Title: Beyond the 1.5 Points: A Longitudinal Analysis of Gender Equity Policies in Ugandan Education and Their Perceived Societal Consequences
Authors: Dr. Arinaitwe Julius, Dr. Ariyo Gracious Kazaara
Volume: 9
Issue: 10
Pages: 99-104
Publication Date: 2025/10/28
Abstract:
Background: Gender disparities in higher education continue to limit women's academic and professional opportunities globally. Uganda introduced a 1.5-point affirmative-action policy aimed at increasing female enrollment, but the impact of this policy on academic performance, career outcomes, and broader societal perceptions has not been thoroughly evaluated. Objective: This study assessed the impact of the 1.5-point affirmative-action policy on women's access to higher education, academic performance, and career outcomes, examined perceived societal consequences of gender equity policies, and identified complementary interventions necessary to address residual disparities. Methods: A quasi-experimental cohort design was employed, comparing pre- and post-policy student cohorts from multiple public and private universities in Uganda. Administrative data on enrollment, GPA, graduation, and employment outcomes were linked with structured surveys. Descriptive statistics, linear mixed-effects models, logistic regression, and survival analysis (simulated) were used to examine the associations, controlling for gender, socioeconomic status, prior academic performance, an institutional clustering. Qualitative data from focus groups and interviews complemented quantitative analyses. Results: The proportion of female students increased post-policy, and female students maintained higher mean GPA relative to male students. Post-policy cohorts had significantly higher odds of graduating on time (aOR ? 1.43, 95% CI 1.05-1.95). GPA and socioeconomic status were strong predictors of academic and career outcomes. Qualitative insights indicated that affirmative-action policies influenced perceptions of merit, workplace dynamics, and public discourse, but structural barriers still limited the full realization of gender equity. Conclusion and Recommendations: The 1.5-point affirmative-action policy effectively improved women's access to higher education without compromising academic performance. To maximize impact, complementary interventions-such as mentorship, financial support, and academic enrichment-should accompany affirmative-action measures, and ongoing monitoring is recommended to ensure sustained academic and professional advancement.