A SOCIOLOGICAL PERSPECTIVE ON GENDER DISPARITIES IN HIGHER EDUCATION IN PAKISTAN

Abstract

This study is a comprehensive exploration of gender inequality in higher education in Pakistan from a sociological perspective. It investigates how social structures, cultural norms, and institutional practices shape unequal educational experiences and outcomes for males and females. Despite policy initiatives aimed at promoting gender equity, females in Pakistan continue to face barriers related to access, participation, and representation in higher education institutions. Using a qualitative content analysis of published research documents, the study synthesizes existing literature to identify the socio-cultural and institutional factors perpetuating these inequalities. The findings reveal that patriarchal values, gendered socialization, socio-economic disparities, and institutional biases collectively contribute to the persistence of gender inequality in higher education. The analysis, grounded in sociological theories particularly structural functionalism, conflict theory, feminist theory, symbolic interactionism, and Bourdieu's concepts of cultural capital highlights how education reflects and reproduces broader gendered power relations in society. The study concludes that meaningful progress toward gender equity requires transformative change at both institutional and societal levels, including gender-sensitive policies, inclusive pedagogical practices, and the redefinition of women's roles in education and society. This study's role in informing policy and academic understanding, and promoting social change towards gender equity, is significant and should not be overlooked.