Abstract
Education for women in Muslim societies had been discussed widely. However, it remains unclear if the perception of the importance of university education in Muslim societies and its predictors are different between men and women. Therefore, this research examined the following misogynistic perception among both genders: university education is more important for men than for women. This research aimed to determine gender differences and predictors of this perception. Sample populations were from Malaysia (N=820), Singapore (N=320), India (N=447), and Pakistan (N=1195). Mean difference test and binomial logistic regression analysis were conducted. The results revealed that more than half of the men agreed that they perceived university education as more important for men than for women. Over half of the women had the same perception. Some demographic variables were significant predictors of perceiving university education to be more important for men than for women, albeit inconsistent based on groups and countries. Some of the findings included being religious predicted less likelihood of misogynistic perception in countries such as Malaysia and Pakistan, but not in the others. Consistently, for both genders, perceptions concerning men’s superiority and women’s role being at home predicted the perception that university education was more important for men than for women. This suggests the intricate influence of the perception of ability and gender stereotype among Muslims when it concerns university education. Further studies are necessary to understand the rationale behind these predictors.
Highlights
Education for women in Muslim societies had been discussed widely
It remains unclear to what extent men and women have a favorable view of one gender over the other in having a university education, the perception that university education is more important for men than for women
Based on current literature, various factors could affect women educational attainment up to higher education—for example, social norms (Hamdan, 2005), religion (Abukari, 2014; Al‐Hariri, 1987), and the country itself (Roudi-Fahimi & Moghadam, 2015). It is not known concerning gender differences and predictors of the following misogynistic perception among both genders: university education is more important for men than for women
Summary
Education for women in Muslim societies had been discussed widely It remains unclear if the perception of the importance of university education in Muslim societies and its predictors are different between men and women. Some of the findings included being religious predicted less likelihood of misogynistic perception in countries such as Malaysia and Pakistan, but not in the others For both genders, perceptions concerning men’s superiority and women’s role being at home predicted the perception that university education was more important for men than for women. One such research growth area is on perceiving the importance of university education based on gender and its predictors, especially in comparing the results of Muslim-majority and Muslim-minority populations. Further research is required to understand this misogynistic perception within the context of Muslims better
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