Abstract
Girls' education is known as an essential component to skilled human resource development and for enhancing their socio-economic status in all societies across the world. It has been recognized as panacea to sustainable social development. Using qualitative research methodology, this research was aimed at exploring socio-cultural barriers of girls' education in northern rural Bangladesh. Using a qualitative research guideline, total forty five participants including five key informants were interviewed singly. Findings revealed that traditional gendered norms hinder girls' educational attainment. Specifically, it was found that girls were less emphasized in their families while it comes to educational attainment because of patriarchal norm. It was also found that economic insolvency, religious misinterpretation, child marriage and gender insensitive education system limit girls' education in rural Bangladesh. Program addressing men attitudes toward women is needed to be launched. For ensuring girls education of marginal households, effective awareness program is also suggested.
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