Report on Gender Inequality in Japanese Higher Education and its Conflict with Sustainable Development Goals

1.0 Introduction: A Failure to Meet SDG 5 Targets

Despite nearly two decades of government-led initiatives, Japan has failed to make significant progress in addressing gender inequality within its higher education sector. This lack of advancement directly contravenes the principles of Sustainable Development Goal 5 (SDG 5: Gender Equality) and has cascading negative impacts on other SDGs, including SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Experts warn that existing policies are ineffective and that a rising anti-diversity sentiment, mirroring trends in the United States, threatens to further impede progress.

2.0 Statistical Overview of Gender Disparity

The current data reveals a stark failure to achieve gender parity, a core target of SDG 5. The underrepresentation of women is systemic, worsening at higher levels of academia and being particularly acute in STEM fields, which are crucial for achieving SDG 9.

• As of 2022, women constituted only 26.7% of all university faculty nationwide.
• Female students comprised less than half of the total student population.
• At the University of Tokyo, a leading institution, only 11% of professors were female in 2022.
• In undergraduate physics and engineering programs at the same university, women represent approximately 15% of the student body.

Professor Sayaka Oki of the University of Tokyo described the situation as “terrible,” noting that “the gender imbalance starts at the student level and gets worse in higher positions.”

3.0 Analysis of Policy Ineffectiveness and Proposed Measures

Government policies have not produced the intended results, highlighting a need for a fundamental strategic reassessment to align with national SDG commitments.

3.1 The “Goal and Timetable” Policy

Since 2006, the Japanese government has implemented a policy setting numerical hiring targets for women researchers in the natural sciences. However, these targets have stagnated. The primary reason for this failure is that the proportion of women earning doctoral degrees—the main talent pipeline for these roles—has not increased. This indicates a systemic failure to foster an environment conducive to achieving SDG 4’s goal of inclusive and equitable quality education for all.

3.2 Admission Quotas in STEM

The government has recently encouraged universities to adopt admission quotas for women in STEM fields to boost applicant numbers. Professor Ginko Kawano of Kyushu University acknowledges this sends a “positive message” but states it is “unlikely to serve as a fundamental solution.” For such measures to be effective and not undermine the principles of SDG 10 (Reduced Inequalities), several conditions must be met:

1. Institutions must clearly explain the rationale, citing the historical exclusion of women from science.
2. Faculty must be educated on the persistent biases suggesting women are unsuited for STEM, which limit female participation and hinder progress toward SDG 5.

4.0 Systemic and External Barriers to Achieving Gender Equality

Deep-seated institutional and societal challenges continue to obstruct progress toward the SDGs related to equality and economic growth.

4.1 Intrinsic Value vs. Economic Necessity

Professor Akiyoshi Yonezawa of Tohoku University notes that Japan’s declining youth population has framed diversity initiatives as a pragmatic solution to sustain the nation’s knowledge economy, a goal related to SDG 8 (Decent Work and Economic Growth). However, he criticizes this approach, stating that DEI initiatives are often promoted as a “catch-up’ Western mindset rather than intrinsic value formation.” This framing makes diversity efforts fragile and susceptible to controversy, undermining long-term commitment to SDG 5 and SDG 10.

4.2 Institutional and Political Obstacles

• Institutional Governance: The traditional collegial governance model in many universities complicates the implementation of top-down diversity policies, which are often a condition for securing centralized funding.
• Political Environment: Experts express concern that anti-diversity sentiment, similar to that seen in the U.S. with actions like the ban on affirmative action, could gain traction in Japan. This poses a significant risk to future policy-making aimed at achieving gender equality.

SDGs Addressed in the Article

• SDG 4: Quality Education

  The article directly discusses issues within higher education, focusing on access and representation for women in Japanese universities, particularly in STEM fields. This aligns with the goal of ensuring inclusive and equitable quality education for all.

• SDG 5: Gender Equality

  This is the central theme of the article. It highlights the severe underrepresentation of women in academic faculty and leadership roles, persistent gender biases, and the failure of policies aimed at achieving gender equality in the higher education sector.

• SDG 10: Reduced Inequalities

  The article addresses the inequality of opportunity and outcome between men and women in Japanese academia. It discusses the “historical exclusion of women from science” and the systemic barriers that perpetuate this disparity, which is a core concern of SDG 10.

Specific SDG Targets Identified

1. SDG 4: Quality Education

   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

     The article highlights a significant gender imbalance at the student level, noting that women are “fewer than half of all students” and make up “only about 15 percent of the student population” in undergraduate physics and engineering programs, indicating a lack of equal access to tertiary STEM education.

   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education.

     The entire article is a discussion of the failure to eliminate gender disparities in Japanese higher education, from the student body to senior faculty positions. The text states, “The gender imbalance starts at the student level and gets worse in higher positions.”

2. SDG 5: Gender Equality

   • Target 5.1: End all forms of discrimination against all women and girls everywhere.

     The article points to persistent discrimination through “bias that suggest[s] women are not suited for STEM fields,” which influences the choices women feel they can make and contributes to their “historical exclusion… from science.”

   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in… public life.

     The article provides direct evidence of the lack of women’s participation and leadership in academia, stating that as of 2022, “women made up just 26.7 percent of faculty nationwide” and that there are “even starker disparities in senior academic roles.” At the University of Tokyo, “only 11 percent of professors… were female.”

   • Target 5.c: Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality.

     The article critically evaluates Japan’s policies, noting that the government’s “goal and timetable” policy, implemented since 2006, “has not produced significant results.” It also discusses the potential adoption of new policies like “admission quotas for women in STEM.”

3. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… sex.

     The article details the exclusion of women from STEM fields and senior academic positions, demonstrating a failure to achieve social and economic inclusion within this sector. Professor Sayaka Oki is quoted as saying, “Gender equality doesn’t really exist here.”

   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome… by eliminating discriminatory… policies and practices.

     The article discusses the need to address the “inequalities of outcome” evident in the low numbers of female faculty and STEM students. It examines the failure of past policies and the debate around new ones, like quotas, to counteract the “persistent bias” that limits equal opportunity.

Indicators for Measuring Progress

1. Indicators for SDG 4 & 5 (Education and Gender Equality)

   • Proportion of female students in tertiary education: The article states women are “fewer than half of all students.”
   • Proportion of female students in STEM fields: The article specifies that in undergraduate physics and engineering, “women typically make up only about 15 percent of the student population.”
   • Proportion of women earning doctoral degrees: This is mentioned as a key metric, as the article notes this proportion “has not significantly increased,” which is the main feeder for research roles.

2. Indicators for SDG 5 & 10 (Gender Equality and Reduced Inequalities)

   • Proportion of women in academic positions: The article provides a national figure: “women made up just 26.7 percent of faculty nationwide” as of 2022.
   • Proportion of women in senior academic positions (professors): A specific institutional example is given: “only 11 percent of professors at Oki’s university were female” as of 2022.
   • Implementation of gender-equality policies: The article refers to the government’s “goal and timetable” policy and the setting of “numerical hiring targets every five years” as a measurable policy action.

Summary of SDGs, Targets, and Indicators

Source: insidehighered.com