Season 2 Ep 3: A Symphony of Success: Professor Masanja’s Unconventional Path from Arts to Academia

KEYWORDS
mathematics, women, university, tanzania, girls, africa, science, stem, join, professor, year, masters, gills, men, policy, education, engineering, program, primary, continued

EPISODE SUMMARY
Professor Masanja’s journey is described as one of resilience, determination, and a commitment to empowering women in STEM. The host, Joy Owango, explores Masanja’s early education, revealing her initial interest in music and the arts rather than mathematics. However, due to academic achievements and societal expectations, Masanja found herself pursuing mathematics, leading her to become a tutorial assistant and eventually embark on a Ph.D. journey in West Germany.

The challenges faced by Professor Masanja during her Ph.D. studies in Germany are discussed, particularly the prevalent perception that women might not succeed in mathematics. Despite these challenges, she excelled in her studies, gaining confidence after a standing ovation following her presentation. The conversation delves into Masanja’s experiences breaking barriers both in Tanzania and Germany, shedding light on the systemic biases against women in STEM fields.

Professor Masanja emphasizes the importance of enforcing policies that promote gender equality in academia, drawing from her experiences in Rwanda, where such policies have led to a significant increase in women’s representation. She shares insights into initiatives she has been involved in, such as introducing flexible Ph.D. programs and mentorship to support women in STEM.

The discussion extends to the broader efforts of the Organization for Women in Science and Development (OWSD) in advocating for women and girls in STEM. Professor Masanja reflects on her experiences and urges aspiring scholars and researchers, emphasizing the enduring relevance of mathematics and the need for Africans to actively contribute to the development of technology and innovation, rather than solely adopting external solutions.

Here are key things to look out for:

Global Gender Disparities: Gain insights into the global issue of gender preference in education and how Professor Masanja has actively addressed and challenged these disparities throughout her career.

Impactful Role Modeling: Explore the significance of role modeling and the impact it has on encouraging girls to pursue STEM fields. Understand the role of mentorship in building confidence and fostering success among women researchers.

Challenges Faced in Academia: Hear Professor Masanja’s reflections on the challenges she encountered both in Tanzania and Germany and the importance of overcoming biases and stereotypes.

Call to Action: Professor Masanja shares valuable advice for aspiring African scholars and researchers, emphasizing the importance of trusting instincts, embracing mathematics, and actively contributing to Africa’s technological advancement.

Empowering Minds: Ultimately, the episode delivers an empowering narrative that encourages listeners to engage with the scholarly journey, embrace STEM excellence, and be part of shaping the future of African academia.

EPISODE TRANSCRIPT

Intro
Welcome to Mazungumzo, African scholarly conversations, a podcast that highlights the perspectives of various stakeholders in academia, or research fields across Africa through open dialogue or Muslims on scholarly communication in Africa.

Joy Owango:

Welcome to Mazungumzo, African scholarly conversations where we are joined by an expansive list of African policymakers, science, communication specialists, innovators and tertiary institution leads who contribute to this realm of scholarly and science communication. I’m your host Joy Olango, the executive director of the training center in communication TCC Africa, A capacity building trust based at the University of Nairobi, Kenya. Joining us today is a woman of firsts, a true trailblazer in mathematics and education. She shattered barriers, broke through stereotypes and became the first Tanzanian woman to earn a doctorate in mathematics. She was also the first black woman from Sub Saharan Africa to be to be enrolled in the fluid mechanics course at the Technical University of Berlin. And Professor Grace Masanja, recently retired from her tenure as a full-time professor of Mathematics at Nelson Mandela African Institute of Science and Technology and currently chairs the Board of Governors of the Tanzania Forestry Research Institute for the period 2023 to 2026. Her journey is not just of academic excellence, but also a story of resilience, determination, and a lifelong commitment to empowering women in STEM. If anything, we can see most of the activities she has been doing in supporting early career researchers through by being a member of the Organization for Women in Science and development with OWASD as well. So, without further ado, I’d like to welcome Professor mesangial please come Welcome to the program, the remarkable Professor Vardanyan. Grace messenger.

Professor Grace Verdiana Masanja:
Thank you, Joy, I’m happy to be here with you. And thank you for inviting me to be part of this activity.

Joy Owango:
Okay. So, your career is just short of remarkable with the milestones you you’ve achieved. And I was also reading your biography that was put up by St. Andrews University. And at some point, when you’re in primary school is not high school, your classmates, we’re calling you GK to me, because you are constantly number one in class. You are, you’re not only the first one in class, but your performance was as was par excellence within the, within your primary school and within your high school. feel about being called that because you come truly from a different generation from us, where education was not, was considered completely a privilege, especially when it comes to women. And then along comes this girl who is passing everyone and this is in the 60s and the 70s. So how did you feel about that? When they’ll even tell you that? You’re Jike Dume, You’re a girl who is acting like a man for lack of better words.

Professor Grace Verdiana Masanja:
Well, thank you for the compliments, but I think it was okay. And it was natural. I think the family, my background family, the people used to perform for example my father and sisters. So, for us, it was not a big surprise but many people didn’t expect that. Yes, thank you.

Joy Owango:
So, when you look at your earlier years of your education, what sparked your interest in mathematics? Was it family and also natural curiosity take us through that.

Professor Grace Verdiana Masanja:
Well, to be quite truthful, I really did not think very much about being a mathematician. In the first place, I just wanted to be a musician. I wanted to be a singer. I used to like music, I used to sing, I used to compose Swahili poems and act. I could mimic people’s voices and all that I used to read a lot of novels and so on. Yeah. So, I was more interested in the arts. I composed some music a long time ago, but obviously, at that time, nobody was recording whatever we compose, I came second In Mwanza municipal contests. So, that was during my primary education. But what I can say is this, I was good at every subject although my passion was more into this kind of talent rather than the subjects in the class. So, after primary education, of course, in our case, we had primary, middle than secondary. So, a lot of people were left behind after standard four. So, we proceeded on, and then there was a standard eight. In our case, we did the standard seven and eight together, because the system was being changed, okay? Many we are left behind, my sister and I were the only ones from our school who were all were able to go to, to secondary. Mathematics was given more weight than other subjects. In form one and two you do many subjects then form three and four, they stream you into science and others. There were schools where there was only science, arts and maybe commerce or commercial subjects. So now half of the class would go to science, and half would go to arts. And the way they do it is number one up to 36 go to science. You got 37 up to 72 you go to arts. So because I was the first, I would be streamed into the science class. After that, I wanted to become a doctor. Originally, obviously, I was thinking about becoming a musician but I came to my senses then I decided to be a doctor. That’s what we saw was a good profession. We did not think about engineering because by then engineering was not a choice so, I did not even think about it. In form five, that is the A level. I was selected to join the mathematics combination. Mathematics, Chemistry, Physics.

Joy Owango:
Which year was this?

Professor Grace Verdiana Masanja:
1970, That’s when I finished the exams were doing the Cambridge at that time. Yeah. Then I will select it in 1971 to go to form one and that was now mathematics, physics and chemistry obviously, I had selected the those with biology so that I can go for medicine. I passed because few girls did mathematics well and were taken to do PCM. There was only one combination for girls to do chemistry, physics and mathematics. It’s only 23 girls who were chosen for the entire nation to go there at that time. So that’s how I found myself doing mathematics. And of course, now going to the university, of course. The choice now was to go and do the Bachelor of Science, because the engineering faculty enrolled in the first intake when we were in the first year, but totally men, it was only four boys at that time.

Joy Owango:
Which university was this?

Professor Grace Verdiana Masanja:
University of Dar-es-Salam

Joy Owango:
So, even though they had an engineering program, they did not factor girls at that time, it was only men who would apply

Professor Grace Verdiana Masanja:
yes, when they started, it was only men. Yeah. A year before, before me, those who are just ahead by one year, two ladies were selected under the inter Africa. We used to call it INTERAF, there I was an inter-Africa, kind of where few your students will be selected to go to certain universities within Africa. Right. So two ladies who are selected to go and do engineering in Kumasi Ghana. These are first two women engineers from Tanzania. Yes. So basically, this is when the journey now for me to be a mathematician started because when I went to the University of Dar-es-saalam, I did the Bachelor of Science, combination of mathematics physics and statistics, those who did statistics because they do not have mathematic skill did some kind of math course. Right for us who were majoring in math did political economy, so I did political economy as well. But in second and third year, I just did mathematics and physics, right. And then of course, I went straight away to become a tutorial assistant and at that time we were on staff development, recruited as tutorial assistant, you do your masters, then you go for PhD and that’s it. You start climbing the ladder. Okay.

Joy Owango:
So from what you’re just taking us through you, you’re showing us you’re sharing with us how the academic community was about 50 years ago, when it came to girls and women in science, they were not given a priority, you’ve just said the way the university, one of the top universities in Eastern and Central Africa about 50 years ago did not have their engineering program, they gave men a priority as compared to women. It sounds very recent bearing in mind, how we’ve really invested educating girls in STEM and encouraging girls to go in STEM. And this makes me curious about your journey to earning a PhD. So, you really broke the barriers in primary school and in high school. And also when you went to university, and but by the time you’re done with your undergraduate now the journey was beginning to look at how you get your PhD. So your journey to earning a PhD in mathematics took you to Germany, West Germany at that point. And could you share with us some of your experiences and challenges during that period? So how did you get yourself to West Germany and what was the university and take us through the whole process?

Professor Grace Verdiana Masanja:
Okay, I did not want to go to Germany because of issues of language and all that. But my husband right, went there one year and a half as an engineer. Yeah. So he went to do master’s in engineering. If I didn’t go to Germany, it meant that we would be separated for a longer period. We were apart for one and a half years when I was doing my masters in mathematics at the University of Dare salaam. So I already got some admissions from Canada and from the US, right, but then I had to make a decision. So I decided now to go join my husband, he was in Berlin. So I went to Germany. And then of course, there was the language course, which I did in Bavaria. For six months, then you go to the university, you still have to do now, the language because it is technical. In the German technical language, it’s very, very different from the normal conversation. Before we went to Germany, we were on the German academic exchange services scholarship (DAAD). And three of us left the University of their Dar-es-saalam two where geologist, one was going for a PhD, another one was going for a master’s. So the one who went for PhD and myself were in the same university at the technical University of Berlin. He already knew who the supervisor was going to be unlike me. DAAD said go, find one when there. So, when I arrived there, of course, now, I started now looking for the supervisor, there was a bit of a challenge, because basically, the perception is that women cannot be good in mathematics. Now, a supervisor does not want to take somebody they feel they are not going to finish their studies. Okay. So, obviously, that was a little bit of a shock to me, because I never doubted my ability. So, for the first time, I felt like oh, my god, okay, then I move to another and to another. Somebody pointed out a professor, who had a student from Nigeria, a man, a black student, then they thought, this one might be tolerant to other colors. So that’s when I landed down into this other person. And then I had to do now fluid mechanics. The German diploma. was really comprehensive compared to the British system. Some students who’d go for UK, just the impact of you know, gaining international or whatever experience. They spend their two semesters they come back, they’re not yet ready, they will continue their studies. So they wanted me to more courses in physics, experimental physics, high very high level physics because of the fluid mechanics. Yes, And also, some courses in nuclear physics, some experiments, solid state and all that. So, I did them. At the glance of it, you’d think that I may spend maybe three or four semesters so the four or five semesters but I managed to do that in one and a half semester. Completed. The good thing about the German system is that you go at your pace. When you are ready, you actually you do the exams when you’re ready, you register for the exam because the exam was oral. So finished all the experiments, I need whatever. And so then I registered. So, within one and a half semesters, I was able to finish. And then I started now my PhD.

Joy Owango:
So, what was your professors or your supervisors, perception, when you just cruised through the program? In the in preparation for the program? What was his perception?

Professor Grace Verdiana Masanja:
Okay, the professors who allowed me before they give you a chance, they want you to make a presentation. Obviously, I had to do my presentation in English. And when I finished my presentation, I got a standing ovation. That made me extremely happy. It gave me a lot of confidence in I was I was happy before that I had been demoralized, actually, I can invite them back home, and just go to the US because my position was still there. Right?

Joy Owango:
Yes. So that must have made you change your mind. Because you see, from what from what you just shared with me, you had already thought that, oh, that’s the same kind of battle, in primary education, high school and a bit of university in, in, in in Tanzania, even though you knew your capabilities. But it was a bit, I feel that it was it must have been a shock when you went out of the continent, and you still had to go through the same problem. So it wasn’t just a continental problem. At that point, it was a global issue when it comes to women in science and women in STEM at that point. So and you you proved everyone wrong at that, as you kept on succeeding in every stage.

Professor Grace Verdiana Masanja:
Right? Actually, when I was in Tanzania, I did not get the feeling that I was being discriminated. Obviously, when you look at it, when you look at it from the point of view of the infrastructure that was there for girls, the choices that the girls had enroll that then you see that basically, in the end, our time that most of the system had been inherited from the cloning, that the changes were being made. Slowly. Yes, yes. But you see, when I joined the I started my primary school in 1959. Right? Pre Primary School 1958, we are still under the colonial rule. When I finished the primary three, just one year before I do the primary examinations, which were basically like, in the terminal. Yeah, terminal part for majority. Yes, that’s true. That’s when that’s when we got our independence in December. In January 1962. That’s when I went into primary, whereby we inherited colonial education system. Girls were stereotyped by being offered nursing unlike boys. In the university of Dar-es-Salam, there was only one hall of residence that is hall three, which was for girls, but there were five halls of residences for boys. Yes. Hall two had 11 storeys, hall five had a big storey building built by Chinese. Hall two, and, five were for men. Others were much bigger than hall three. Now they added an extension block on hall three which had two girls in a room. And then they added a bigger one which had four storeys it was occupied by boys who had been enrolled for engineering. So you could see that by design. Very few girls were supposed to go to the university,

Joy Owango:
They we’re expected to reach that point anyway.

Professor Grace Verdiana Masanja:
So of course, even in the secondary schools, which we had for girls was very small. But of course, many initiatives have been done at the University to to ensure that the enrollment really increases. Yeah, that’s true. So the discrimination, which I faced when I went to German, frankly, did not face it. In Tanzania, as long as I was doing very well. I was always, you know, what I can get based on how I was performing.

Joy Owango:
So in your sign your perspective, what do you believe needs transformation? For some greater female participation in STEM fields? I mean, looking at the history of what you just shared with me, there’s always that there’s been that systemic bias, you know, to support from an infrastructure perspective, also, from the administrative perspective to support boys in STEM as compared to girls. So what do you think needs to be done to transfer to foster greater female participation? And could you share your insights on how these changes can be effectively implemented, to enhance the world of STEM and create more opportunities for women?

Professor Grace Verdiana Masanja:
Okay, let me start by saying this, I’ve spent many years working on how to encourage how to have more women and more girls in STEM, in policies in whatever. There was a time where the biggest problem was the mindset of the majority. But we have reached a point where everybody is singing, you know, the gender equality thing. The policymakers be the wherever they are singing it. They put it in there documents, you know, policies and whatever, whatever. But they still one thing, though, when you go to meetings, high level meetings or wherever, you just see men out there, you don’t see women. When you go to the academia, look at the top eight or wherever. If there is one, woman, you unlucky, that is very true. But when you go now to the student leadership, they make sure that all students they select man and woman, right? So, they’re leaving it at the level of the students, right, they are not implementing the policy, where the policy is quite clear that the participation of women should be at least 30%.

Joy Owango:
But do you think this there is a cultural? What is what is stopping this? Do you think it’s a cultural bias? What do you think is impeding this?

Professor Grace Verdiana Masanja:
What is impeding is not making sure that the policy is adhered to. I’ve lived in Rwanda for 12 years. In Rwanda the policies there and it is I mean, they say okay, we want so many women there for so many women who will be there. That’s all like now when you say we need when you say we need so many women. Okay, if you are going to have only eight people attend leadership level, you want to tell me we are no, there are no three women or four women who can be there. No, you can still Yes, they will be there. You see, but that is not happening because the law enforcement of the policies, which are there is deliberately not followed. If it is followed, everybody will do it and I’ve seen it work in in London. After the first elections after, the genocide, People said, No, we couldn’t find women. And the President just told them, oh, when genocide was committed, women were there and they faced the brunt of it, compared men. So you don’t tell me there are no women go look for women and bring them? So what they did, they looked for the very well trained women, as competitors come in, of course. And when they were there for the first round, they outperformed everybody so badly, to the extent that the second election, you’re 67% women. They don’t tolerate corruption. They don’t tolerate whatever. So they got. So now we need leaders who can do that. So that is when we make progress on the second. The second is now when we come now into not having girls in STEM, despite the fact that some programs, are there. I mean, funding programs, make sure 50% goes women. And yet, you have less women taking up that. Now, again, this is an issue where the women now they’re looking at balancing their study, they’re going to PhDs their family, that is also I was I supervised? Actually, I was an architect of a project. My VC, Rwanda asked me, told me that we really need to get women into doing PhDs, women were employed at the National University of Rwanda. They are 84. With Masters. They have been excellent, but they didn’t want to go for PhD. So, I had to interview each one of them establish what is it that is holding them back. And for them, it was challenging the decision to leave their child and young children behind, or those who are not married. The fact that they may not get married because of being out for that long. That in itself, to pick out of it. What we did, was establish a program, we call it a flexible Ph. D program for women where they decided where to go. Some decided to go to neighboring countries, maybe Uganda, Tanzania, wherever they go with their children and in their house girl, their husband can go over weekend, others decided to go to Sweden, but they can go with the children who are under six years. And their husband can also be supported to be there if he wants. But also they can get someone to go so that the child doesn`t see a white face the very first day. And this worked. These women were finishing their studies before the time and they’re performing excellently

Joy Owango:
Absolutely that`s understandable

Professor Grace Verdiana Masanja:
SIDA Sweden is the one which has agreed to that. After one round. The policy was changed in SIDA so that throughout wherever SIDA is supporting women, they have this flexing.

Joy Owango:
They gender the funding process has to make it flexible form for women, like mothers and caregivers.

Professor Grace Verdiana Masanja:
Yeah, and it is also accompanied by a mentorship program. Because the confidence of women is still very low and it is still there and you cannot remove it overnight because it has been built through society socialization throughout their life that we can rely more on is gone. So, the main task was just to make them say okay, I can do it confident. So, there are certain things that can be done in we have tried some of them and they are there and they are working and I’m happy last year I met there was kind of a meeting where I met some people now, they are big people. of these women who have gone through that project and they are big people now.

Joy Owango:
So, now, that takes me to now to know the Organization for Women in Science in the developing world. Take me through some of the initiatives you have done to support women or early career women researchers in STEM and how you helped advocate for more women especially the members, these early career researchers, especially those who are members of the OWSD in in going for in in adopting stem but also most importantly advocating for more girls to take part in STEM through the through this organization.

Professor Grace Verdiana Masanja:
Now, as far as the organization is concerned, what I can say is that I became a member in 1993 before it changed the name. So, we are among the founder members of the organization then, we also started organizations within our countries. We had an organization in Tanzania that was basically trying to increase the number of girls and women who were studying STEM subjects, right. We would also go to schools, but also at the University of Dar-es-Salam there was a process because Professor Peninnah Mulama if you have read about she used also to be executive secretary far away. Yes. By then she was what you can now call the DVC academics at the University of Dar-es-Salam and the vice chancellor at that time, the late Professor Matthew Luhanga, they were really proponents of gender equality, right. So, the strategic plan of the University of Dar-es- Salam, was now emphasizing on gender equality, where every faculty had to make sure that the number of women is increased . It was very difficult to have that number because even those who were applying and those who are qualified you know, the pool from with two to select was very low. So, for us compared to other faculties, it was easy to just drop down the cutoff point. In the faculty of science and engineering it was easier compared to other disciplines. The faculty of science collaborated with the faculty of education because those doing education have to take science subjects. So, in collaboration, we introduced the pre-entry program. The pre- entry program will bring in girls who have two principal passes that is the minimum requirement. Okay? But this is way below the cutoff point, for example, two minimum is e and e, but cutoff point would be ABC, ABC or BB or whatever .So that means we bring them in, we have them for six weeks, okay? In within those six weeks, we just build their confidence, okay. And for mathematics, we look at the gaps that you have in Okay, so that you bridge the curves, because mathematics is hierarchical. And then when the others come, they join them for chemistry, physics, biology, they go in the lab. you know, they just get to used to the laboratory work to touch the apparatus to do this to do that. So, when others come, they just join the start together. This did wanders, first batch of 25. They were constantly as a cohort. On average, they were well above the others. All of them, they got either first class or upper second or the highest. 15 of them remained as tutorial assistants. And most of them already professors now. And this was introduced in 1997.

Joy Owango:
Interesting, this is very Interesting.

Professor Grace Verdiana Masanja:
So the program continued. And it continued. But with the change of leadership.

Joy Owango:
Somehow the dynamics change.

Professor Grace Verdiana Masanja:
Yeah, they dropped it. But they dropped it too soon. Because, yeah, I’ve met some it continued. And originally, they thought, Oh, the first year they are doing well. Probably you taught them what is supposed to be interesting. But consistently, they were doing so well. And these had entered with the minimum qualifications. It was originally funded by a project but parents wanted to bring more children. So more and more girls were being brought in. It is that science engineering said we would like to join us. They also join us. So, combining with role modelling, visiting schools and so on, which is still being done always OWSD. They’re still doing the role modeling.And that one, you do it from primary, lower secondary, then you get them into the STEM. Now once they’re there, we have this other project that again, did quite a lot, unfortunately, should have continued until even at school level. Everybody can mainstream it but it was not mainstreamed.

Joy Owango:
Right. Okay. So as we come to a close what message or advice would you like to share with aspiring African scholars and researchers who are looking to make an impact in their respective fields? Looking at the experience of going through breaking barriers, literally breaking barriers, not only in Africa, in Tanzania, but also in Germany, where you’re studying as well.

Professor Grace Verdiana Masanja:
Okay, so maybe what I can say is this. Right now, there is a tendency of people thinking that mathematics is not necessarily important because now we can have our artificial intelligence or these. That is a very, that is a very big mistake. Those who are creating artificial intelligence in Europe is in mathematics.

Joy Owango:
Oh, yes, it’s heavy on mathematic.

Professor Grace Verdiana Masanja:
Yes, it is theoretical and it has been there for quite a long time before Um, before now it went, it became something for everybody and apply the same for the same for computer programming. Computer Programming, per say right now we don’t have programmers because everything is there. Yes, do this do that, yes, that’s not the case, when you go to, let’s say, Western Europe, or even Eastern Europe, Russia. Because if we really want to do our own thing. Not, you know, to take what is there, then use their template, and then you know, do whatever use the algorithm use their autumn, if you want to make ours, we have to really continue making sure that mathematics is properly learned, we really need to have good programmers. Because even those who are doing, you know, medicine, agriculture, wherever we’re now using, you know, the ICT tools, the internet, since they know, they really need to have that good base in math. Because I know, those who are those who are doing biology at a level, they used to do a lot of mathematics. They shouldn’t they shouldn’t brush aside the mathematics, otherwise will be just recipients a new a new recipe and you pay very high. Because you have to buy the technology. But secondly, because the technology does not fit you. You see, we know that the technology which is developed within our own Africa, let’s consider M PESA for example, So this is even preferred by the people in the in the West. Why? Because the way it is built, it tackles our rule, very basic rule of needs. So and when you can sort out the basic needs of Africa, then who cannot benefit from it. So, being a mathematician, I have another eye that is looking at what is happening, we are not able to create our own Internet of Things, we are not able to create anything over us, all we can do is just use what they bring for us. And whether it suffices, whether it addresses our specific needs, it doesn’t matter. We just try to survive with it. So, this is the take I have.

Joy Owango:
Okay. All right. Thank you. So my professor Masanja, listening to you is extremely inspiring. And I like that you broke barriers, the way you are influencing change, wherever you are. And that is really important. You know, especially for not only for girls, but for really everyone who is getting into STEM or any career really, always believe in yourself, no matter what everybody else says believe in yourself and trust. From what you’re telling me. Tell us about instincts, trust your instincts in forging forward in achieving your goals. Thank you so much, Professor messenger. And do have a lovely day. Thank you for now.

Professor Grace Verdiana Masanja:
Okay, thank you. Bye bye.

Joy Owango:
Bye bye.

Outro:
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