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Abstract

Universities worldwide continue to exhibit gendered dynamics manifested in the persistent underrepresentation of women in leadership positions in academia when compared to men. Central Asia mirrors this trend, yet remains largely understudied in global higher education research, particularly concerning female leadership. Investigating women leaders in Central Asian academia is imperative for practical and scholarly reasons. Understanding the challenges women face in attaining and navigating leadership roles, the nature of positions available to them, and the factors facilitating their success and persistence can inform university human resource practices, as well as international and domestic gender equity-promoting policy initiatives in the region. Drawing on a qualitative phenomenological case study design, this study explores the experiences of female leaders in Central Asian academia using empirical data from Kazakhstan and Kyrgyzstan. A blend of theoretical frameworks was used in the interpretation of the study results, including human capital theory, psychosocial or gender-role theory, gendered organization theory, professionalization theory, performative leadership theory, and intersectionality theory. In-depth online interviews with 30 women (15 from Kazakhstan and 15 from Kyrgyzstan), who occupied leadership positions at various levels in several universities in the two countries, showed that gender-role expectations heavily influenced women’s career paths, often leading to conflicts between professional aspirations and family responsibilities. Furthermore, women encountered limited promotion opportunities, especially during childbearing years, due to gendered organizational practices and biases favoring men. Despite professional achievements, many women struggled with guilt and psychological stress from balancing work and family demands. In addition, informal networks and gendered practices within institutions posed additional barriers to women’s advancement. However, by peforming a variety of roles in different social contexts, women acquired agency and ability to outplay some of the social constraints, as well as to exert influence on the interpretation of gender roles within the societies. Notably, Kyrgyzstani women exhibited greater empowerment and confidence in their ability to achieve career advancement than their counterparts from Kazakhstan. Implications of the study results are discussed.

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Abstract

The study examines the global challenge of educational inequality among rural schoolchildren, with a focus on Kazakhstan's innovative approach to identifying and nurturing gifted students in rural areas through the annual "Myn bala" Olympiad. This nationwide event engages over 60,000 6th-grade students from rural schools, providing a unique dataset for analysis. Our research aims to identify which rural schools offer greater opportunities for students to demonstrate exceptional abilities, delving into the factors that contribute to educational inequality on both individual and institutional levels.

Employing statistical modeling methods, including regression analysis and spatial analysis, the study seeks to uncover the mechanisms perpetuating educational disparities. This research contributes significantly to the academic and practical discourse on rural education, offering insights into the complexities and potential strategies for fostering talent in rural school settings. The findings not only illuminate the situation in Kazakhstan but also have broader implications for similar educational environments globally.

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Abstract

Globally, one-fifth of individuals aged 15–24 belong to a NEET population (not in employment, education or training). NEETs have become an increasingly important phenomenon, especially for policy-makers concerning significant concepts such as social exclusion and inequality, gender, or poverty among youth. While the rate of NEET youth is comparatively low in Kazakhstan, its conceptualization has not yet come to a consensus in the academic field as well as in national policy. This paper seeks to contribute to the debate by addressing the risk factors associated with NEET youth in Kazakhstan. It has been revealed from the literature that micro level risk factors such as being a female, having children, living with extended number of family members, low educational level, and residing in a rural area significantly predict the NEET condition. This study utilized data from the Labour Force Survey to examine factors that contribute to the NEET status which are significant to design more targeted preventive and intervening policy strategies towards NEET youth in Kazakhstan.