113 lines
3.4 KiB
YAML
113 lines
3.4 KiB
YAML
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abstract: 'Girls'' education and participation in economic activities are relatively
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low in patriarchal Pakistani societies due to stereotypical family roles
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and cultural and religious inclinations. This study examines the
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influences of educational institutions and educational actors on
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gender-role ideologies in mainstream education in the public sector in
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an urban setting. The study methodology uses a mixed-method research
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approach; the quantitative analysis is conducted using the Social Roles
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Questionnaire, and the study aims to explore educators'' views on gender
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roles and their relationship to demographics. Schools'' disposition
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toward gender segregation was investigated through a qualitative
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Critical Discourse Analysis (CDA). The findings of the quantitative part
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revealed that the majority of the participants believed in traditional
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gender roles regardless of differences in their education, parental
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education, experience, job status, level of teaching, gender,
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designation, and type of institution (girls only/boys
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only/co-education). Qualitative analysis showed that educational
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institutions are playing a significant role in widening the gender gap
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due to the perceived intention of education being gender-biased that
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aims at developing boys as income producers and girls as morally rich
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stereotypical daughters, wives, and mothers. Additionally, education
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allows girls to shoulder the double burden of work and home in poor and
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middle-class families with limited cultural and domestic careers;
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however, for outdoor services, teaching careers are of paramount
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importance. Furthermore, girls'' higher education is considered less
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meaningful, and participants have a rigid, traditional mindset. This
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study is unique in that, for the first time, it examines the influence
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of public-sector institutions and educationists'' personal mindsets on
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gender-role stereotypes in an urban metropolitan area of Pakistan. This
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research provides recommendations for policymakers to cater to
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gender-disparity concerns for the well-being of the nation.'
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affiliation: 'Siddiqui, S (Corresponding Author), Tech Univ, Berlin, Germany.
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Hinduja, Preeta; Kamran, Mahwish, Iqra Univ, Karachi, Pakistan.
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Siddiqui, Sohni, Tech Univ, Berlin, Germany.'
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author: Hinduja, Preeta and Siddiqui, Sohni and Kamran, Mahwish
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author-email: 'hindujapreeta@gmail.com
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s.zahid@campus.tu-berlin.de
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mahwish.siddiqui@iqra.edu.pk'
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author_list:
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- family: Hinduja
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given: Preeta
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- family: Siddiqui
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given: Sohni
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- family: Kamran
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given: Mahwish
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da: '2023-09-28'
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doi: 10.14431/aw.2023.12.39.1.45
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eissn: 2586-5714
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files: []
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issn: 1225-925X
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journal: ASIAN WOMEN
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keywords: 'Gender roles; classroom practices; girls? career; girls? higher
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education; Pakistan'
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language: English
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month: MAR
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number: '1'
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number-of-cited-references: '7'
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orcid-numbers: 'Kamran, Mahwish/0000-0002-0572-1603
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Siddiqui, Sohni/0000-0002-4001-5181
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Hinduja, Preeta/0000-0003-4316-3734'
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papis_id: f2aec3e16c1917afc249cbd4b824f761
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ref: Hinduja2023publicsector
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researcherid-numbers: 'Kamran, Mahwish/AAV-5351-2021
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Siddiqui, Sohni/AAC-6045-2021
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'
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times-cited: '1'
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title: 'Public Sector Education and Gender Inequality: A Mixed-Method Study in Metropolis
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City of Pakistan'
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type: Article
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unique-id: WOS:000980753100003
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usage-count-last-180-days: '3'
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usage-count-since-2013: '3'
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volume: '39'
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web-of-science-categories: Women's Studies
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year: '2023'
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