Intersectionality and institutional culture: key determinants of women’s participation in educational leadership in Ethiopian universities

Abstract This study explores what shapes women’s participation in leadership roles within Ethiopian higher education. Using both intersectionality and institutional culture as guiding frameworks, it looks at how personal motivation, academic qualifications, workplace dynamics, and broader social norms come together to influence leadership opportunities. A survey was conducted with 310 female academics, and the data were analyzed using structural equation modeling (SmartPLS 4.0). The findings indicate that educational background, personal confidence, resilience, and community expectations collectively exert a strong positive influence on women’s participation in educational leadership. However, organizational systems and structures continue to present significant, and often subtle, challenges. While many women meet or exceed qualification standards, they still face barriers rooted in an unexamined institutional culture and patriarchal societal expectations. The study highlights the need for more than just skill-building; real progress depends on shifting the systems themselves. It calls for more inclusive leadership policies, recognition of diverse experiences, and culturally grounded mentorship to support women’s growth in academic leadership.