Exploring Socio-Cultural Factors of Educational Gender Inequality in Rural Khyber Pakhtunkhwa, Pakistan

Abstract

Each year of schooling increases an individual’s output by 4-7 percent (Basic Education Coalition, 2004). There exist a large number of studies establishing that gender differentials exist in education in developing countries (Orazem and King, 2007: United Nations, 2005). This study is an effort to investigate into various socio-cultural factors contributes educational gender inequality in rural areas of Khyber Pakhtukhwa. This study has been conducted in rural areas of Peshawar, Khyber Pakhtukhwa, Pakistan. This study is framed under qualitative research design. Purposive sampling technique has been adopted for selection of samples from the population of interest. The information has been collected through an interview guide in face to face conversation with the respondents. Further, two focus group discussion were organized to gain further insight to the research questions under concern. The collected information has been transcribed, narrated and linked with literary information in order to extract authentic findings. Findings of the study indicates that various socio-cultural contributes educational gender inequality in rural areas of Khyber Pakhtukhwa, Pakistan. Families and parents invest more in boys schooling when compared to female schooling (e.g. sending boys to highly paid private schools, taking better care for boys in educational facilities such as transport, bag, books, and pocket money). Parents prefer male children schooling because of the better economic returns and perception that male are future of the family. Parents are unable to invest more female education because of low income and poverty. Religion plays an eminent role in restraining parents to school there female children leading to educational gender inequality. Further, in traditional society like the study area people do not consider female schooling and education as a good practice. Job market significantly influences parental perception and response towards female schooling in the study area. Lastly, low and sub-ordiante status as well as the status and role of women being sister, mother and wife leads to educational gender inequality in the study area.