Equity and leadership: examining how socio-economic diversity shapes leadership potential in scholarship applicants

Higher education participation in Sub-Saharan Africa remains low due to limited transitions from secondary school, driven by financial constraints, socio-economic inequality, gender disparities, and conflict-related displacement. Scholarship programs increasingly target disadvantaged students with leadership potential, yet evidence on the relationship between socio-economic vulnerability and leadership capability remains limited. This study examined relationships between socio-economic vulnerability and leadership potential among 672 final applicants from a pool of 6,407 applicants to a higher education scholarship program implemented across 12 African universities. Composite vulnerability indices and four leadership domains were used in the analysis. Results revealed that vulnerability was not associated with leadership potential across any domain. Refugees and Displaced Persons reported significantly greater vulnerability yet scored higher on transformational leadership and entrepreneurship capacities. No systematic gender or disability differences were found, though the representation of persons with disabilities dropped sharply from undergraduate (21.0%) to postgraduate (7.3%) levels. The findings demonstrate that leadership-related capabilities are may be distributed independently of socio-economic background, while refugee status may paradoxically be associated with distinctive leadership capabilities. Scholarship selection models could prioritize equity-driven approaches that recognize diverse pathways to leadership development, alongside targeted support addressing the structural barriers that constrain educational progression for persons with disabilities in school.