Socio-economic Factors Influencing Gender Biased Access to Education in South Punjab

Abstract

This study aims to examine socio-economic and cultural factors responsible for low educational attainment of girls in rural communities of South Punjab. The study identifies differential parental, communal perceptions and deep rooted attitudes hindering girl’s education. A multi-sited ethnographic account was employed in this study to investigate issues related to gender biases at the household and community levels within rural communities. The study was carried out in three remote locations of district Rajanpur, South Punjab, Pakistan. These three selected locales were categorized as the least developed, less developed, and developed communities. The study examines hindering as well as facilitating factors for girls’ access to education across these three diverse communities. Data were mainly collected through qualitative approaches including participant observation, in-depth interviews, focus group discussions, and case studies. Three target groups from the stated communities were selected as study participants. 1) a group of girls of school going age (4-16 years of age), 2) a group of parents, community members and other related stakeholders and 3) a group of school teachers including key officials from education department. The study also examines how the communities have responded to gender biases towards girls’ education. In doing so, the study identifies an improvised state of girls’ education in two selected underdeveloped communities, while in the developed community, significant advancement in girls’ education was found which is mainly attributed to positive contribution towards girls’ education from their own families and the local community. Additionally, the study identified some facilitating factors to acquire socio-economic progress in a rural community by promoting girls education and hence minimizing cultural barriers that are mainly responsible for gender bias in education.