SOCIO-CULTURAL BARRIERS TOWARDS GIRLS EDUCATION

Abstract

This study looks into the socio-cultural factor affecting the education of girls in the small village of Radhan situated near taluka Mehar in district Dadu of Sindh, Pakistan. The study has been conducted using qualitative research methodology including participant observation, key informants and interviews. The fieldwork spans at five months starting with rapport building with the community. Total of 27 in-depth interviews was conducted with different stakeholders of the village. The study explored that the social structure of the village is patriarchal and males over-achingly control the fate of females. Females are not allowed in the market without a male guardian. The shonour of the family is associated with safety and in-accessibility of the females. Consequently, girls are considered to stay indoors to raise a family. Education is considered as empowerment that results in disobedience and independence. Controlled Islamic teachings are preferred for girls. Secondly, son preference also leaves girls inferior to boys. Findings revealed that traditionally gendered norms hinder girls‟ educational attainment. Specifically, the research found that girls were less emphasized in their families while it comes to educational attainment because of the patriarchal norm. The research also found that the high value of son and gender base violence influence to girls‟ access to education. Some other factors are economic insolvency, religious misinterpretation, child marriage, and gender insensitive education system that limit girls‟ education in rural Sindh. Patriarchal stereotype creates a problem in girl's education and examines how cultural barriers influence girl‟s access to education. The other main issue is household work. Since an early age, the girls in this study were engaged in household work, helping the mother in the kitchen and working in agriculture fields. Parents forced their daughters to stay at home, take care of their other children, and become proficient in household work rather than pursuing their education. Likewise, this thesis discussed and analyzed that these socio-cultural barriers were significant challenges for girls/women‟s access to education in Radhan village of rural Sindh.