From Privilege to Partnership: Male Leaders as Allies for Gender Equality in Kazakhstani Higher Education

Abstract

This qualitative study explored how male leaders in higher education in Kazakhstan understand gender equality and perceive their role in supporting and promoting it. More specifically, the study aimed to examine male leaders’ perceptions of gender equality, the factors shaping these perceptions, and the ways in which they support or hinder gender equality within their organizations of higher education. Understanding male leaders' perspectives is crucial because they hold most decision-making power and can act as key partners in dismantling deep-rooted gender inequalities. Using a qualitative design, data were collected through semi-structured interviews with male leaders working in higher education institutions in Kazakhstan. The data were analysed thematically. The findings showed that male leaders primarily view university leadership through a gender-blind and strictly meritocratic lens, often downplaying the role of structural inequalities. Furthermore, they attribute the underrepresentation of women to traditional cultural norms, biological and psychological essentialism, and women's personal choices, rather than recognizing institutional barriers. Finally, the findings revealed that male allyship is mainly practised as passive neutrality and informal, individualized support. Male leaders expressed resistance to targeted gender interventions, such as quotas or special support programs, which they view as reverse discrimination. The study concludes that relying on passive fairness and non-discrimination simply reproduces the existing male-dominated academic system without challenging biased institutional rules. To achieve actual gender equality, higher education institutions must move beyond informal support by implementing clear structural changes and targeted training for leaders to actively challenge hidden systemic barriers.