Women’s Access to Education in a Patriarchal Society
Keywords:
Cultural norms, Family restrictions, Gender-based inequality, Poverty, Restrictions, Women's educationAbstract
This research study examines women's access to education in
Afghanistan, focusing on the challenges faced by women in a
patriarchal society. The study aimed to investigate how a male
controlled Afghan society hinders women's access to education
and what can be learned from the experiences of women
forced to give up on education. A qualitative case study
approach is employed, using historical analysis and semi
structured interviews as the main data collection methods.
Purposeful sampling is utilized to select participants,
specifically older women who have firsthand experience of
limited or no access to education. The key findings reveal that
factors such as family restrictions, gender-based inequality,
poverty, long distances, and societal/cultural norms contribute
to women leaving school or never attending. Four provinces in
Afghanistan (Kabul, Parwan, Baghlan, and Badakhshan) are
represented, with four respondents from each province. The
choice of older women is based on their knowledge and insights
into the research questions, while the inclusion of participants
from remote areas adds to the vulnerability factor. By
examining historical evidence and gathering narratives from
women who have faced educational barriers, this research
seeks to shed light on the extent and impact of women's limited
access to education in a patriarchal Afghan society. The findings
can contribute to a better understanding of the factors
perpetuating gender inequality in education and inform efforts
to promote women's educational empowerment in similar
contexts.
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