Journal of African Studies and Sustainable Development

Over several decades, African women have encountered systemic obstacles to accessing higher education, shaped by colonial legacies, patriarchal institutional frameworks, economic exclusion, and deeply entrenched socio-cultural norms. Despite considerable progress in broadening women's access to and participation in African universities, their presence in senior academic, administrative, and decision-making roles remains disproportionately low. This enduring underrepresentation extends beyond concerns of equity, carrying significant implications for knowledge production, institutional governance, innovation systems, and the broader trajectory of sustainable development across the continent.Although existing literature has extensively examined the socio-political and cultural constraints affecting women in academia, comparatively less scholarly attention has been directed toward highlighting their agency, leadership approaches, and transformative contributions within university governance structures. This study seeks to address this gap by critically examining the experiences and evolution of African women in higher education leadership, with particular emphasis on the role of mentorship, professional networks, and leadership development initiatives.Grounded in feminist institutionalism and transformative leadership theory, the analysis underscores persistent structural challenges, including gender stereotyping, difficulties in balancing professional and family responsibilities, inequitable access to funding, and the continued underrepresentation of women in STEM fields and executive leadership positions. The paper contends that advancing the empowerment of African women in higher education leadership is not only a matter of developmental priority but also a strategic necessity. Gender-inclusive leadership is shown to strengthen institutional governance, improve research output, encourage interdisciplinary and socially responsive innovation, and cultivate inclusive academic environments that reflect a diversity of experiences and perspectives.

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