Impact of Cultural Norms and Social Expectations for Shaping Gender Disparities in Educational Attainment in Pakistan

Abstract

This quantitative study explores the complex phenomenon between societal expectations and cultural norms for shaping gender discrimination and further investigates the factors that affect gender differences in educational attainment in Pakistan. There are still large gender differences in the educational environment in Pakistan, and these issues have been raised with time. The goal of this research is to present a thorough investigation of the underlying causes of these differences, with an emphasis on the influence of societal standards and cultural expectations. This study is based on a quantitative approach with pertinent primary data gathering through surveys. Data on attitudes, beliefs, and practices about gender and education have been collected through a survey of a representative sample of Pakistani families and educational institutions. In addition to this quantitative data for collecting the gender gaps, qualitative interviews with important stakeholders were also conducted. This research tries to discover significant drivers of gender gaps in educational attainment by examining the links between variables such as parental expectations, cultural attitudes regarding gender roles, access to resources, and educational results. The results of the study anticipated and concluded that social norms and cultural standards affect Pakistani students' decisions and performance in school. Additionally, the study recommended insightful information to educational institutions and policymakers for the purpose of creating focused interventions that will address these discrepancies and solve the gender equality issues in education.

Exploring Pakistani University Lecturers’ Professional Identity Construction and Negotiation in ESL Classroom

“…In the ESL context, the work ofClarke (2008) andKumaravadivelu (2003) has explored the intersection of language teaching and cultural influences on professional identity construction. However, the specific experiences of Pakistani university lecturers in ESL classrooms remain understudied Firdoos et al (2023). narrated that Pakistani cultural norms and societal expectations play a significant role in shaping educational practices.…”