Gender Inequality In Higher ducation

The factors that contribute to the decrease in the number of
boys compare to girls in the faculties of Humanities and Social
Sciences of Universities in Sri Lanka
(by association of university of Ruhuna).
Nikeshala E.A.C
HS/2016/15927
2000 Level
Department of Geography
Ruhuna University of Sri Lanka
ajanachami@gmail.com
Abstract
The despite the suggestive government of Sri Lanka from independence has been giving
higher priority for education, there could be seen gender imbalances in university entrance
mainly Arts faculties. This study is an attempt to analyze the gender development in
university education and to find the gap in gender in the university admission in Arts faculties
in Sri Lanka. This is an analysis with the use of secondary data sources collected from
Department of Census and Statistics, Central Bank of Sri Lanka and University Grant
Commission. Finding show that the qualified students’ numbers for university education has
been increasing year by year. As the eligible number of female students for University
education is larger than male students, university enrolment of female has significantly
increased from academic year 1942 to date in Sri Lanka. The finding further shows that the
percentage share of female entrance to the total number of qualified female students is
higher than male students only for arts courses.
Key words: Art faculty, Gender gap, university enrolment

Introduction
The total population of Sri Lanka is 20.6 million (2015) and the average annual growth rate
of population of the island is 1.0 per cent in 2015. Sex ratio of total population in Sri Lanka is almost
equal. The percentage share of male and female population to the total population is 49.6 percent
and 50.4 percent, respectively, in 2015. It could be seen that gender disparities are spread all over
the world in all sectors and divisions (Central Bank of Sri Lanka,2010).
“The dualism between man and women is the fundamental fact of our existence and the
attitudes towards this issue are diverse in different cultures” (Guledani,2011). The differentiation of
humankind in males and females in conditioned not only by the biology and genetics.
The main aim of this research is to examine an influence of stereotypes exiting in higher
educational system in Sri Lanka on formation of gender roles. In addition, I will consider the gender
impact on higher education and differences between the female and male pupils of universities in
Sri Lanka regarding their academic performance. Their attitudes, expectations and typical behavioral
patterns and try to analyze the biological or social reasons for these differences.
Besides, the research will be focus to analyses of current situation in Sri Lanka regarding this
matter.
Literary review
01.Gender impact on higher education.
Gender is the difference in human being (Walakuluge and Linayage, 2006). Half of the world
population on women, as well as half of the Sri Lankan population is women. Women are more
likely to read and write than men (Madubhani, 2017).
At present, according to statistics and data, Sri Lankan women clever to learn than men. It is
a very high on top trend in present (Madubhani, 2017). “In Malaysia, Female students are currently
over-represented in most public universities and nowadays females have outperformed male
students in the examination at the school level which then qualifies them for university entrance.
As expected, the imbalance of ratio between male and female student enrolled at the universities is
becoming a serious phenomenon from year to year as there is no indication showed that
precaution had been taken” (Ismail, 2015). “Perception rates for women in higher education have

increased between 1999-2005 in all regions of the world. Global Gender Parity Index 1.05. There
are now more undergraduate women than men in higher education” (UNESCO, 2005).
02.Number of students participating by gender in education in Sri Lanka
and information about them.
Sri Lankan government takes various steps implementing gender balance in every sector
(Perera, 2011). “The role of female participation in education, employment, politics and also other
sectors has increased from last three decades. However, female participation in education is higher
than that of other sectors. Despite the government of Sri Lanka has been giving higher priority for
education” (Ahamedlebbe, 2011).
“There is also a gender inequality in university entrance in Sri Lanka, the enrolment and
eligibility of the female student for university education has increased every year than in the male
students. However female student has not received equal percentage share to their total number
of eligibility for university education on entered male students. There could be seen gender
differences in university admittance in Sri Lanka. But government of Sri Lanka has given equal rights
to enter for university education and qualified students are admitted to the universities on the
basis of GCE (Advance level) results” (Ahamedlebbe, 2011). In 1942, level of education significantly
increased in Sri Lanka (Perera, 2007).
“Limited number of universities and lack of other facilities in universities have restricted
students’ admission. However, total number of eligible students for university education increased
annually. It could be understood that total number of eligible female students is larger than male
students.
Therefore, female university enrolment significantly increased from 1942 to date in Sri
Lanka.

Table 01. University enrolment in Sri Lanka, 1942/43 – 2002/03
Academic year Gender Enrolled Percentage
1942/43 Male 813 89.9
Female 91 10.1
Total 904
1952/53 Male 1752 78.5
Female 480 21.5
Total 2232
1362/63 Male 4541 72.4
Female 1729 27.6
Total 6270
1972/73 Male 6907 57.3
Female 5143 42.7
Total 12050
1982/83 Male 11390 63.2
Female 6619 36.8
Total 18009
1992/93 Male 16848 54.7
Female 13916 45.23
Total 30764
2002/2003 Male 28012 46.89
Female 31728 53.67
Total 59740
Source: Statistical Abstract of the Democratic Socialist Republic of Sri Lanka
The percentage of Female students at the beginning was very low, but it has gradually
increased, thus female enrollment has decreased by 46 percent during this period. Female
enrolment is larger than male enrolment in academic year 2002/03 (Ahamedlebbe, 2011).
Figure 1. Trend of University Enrollment in Sri Lanka, 1942/43-2002/03
1942/43 1972/73 2002/031992/931982/831962/631952/53
Male 63.2 54.757.372.478.589.9 46.9
Female 45.2 53.610.1 21.5 27.6 42.7 36.8
University Enrollment

Table2. Total Students for University Education in Sri Lanka, 2002/03-2006/07
Academic
Year
Gender Eligible Admitted Percentage
1989/90 M 15021 3766 25
F 19470 2697 14
Total 34491 6463 19
1991/92 M 16976 4651 27
F 25478 4249 17
Total 42454 8900 21
1993/94 M 23275 4545 20
F 31869 3470 11
Total 55144 8015 15
1995/96 M 23689 4979 21
F 33014 4211 13
Total 55144 8015 15
1996/97 M 23689 4979 21
F 33014 4211 13
Total 56703 11381 16
1996/97 M 28136 5649 20
F 42246 5732 14
Total 70382 11381 16
1999/00 M 27437 5720 21
F 45985 6085 13
Total 73422 11805 16
2001/02 M 33722 5616 18
F 57954 6528 12
Total 91676 12144 14
2004/05 M 43740 6851 15.7
F 67985 7669 11.3
Total 111725 14520 13.5
2006/07 M 45310 7471 16.5
F 74645 9725 13
Total 119955 17196 14.3

3.The trend of increasing the number of girls in the faculty of Humanities
and Social Sciences
Table 03. Admission of students for university 2002/03 – 2006/07
Source: central bank of Sri Lanka, 2008
Female admission for university education is less secure than male student’s admission. To
measure the gender gap, the percentage of female admitted students is divided by percentage of
male admitted students in every year. So, the ratio greater than one indicates that female admitted
student in every year. So, the ratio greater than one indicates that female is 0verrepresented in
university admission. The ratio is less than one indicates that female is underrepresented in
university admission (Ahamedlebbe, 2011).
Arts Commerce Science
Academic
Year Gender Eligible Admitted % Eligible Admitted % Eligible Admitted %
2002/03 M 15765 1217 7.7 11932 1267 10.6 9271 3441 37.1
F 37864 3111 8.2 15070 1227 8.1 8524 2168 25.4
Total 53629 4328 8.1 27002 2494 9.2 17795 5609 31.5
2003/04 M 13620 1201 8.8 13013 1457 11.2 8558 3595 42
F 34009 3115 9.2 16414 1470 9 7828 2558 32.7
Total 47629 4316 9.1 29427 2927 9.9 16386 6153 37.6
2004/05 M 15186 1275 8.4 15444 1510 9.8 13110 4066 31
F 36576 3259 8.9 18895 1490 7.9 12514 2920 23.3
Total 51762 4534 8.7 34339 3000 8.9 25624 6986 27.2
2005/06 M 15331 1535 10 16091 1566 9.7 14080 4797 34.1
F 38245 4039 10.6 21037 1667 7.9 13986 3689 26.4
Total 53576 5568 10.4 37128 3233 8.7 28066 8486 30.2
2006/07 M 14717 1330 9 17222 1499 8.7 13371 4642 34.7
F 38865 4519 11.6 22536 1753 7.8 13244 3453 26.1
Total 53582 5849 10.9 39758 3252 8.2 26615 8095 30.4

Table 04. Gender Gap for University Admission in Sri Lanka, 2002/03-2006/07
Female to Male Ratio Gender Gap
Academic
Year Arts Commerce Science Arts Commerce Science
2002/03 1.06
0.76
0.68 -0.06
0.24 0.32
2003/04 1.04 0.8 0.77 -0.04 0.20 0.23
2004/05 1.05 0.8 0.75 -0.05 0.20 0.25
2005/06 1.06 0.81 0.77 -0.06 0.19 0.23
2006/07 1,28 0.89 0.75 -0.28 0.11 0.25
Source: Computed from Secondary Data of Central Bank of Sri Lanka, 2008
The gender gap for arts, commerce and science courses from 2002/03 to 2006/07. According
to the table gender gap for arts course is greater than one during last five academic years. This has
ensured that female admissions are higher than male admission for university education in Sri Lanka.
The female to male ratio of arts course was 1.06 and 1.28 in academic year 2002/03 and 2006/07,
respectively (Ahamedlebbe, 2011).
Table 05. University entrance by gender and faculty (2010)
Faculty Female% Male%
Arts 78 22
Management 55 45
Medicine 54 46
Dental 56 44
Vet 58 42
Agriculture 64 36
Engineering 18 82
Architecture 48 52
Computer science 40 60
Science 45 55
Source: University Grants Commission (2010)

Research Methodology and Method
Mainly, Qualitative methodology and Protective approach are used for this study. Qualitative
information is obtained. As a main source, semi structured interviews and questionnaires by
random sample were used for this research.
Research Problem
The main goal of this research to study the factors that contribute to decrease in the number of
boys compare to girls in the faculties of Humanities and Social Sciences of the Universities in Sri
Lanka. Then there are some research problems that have been reside,
1. How is the gender impact of higher education?
2. How is the trend of female and male student’s enrolment for universities?
3. What is the reason of female students for Arts division enlarged than other divisions?
Objectives of the research
This study was based on the following research goals.
1. To show the trend of female and male student’s enrolment for university admission.
2. To explore the gender development in university education in Sri Lanka.
3. To find gender gap in the faculty of Humanities and Social Sciences in University entrance in
Sri Lanka by association University of Ruhuna.
60%
40%
Chart 01. Undregraduate enrolment by
academic programme and gender-2015.
Female Male

Data Analysis
A descriptive analysis was done using secondary data sources collected from Department of Census
and Statistics, Central Bank of Sri Lanka, University Grant Commission and Exam department. The
all island gender wise data in regard to enrolment, eligibility and admitted students was collected
and used for this analysis.
Findings and Discussion
From free education system implemented in 1942, level of education not only male
but female education has also significantly increased in Sri Lanka. Rapid expansion of
schools coupled with more teachers being appointed to the primary and secondary level of
education has significantly improved in Sri Lanka. Limited number of universities and lack of
other facilities in universities have universities have restricted students’ admission.
However, total number of eligible students for university education increased annually. It
could be understood that total number of eligible female students is larger than male
students. Therefore, female university enrolment significantly increased from 1942 to date
in Sri Lanka.
Source: university Grants commission (2017)
Above chart indicated the enrolment of male and female students for university
education. According to the above chart, University enrolment of female students in Arts
faculties has increased, while the share of male students’ enrolment for Arts faculties
decreases.

Detailed Arts undergraduates’ enrolment of universities
Table 06
INTAKE YEAR MALE FEMALE TOTAL
University of Colombo
Arts
358 1912 2270
BA
358 1912 2270
2015/16 1 88 517 605
2014/15 2 108 630 738
2013/14 3 106 468 574
2012/13 4 56 297 353
Table 07
University of Peradeniya
Arts
676 2780 3456
BA
653 2596 3249
2015/16 1 160 676 836
2014/15 2 201 808 1009
2013/14 3 172 685 857
2012/13 4 120 427 547
Table 08
University of Sri Jayewardenepura
Humanities & S.S
647 2644 3291
BA
647 2644 3291
2015/16 1 193 700 893
2014/15 2 171 693 864
2013/14 3 140 686 826
2012/13 4 143 565 708

Table 09
University of Kelaniya
Humanities
373 1396 1769
BA
313 1198 1511
2015/16 1 118 452 570
2014/15 2 81 314 395
2013/14 3 73 321 394
2012/13 4 41 111 152
Table 10
University of Jaffna
Arts
583 2329 2912
BA
443 1493 1936
2015/16 1 153 540 693
2014/15 2 104 407 511
2013/14 3 111 299 410
2012/13 4 75 247 322
Table 11
Eastern university
Arts and culture
422 1390 1812
BA
422 1390 1812
2015/16 1 219 859 1078
2014/15 2 101 299 400
2013/14 3 71 170 241
2012/13 4 31 62 93

Table 12
Trincomalee Campus
BA
22 252 274
2015/16 1 5 94 99
2014/15 2 7 67 74
2013/14 3 6 57 63
2012/13 4 4 34 38
Table 13
South Eastern university
Arts & culture
96 808 904
BA
96 808 904
2015/16 1 35 315 350
2014/15 2 23 244 267
2013/14 3 29 189 218
2012/13 4 9 60 69
Table 14
Rajarata university
Social Sciences & Humanities
156 976 1132
BA
156 976 1132
2015/16 1 39 310 349
2014/15 2 47 279 326
2013/14 3 54 306 360
2012/13 4 16 81 97

Table 15
Sabaragamuwa university
Social Sciences & Languages
191 922 1113
BA
188 858 1046
2015/16 1 39 245 284
2014/15 2 46 254 300
2013/14 3 52 180 3232
2012/13 4 51 179 230
Table 16
University of ruhuna
Study
stream
2016/2017 2015/2016 2014/2015 2013/2014 Total
Arts M F M F M F M F M F
84 378 44 127 60 151 41 118 229 774
Source: a second year student, student union member, faculty of Humanities and social sciences,
University of Ruhuna;2018.12.25
According to above details male enrollment is lesser than women enrollment in faculties of
Arts in Sri Lanka Universities.
The question is why are the women than men gravitating towards Arts faculties in Sri Lankan
Universities? Is it biology or socialization or Unequal Access to Senior Secondary Science education
that is determining this choice. In this case of Sri Lanka, a major reason for the higher enrolment of
students in the arts stream at A/Ls is the relative inequity in the distribution of Type 1AB Schools:
that is, schools offering senior secondary science education, which are mostly located in urban and
semi-urban areas. Take just two districts; in Colombo, the number of Type 1AB schools is 68 to 83
Type 1C schools (that is, schools offering AL classes without the science stream); in Kandy, Type 1AB
schools are only 50 compared to 175 of Type 1C schools. Combine this fact with the other known
facts that more male students enroll for A/L science subjects and we have to ask if gender plays or
role in who gain access to Science A/L education. Are parents with limited means more reluctant to
enroll their daughters in senior secondary science education because of the higher costs involve or
due to the longer distance they may have to travel in order to get to such schools? Today, privet
tuition is sometimes the only gateway to universities in the science stream with students
sometimes attending two classes per subject. Are girls then opting for Arts because of easier access
and lower costs? In semi structured interviews, 22% have given this idea.
There was a natural selection of female and male activities that resulted in brain differences
between men and women. So according to that, 16% of semi structured interviews and
questionnaires said that male students like the logical subjects like mathematics, science and
technology than girls. So boys have less to focus on Arts subjects than girls.

In A/L period, specially in the Arts sector, girls study with one goal and boys would not be
willing to study it deeply relatively to girls. Boys always try to enjoy with peers and then their level
of knowledge has dropped. So then boys’ enrolment of universities is decrease relatively to girls’
enrolment. This idea has given 24% of semi structured interviews a and questionnaires.
There are any male Arts students worried about their future. As they say, there are 42600
unemployed graduates in Sri Lanka. As they say, the majority are Arts graduates among them. So
most people have the view that Arts graduates have to face a job crisis in their future. According to
the semi structured interviews and questionnaires, this view is common among A/L students. As a
percentage, those who hold this opinion account for 38%. According to their ideas, this is not a
huge problem for women. But it is a very huge problem for men. Because men should plan a family
life after completing their degree programme. Then they have to look after their wives and
children. For that they have to spend lot of money and if they have not a job, they have to face
many problems in future.so under this situation, then boys’ enrolment of universities is decrease
relatively to girls’ enrolment.
Conclusion
This is a study undertaken by the researcher on gender difference in Arts faculties
in Sri Lanka. Free education system has considerably improved level of education
throughout the country. Although there is a remarkable improvement in primary and
secondary level of education, it could not be seen in tertiary education (university
education) in Sri Lanka. Lack of university facilities in Sri Lanka has constrained admission
for university education. However, total number of eligible students for university
education has been rising annually. Increasing rate of qualified number of students is
higher than the increasing number of admission for university education. As the eligibility
of female students is larger than the male students, as well as the enrolment of female
students to the art faculties significantly increased as a common thing. female entrance
has gone up. However, the percentage share of female entrance to their total eligible
number is higher than male students only for arts field. In contrast, the percentage share
of male entrance to their total number of eligibility is higher than the female entrance for
commerce and science courses.
As the female to male ratio of arts field is greater than one, female is overrepresented in university
admission for arts course. In dissimilarity, this ratio was less than one for Arts courses. Thereby, this
clearly shows that male is underrepresented in university entrance for Arts courses in Sri Lanka.it is
evident that the socio-economic aspects of the above have direct and indirect impact on this. In
spite of Sri Lankan government gives equal rights for male and female students for higher
education, students are selected to the universities on the basis of GCE (A/L) results in every
particular year. According to the rank students whoever male or female will be admitted to the
universities. However, this study found that what are The factors that contribute to the decrease in
the number of boys compare to girls in the faculties of Humanities and Social Sciences of
Universities in Sri Lanka.

Acknowledgment
My special thank for you for your comments on the earlier draft of this work, I’m grateful to
Mr.H.I.G.C.Kumara, The senior lecture in Geography at university of Ruhuna, Sri Lanka. And also
wish to acknowledgement those who supported me with collecting data on which this work.
References:
Central bank of Sri Lanka (2008), Annual central bank report, 1990-2007, central bank of Sri Lanka,
Sri Lanka.
Gunathilaka, R (1999), Labour Legislation and Female Employment in Sri Lanka’s Manufacturing
Sector, Institute of policy studies, Colombo, Sri Lanka.
Jayasundara, R (2006), Entering new economic period- gender approach, economic chances in Sri
Lanka, Centre for International ethnic studies, Colombo.

RESEARCH
PAPER
Nikeshala E.A.C
HS/2016/15927
GEO22683
Research Methods in Geography
2nd year
2ndsemester
Department of Geography
University of Ruhuna

Gender Inequality In Higher ducation

Gender Inequality In Higher ducation

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