Institutional and Administrative Determinants of Gender Disparities in Public Education: A Systematic Review

Abstract

Gender disparities in public education remain a persistent governance challenge in South Africa, particularly in historically marginalized communities such as uMlazi Township. Despite progressive national policies aimed at promoting gender equality, the realities within public schools often reflect uneven implementation and limited institutional responsiveness. This study is informed by the need to understand the mechanisms behind persistent disparities and to contribute to the broader discourse on gender equity in education. Its relevance lies in its potential to inform policy, improve school governance, and promote inclusive educational practices. The study explored the persistent gender disparities in public education to inform future interventions on Umlazi Township. Despite formal commitments to equality, female learners continue to face barriers in academic performance, school retention, and leadership representation. The research is motivated by the observable disconnect between policy intentions and on-the-ground realities and aimed to uncover the institutional and administrative drivers that reinforce these disparities. A systematic review approach was adopted, collecting data from online databases and complemented by documentary analysis of school policies, performance reports, and government directives. A total of 17 studies were selected for review. Female students are significantly disadvantaged in the public education sector. Including the inconsistent application of policies by the government in public education, poor institutional governance and the poor institutional culture where female learners are subject to discrimination and violence. The data were analysed using a systematic literature review, specifically the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA), by identifying key terms such as ‘gender disparities’ and ‘education’ to select relevant records. Insights from existing policy documents and institutional reviews suggest that while gender equity is formally endorsed, systemic gaps persist in areas such as staff training, policy enforcement, and support structures for female learners. Emerging themes point to the influence of entrenched institutional cultures, inconsistent policy application, and limited gender-sensitive planning at the school level. These factors inadvertently reinforce disparities in enrolment, retention, and academic performance. The key implications of the study are context-specific recommendations for strengthening gender-responsive governance in education, including inclusive policy reforms, targeted capacity-building, and enhanced community engagement. By critically examining the intersection of policy and practice, this research contributes to the broader discourse on equitable education systems and offers actionable insights for policymakers, school leaders, and civil society actors working to close the gender gap in South African public schools.