wow-inequalities/02-data/intermediate/wos_sample/2194c3e4ac1acaeb1fbe077244189c63-hinduja-preeta-and/info.yaml

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2023-09-28 14:46:10 +00:00
abstract: 'Girls'' education and participation in economic activities are relatively
low in patriarchal Pakistani societies due to stereotypical family roles
and cultural and religious inclinations. This study examines the
influences of educational institutions and educational actors on
gender-role ideologies in mainstream education in the public sector in
an urban setting. The study methodology uses a mixed-method research
approach; the quantitative analysis is conducted using the Social Roles
Questionnaire, and the study aims to explore educators'' views on gender
roles and their relationship to demographics. Schools'' disposition
toward gender segregation was investigated through a qualitative
Critical Discourse Analysis (CDA). The findings of the quantitative part
revealed that the majority of the participants believed in traditional
gender roles regardless of differences in their education, parental
education, experience, job status, level of teaching, gender,
designation, and type of institution (girls only/boys
only/co-education). Qualitative analysis showed that educational
institutions are playing a significant role in widening the gender gap
due to the perceived intention of education being gender-biased that
aims at developing boys as income producers and girls as morally rich
stereotypical daughters, wives, and mothers. Additionally, education
allows girls to shoulder the double burden of work and home in poor and
middle-class families with limited cultural and domestic careers;
however, for outdoor services, teaching careers are of paramount
importance. Furthermore, girls'' higher education is considered less
meaningful, and participants have a rigid, traditional mindset. This
study is unique in that, for the first time, it examines the influence
of public-sector institutions and educationists'' personal mindsets on
gender-role stereotypes in an urban metropolitan area of Pakistan. This
research provides recommendations for policymakers to cater to
gender-disparity concerns for the well-being of the nation.'
affiliation: 'Siddiqui, S (Corresponding Author), Tech Univ, Berlin, Germany.
Hinduja, Preeta; Kamran, Mahwish, Iqra Univ, Karachi, Pakistan.
Siddiqui, Sohni, Tech Univ, Berlin, Germany.'
author: Hinduja, Preeta and Siddiqui, Sohni and Kamran, Mahwish
author-email: 'hindujapreeta@gmail.com
s.zahid@campus.tu-berlin.de
mahwish.siddiqui@iqra.edu.pk'
author_list:
- family: Hinduja
given: Preeta
- family: Siddiqui
given: Sohni
- family: Kamran
given: Mahwish
da: '2023-09-28'
doi: 10.14431/aw.2023.12.39.1.45
eissn: 2586-5714
files: []
issn: 1225-925X
journal: ASIAN WOMEN
keywords: 'Gender roles; classroom practices; girls? career; girls? higher
education; Pakistan'
language: English
month: MAR
number: '1'
number-of-cited-references: '7'
orcid-numbers: 'Kamran, Mahwish/0000-0002-0572-1603
Siddiqui, Sohni/0000-0002-4001-5181
Hinduja, Preeta/0000-0003-4316-3734'
papis_id: f2aec3e16c1917afc249cbd4b824f761
ref: Hinduja2023publicsector
researcherid-numbers: 'Kamran, Mahwish/AAV-5351-2021
Siddiqui, Sohni/AAC-6045-2021
'
times-cited: '1'
title: 'Public Sector Education and Gender Inequality: A Mixed-Method Study in Metropolis
City of Pakistan'
2023-10-01 08:15:07 +00:00
type: article
2023-09-28 14:46:10 +00:00
unique-id: WOS:000980753100003
usage-count-last-180-days: '3'
usage-count-since-2013: '3'
volume: '39'
web-of-science-categories: Women's Studies
year: '2023'