Contrary to the stereotypical perception that a woman’s place is in the kitchen as a wife, a homemaker, mother and care giver, there is evidence that successful women have endeared these childhood challenges and defied all odds to prominence in their chosen fields of career interest. This paper elucidates the lived childhood experiences of selected female academics and how they have navigated the tensions around their heteronormative gender roles in their early lives into adulthood. As a qualitative research study, 15 participants, thus, newly recruited female lecturers from the University of Education Winneba were purposively selected and interviewed. The findings illustrate the importance of early family life experiences of girls to their academic and career progression. It further highlights the tensions and gender inequalities in the early life experiences and adult life of female faculty. This draws attention to policy imperative in addressing gender inequalities that are engrained in Ghanaian traditional practices both at home and in school.
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