Empowerment at the Crossroads: Women's Educational Challenges in Karachi's Higher Education

Aisha Bano Rahat; Aziz Un  Nisa; Naila  Siddiqua; Humma Mehmood; Rahama   Abbassi

doi:10.31849/utamax.v6i1.16086

Aisha Bano Rahat University of Karachi, Karachi, Pakistan
Aziz Un Nisa University of Karachi, Karachi, Pakistan
Naila Siddiqua University of Karachi, Karachi, Pakistan
Humma Mehmood Jinnah University for Women, Karachi, Pakistan.
Rahama Abbassi University of Illinois, Illinois USA.

DOI: https://doi.org/10.31849/utamax.v6i1.16086

Keywords: Barriers to higher education, Educational Challenges, Female empowerment, Gender equality, Gender study

Abstract

This study investigates the challenges faced by female students pursuing higher education in Karachi, Pakistan. It explores the barriers and difficulties that women experience in accessing and completing their higher education, as well as the factors that hinder women's education in society. The study utilized a descriptive; quantitative survey approach was used, questionnaire with multiple choices. Which was administered to 300 randomly selected female respondents from various departments of the University of Karachi and Federal Urdu University. The study also proposes guidelines to address these challenges and minimize their impact. The research findings reveal the perceptions and experiences of female students in higher education, emphasizing the need for gender equality, inclusive support systems, and diverse representation in academic leadership positions. The study's outcomes can enlighten policymakers, educational institutions, and stakeholders in enhancing female empowerment and educational opportunities in Karachi The findings of the study reveal the perceptions and experiences of female students in higher education, highlighting the need for gender equality, inclusive support systems, and diverse representation in leadership positions.

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Author Biographies

Aisha Bano Rahat, University of Karachi, Karachi, Pakistan

Aisha Bano Rahat Ph.D. scholar in education at university of a Karachi. Her research during her Master of Philosophy focused on the professional development of teachers at the secondary school level. Presently, she holds the position of Teaching Associate at the University of Karachi.

Aziz Un Nisa, University of Karachi, Karachi, Pakistan

Dr. Azi Un Nisa became a part of the Department of Education at the University of Karachi, Karachi, Pakistan, in 2001, initially taking on the role of a lecturer. Since then, she has progressed to the position of Assistant Professor. Dr. Un Nisa's research focuses on the fields of counseling and guidance, where she has dedicated her academic efforts to advancing understanding and practices within these areas.

Naila Siddiqua, University of Karachi, Karachi, Pakistan

Dr. Naila Siddiqua is presently fulfilling her role as an Assistant Professor in the Department of Education at the University of Karachi. Before joining the University of Karachi, she contributed her expertise to Hamdard University, also located in Karachi.

Humma Mehmood, Jinnah University for Women, Karachi, Pakistan.

Huma Mahmood is currently pursuing her PhD at Jinnah University for Women, with her research focusing on the uses of Information and Communication Technology (ICT). In addition to her academic pursuits, she has held the position of Vice Principal at a secondary school in Karachi, contributing to the educational development at the school level.

Rahama Abbassi , University of Illinois, Illinois USA.

Rahama Abbasi, a PhD scholar at Northern Illinois University, specializes in Curriculum and Instruction with a focus on inclusive teaching strategies. As a Research Assistant in the Department of Diversity, Equity, and Inclusion since November 2022, she applies her skills in data analysis and interpersonal communication. Her professional background includes roles as an Education Professional and Academic Counselor, highlighting her expertise in individualized instruction and childcare. Abbasi's doctoral research centers on instructional strategies for inclusive classrooms, demonstrating her commitment to enhancing educational practices for diverse learning needs.

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