Barriers to post-secondary education among marginalized young women from Israel’s periphery

Abstract

Post-secondary education (PSE) promotes social mobility and improves the lives of marginalized groups. However, there are many barriers to acquiring PSE among marginalized young women. Based on semi-structured interviews in four focus groups of women aged 19–26 in Israel’s southern periphery, who utilized welfare services, this study examined the unique barriers to the acquisition of PSE among marginalized young women. Although participants expressed high academic ambitions, the various gender, personal, interpersonal, and structural barriers they face prevent them from achieving PSE. The findings indicated that it was the structural barriers that served as the main barriers, directly affecting the personal and interpersonal barriers. Additionally, the participants’ position as women, including gender role expectations, constitute personal and interpersonal barriers, and prevent them from integrating into PSE. Overall, the two marginal locations, living on the periphery and gender, play a crucial role in the experience of marginalized young women, and both of them deepen other barriers to PSE. To increase PSE participation among marginalized women, more efforts should be made to help them overcome their personal and interpersonal barriers. To decrease structural barriers, extended support must be provided from primary school to the end of their PSE studies.