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' type: Article 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'