Societal Stereotypes, Rather than Economic Factors, Are Barriers to Female Education

Education plays a leading role in the prosperity of any nation; it is the fundamental right of every citizen, irrespective of gender. It is absolutely regrettable to mention that this right in Pakistan remains uncertain, especially for girls. According to an estimate, by the end of the year 2024, the country’s female literacy rate will be around 52%, compared to the overall rate of 70%. This disparity is even more concerning in the remote areas of Balochistan, Khyber Pakhtunkhwa, Sindh, and some parts of Punjab. This gender inequality is mostly the result of societal taboos and stereotypes, rather than economic factors alone. Societal stereotypes, including early marriages, the absence of a safe environment, sexual violence and harassment, cultural and religious expectations, and wrong perceptions about women’s intellectual abilities, deprive girls of leading a dignified life in the community. While economic factors are cited as barriers to female education, societal stereotypes play an equally significant, if not more significant, role in limiting girls’ educational opportunities.

An educated woman may serve as a powerful agent of change, contributing to the socio-economic and political development of a nation. It is worth noting that an educated woman is more likely to join the workforce, drive economic growth, and achieve financial independence by reducing dependency, improving household income, and strengthening families and the nation. An educated woman is not only well aware of her rights but also challenges the societal norms and stereotypes hindering gender equality. History has witnessed that women have played a crucial role in every realm of life. Take the example of Angela Merkel, who remained the Chancellor of Germany for 16 years. She strengthened Germany’s economy, managed the Eurozone crisis, and maintained democratic values. Another significant example is Marie Curie, a Polish-French physicist and chemist who pioneered research in radioactivity, becoming the first woman Nobel Prize laureate. There is a dire need to take dynamic and concrete steps to prioritize and facilitate female education, ensuring equal educational opportunities in all parts of Pakistan.

Societal stereotypes are major barriers to female education, depriving girls of access to education. Research shows that girls’ education in Pakistan faces many hurdles, contributing to the exacerbation of gender inequality in the country. According to a report, around 14.2 million girls are out of school. This figure may be the total population of some countries in the world. It means that a significant portion of Pakistan’s population remains uneducated, contributing to poverty and worsening the economic crisis.

Child marriage, the marriage of a child under the age of 18, is the foremost obstacle to female education in Pakistan, as 21 percent of girls get married before reaching 18. Child marriages result from various reasons. Some people believe they are protecting their children from harm or the stigma associated with having a relationship without marriage. These girls are deprived of getting an education. As a result, these girls are more likely to experience early pregnancy, malnourishment, domestic violence, and pregnancy complications. It should be noted that families prefer early marriages to reduce their economic burden and responsibilities. Around 700 million women worldwide were married underage, according to UNICEF’s 2017 report. UNICEF also states that about 30 percent of girls are married before the age of 18. The government should pass a law suggesting that women who want to continue their education should not be forced to get married. Additionally, such marriages should be considered a crime.

Another significant hurdle in girls’ education is gender-based violence. It exists in many forms, including physical and sexual abuse, harassment, and bullying. Surviving rape, coercion, discrimination, and other types of abuse affects girls’ enrollment in educational institutions, lowers their participation and achievements, and increases absenteeism and dropout rates. As a result, many girls are deprived of receiving an education. According to statistics, only 68 percent of girls aged between 15 and 23 can read and write, compared to 83 percent of boys in the same age group. In many regions of Pakistan, particularly in Balochistan, Khyber Pakhtunkhwa, and Sindh, girls attend primary schools, but they can’t pursue higher education due to security challenges and the non-availability of educational institutions in their areas. The government needs to ensure a safe environment for all children to receive an education by making relevant laws for children’s safety.

Last but not least, the absence of dependable transportation is another major barrier to female education in Pakistan, particularly for girls living in rural areas. Due to the lack of transportation, many girls are forced to remain at home. As Pakistan is composed of heterogeneous communities differing in caste, social status, language, religion, and various other factors, girls from different societies are allowed to get an education only in their own towns or villages, prohibiting them from going out of the city. To solve this problem, the government and non-governmental organizations need to invest in enhancing the transportation system, ensuring that all girls have safe and convenient transportation facilities.

In conclusion, although economic factors undeniably play a crucial role in hindering female education, societal stereotypes act as more dangerous and deep-rooted barriers. These stereotypes undermine female education, restricting girls to household chores. The government, civil society, and families need to work together to provide accessible and quality education to girls. It is our sole responsibility to reject harmful gender biases and stereotypes and actively support the right to learn for females. Moreover, launching awareness initiatives, particularly in rural areas, is crucial. These awareness campaigns should be launched to challenge societal norms and stereotypes hindering girls’ education. Unless we ensure a safe environment for women both in educational institutions and workplaces, these stereotypes will continue to hinder girls’ education.