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'