Socio-Cultural Gender Norms and Economic Barriers in The Context of Rural High School Girls’ Dropout in Bangladesh: A Qualitative Study

Abstract

While attending high schools, in Bangladesh, rural school girls face the pressure of socio-cultural gender norms and the barriers of economic deprivation. This paper aims to analyze the multifaceted connection between gender norms and economic deprivation of families in rural Bangladesh; and how the dynamics of the connection affect high school girls’ opportunities of further education. The paper identifies the major factors that lead girls to drop out of school. In-depth qualitative interview sessions were conducted with 5 rural high school dropout girls. The analysis incorporates both thematic and narrative analyses. The study finds that gender norms, socioeconomic realities, deprivation and poverty work as barriers; and affect girl’s future education by restricting girl’s opportunities and social mobility with the support of discriminatory gender norms and practices. Parents compromise on girls’ education by giving gender norms a priority. Instead of encouraging girls’ future education parents tend to ensure their daughter’s future in an early marriage. Among the financially challenged families, girls’ domestic duties are prioritized over their aspiration of getting education. Most parents are concerned about the sexual security/chastity of their girls, which also force girls to drop out of high schools. Few parents/guardians who encourage and support girls’ education usually take the initiative to bring changes by resisting social norms that obstruct and limit girls’ opportunities. The paper concludes that in the context of persistent socio-cultural gender norms, resistance against regressive gender ideologies and social norms are needed to bring positive changes in gender socialization.