Shazia Wahid, Wazir Ali, Niamat Ullah Baloch

Exploring Sociocultural Constraints on Females’ Higher Education in Balochistan: A Mixed-Methods Study

Introduction

Exploring sociocultural constraints on females’ higher education in balochistan: a mixed-methods study. Investigates sociocultural & economic constraints on females' higher education in Balochistan, Pakistan. A mixed-methods study reveals unequal opportunities, financial hardship, institutional bias, and female resilience.

Abstract

In Balochistan, females’ pursuit of higher education (HE) often encounters entrenched sociocultural constraints and economic barriers, despite Pakistan’s commitments to gender equality. The study aims to explore the intersecting challenges to female participation in HE in Balochistan through a convergent mixed-methods approach with survey data (289 participants) and seven semi-structured interviews conducted among female students. Quantitative results revealed persistent challenges: 46.5% of respondents reported unequal opportunities, and 78.3% financial hardship. Institutional obstacles were also widespread, including administrative bias (72.8%), gender discrimination (69.3%), and unequal access to activities (64.8%). Complementing these figures, qualitative findings highlighted resilience, with most participants articulating strong ambitions for educational and professional advancement, despite facing systemic and social challenges. Community attitudes were found to be uneven, as families with higher educational backgrounds expressed greater support for female higher education. The study concludes that addressing these challenges requires need-based scholarships, context-specific community engagement, and gender sensitive institutional reform. Further, policy recommendations to promote gender parity and foster an inclusive HE environment in rural Pakistan suggest that effective interventions must combine need-based scholarships, gender-sensitive reforms, and community engagement tailored to local contexts.

Review

This study offers a timely and crucial examination of the sociocultural and economic impediments to females' pursuit of higher education in Balochistan, Pakistan. Utilizing a convergent mixed-methods approach, the research effectively combines quantitative data from 289 survey participants with qualitative insights gleaned from seven semi-structured interviews. This robust methodology is well-suited to unraveling the complex, intersecting challenges that hinder female participation in higher education, providing a nuanced and regionally specific understanding of a significant gender equality issue within an under-researched context. The findings present a compelling and multifaceted picture of the obstacles faced by female students. Quantitatively, the study reveals persistent challenges, with a notable percentage of respondents reporting unequal opportunities (46.5%) and significant financial hardship (78.3%). Institutional barriers are also highlighted as widespread, including administrative bias (72.8%), gender discrimination (69.3%), and unequal access to activities (64.8%). These stark figures are powerfully complemented by qualitative data, which not only confirms the systemic challenges but also underscores the remarkable resilience and strong educational and professional ambitions of the female participants. The qualitative findings further illuminate the variability in community attitudes, observing greater support for female higher education among families with higher educational backgrounds, thereby adding a crucial layer of contextual understanding. The study concludes with practical and actionable policy recommendations designed to promote gender parity and foster an inclusive higher education environment. It advocates for a multi-pronged approach encompassing need-based scholarships, context-specific community engagement, and gender-sensitive institutional reforms. The emphasis on interventions tailored to local contexts and rural Pakistan is particularly salient, recognizing the diverse needs and cultural nuances of the region. Overall, this research makes a valuable contribution to the literature on gender equality in education, providing robust evidence and concrete recommendations that can inform policymakers, educational institutions, and stakeholders striving to ensure equitable access and opportunities for females in higher education in Balochistan and similar contexts.

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