Toward an intersectional perspective in understanding gender inequality in women’s work advancement at higher education in Saudi Arabia

This study provides a comprehensive intersectional examination of the challenges faced by Saudi women and non-Saudi women in higher education (HE), set against the backdrop of Saudi Arabia's Vision 2030 and the growing prominence of the public sector. Through qualitative research methods involving semi-structured interviews with 30 participants in HE from various backgrounds, roles, and regions, the research unveils various barriers to career advancement in the sector. These challenges are closely associated with aspects such as position, social capital, nationality, and geographical location. By focusing on five key dimensions , this research explained the experiences of both Saudi and non-Saudi women in HE sector.
The study explains Saudi women's professional journey is influenced by deep-seated societal norms, institutional practices, and the intersection of gender with various social categories. While Saudi women are faced with traditional familial norms, lack of flexibility in work schedules, and limited access to professional development opportunities, non-Saudi women face their own unique set of challenges intertwined with their cultural backgrounds. Despite these challenges, women in the sector demonstrate resilience by adopting strategies such as flexible work arrangements, seeking childcare support, emphasizing in-country professional development, and forming support networks and mentorships.
This research uncovered the remarkable resilience and agency of women as they navigate patriarchal systems. The readiness of women to embrace roles traditionally reserved for men, particularly becoming the primary earners for their families, stands as a compelling affirmation of women's capability to challenge and manoeuvre through established gender norms. This finding illuminates the dynamic ways in which women exert their agency within the constraints of patriarchal frameworks.