: Do Ugandan Universities Empower Students and Foster Belonging

Abstract

Anchored in social justice theory, this study explored gender and equity perspectives on access and utilization of information on services and opportunities by students in Institutions of Higher Learning in Uganda. The goal was to determine whether such information created a sense of belonging. Information on services and opportunities required by students and sources of information provided by Ugandan HIL were examined. The study used a cross-sectional research design. Quantitative and qualitative approaches to collect data were used from six universities. Data was collected from 162 participants (150 students and 12 key informants) using surveys, focus group discussions, key informant interviews and secondary reviews tools. The study identifies student’s representatives and religious leaders as the main sources of information. Although according to social justice theory recommends student’s engagement in activities that affect them universities excluded them from identifying, developing, packaging, disseminating, monitoring and evaluating of their information needs on S&Os. Most critical information required by students includes sexually transmitted infections, reproductive health, HIV/AIDs cooperate governance, career guidance and internship and job placement, scholarships and financial literacy. Generally, information on basic S&O provided by universities did not create a sense of belonging. Information on services and opportunities from university administration was perceived as difficult to comprehend, detached, without speaking to student actualities, yet students were not homogenous nor gendered beings. The insensitivity to gender and equity information needs of students affected more female male students, disabilities and those from disadvantaged communities. This article serves as an opportunity to advance discussions on gender inclusive and equity dimensions towards the creation of a sense of belonging in universities. This would require social justice and gender-inclusive trajectories aimed at dismantling gender-insensitive systems in universities.