Dual Impact of Family Structure and Parental Beliefs on Educational Access for Girls

Abstract

This study aimed to explore parental concerns and the influence of family structure on gender equality in Education in Pakistani culture. This study used the mixed method approach to collect data from 360 parents through household surveys and in-depth interviews. The findings, derived from logistic regression analysis, reveal that living in nuclear families significantly enhances girls' educational opportunities (B = 2.264, p = .001). In contrast, traditional norms in joint family systems act as a constraint (B = 1.930, p = .051). Parental attitudes were found to be pivotal in shaping educational equity; strong support for girls' Education and Higher Education positively predicted gender equality (B = 3.778, p < .001). Conversely, prioritizing boys' Education (B = 3.894, p < .001) and assigning household responsibilities to girls (B = 1.724, p = .035) negatively impacted gender parity. The qualitative results revealed that daughters' safety, family honor, financial constraints, and favoring sons over daughters significantly influenced educational decisions. Interestingly, while not statistically significant, factors such as social norms, economic constraints, and religious considerations were identified as underlying barriers to achieving gender equity. The study concluded that it emphasizes the importance of fostering gender equality in Education as a pathway to broader social and economic development in Pakistan. The study recommends the implementation of parental awareness campaigns, offering financial incentives, improving school safety, and increasing the availability of female teachers to enhance educational access for girls.