Perception of Local rural Residents towards female education in Larkana Sindh
DOI:
https://doi.org/10.59525/inestera.1456Keywords:
Female Education, Perception, Local Residents, Larkana, Sindh, Pakistan.Abstract
Female education is widely recognized as a fundamental driver of social development, economic growth, and gender equality. However, despite national and international efforts to improve girls’ educational participation, socio-cultural barriers continue to hinder educational attainment in many rural communities of Pakistan. Previous studies have predominantly focused on structural constraints such as poverty, infrastructure, and school accessibility, while limited attention has been given to the perceptions of local decision-makers who directly influence educational opportunities for girls. This study investigates rural residents’ perceptions of female education and examines the socio-cultural factors shaping support for girls’ educational advancement in Larkana District, Sindh, Pakistan. A quantitative cross-sectional survey design was employed involving 250 household decision-makers selected through a multistage cluster sampling technique. Data were collected using a structured questionnaire consisting of demographic variables, perception scales, and behavioral indicators. Descriptive statistics, Chi-square tests, Pearson correlation analysis, and one-way ANOVA were performed using IBM SPSS version 28. The findings reveal a pattern of conditional support for female education. While 48.8% of respondents agreed that girls’ education is equally important as boys’ education, 46.8% simultaneously maintained that women’s primary role remains within the household. Safety concerns emerged as a significant barrier, with 62.0% perceiving distant educational institutions as unsafe for girls. A significant gender disparity was observed, as female respondents demonstrated substantially higher support for education beyond matriculation than male respondents (χ² = 17.84, p < .001). Correlation analysis indicated that support for female education was positively associated with perceived economic utility (r = .62) and negatively associated with traditional gender norms (r = -.71) and safety concerns (r = -.58). Furthermore, respondents’ educational attainment significantly influenced support levels (F = 24.73, p < .001), suggesting that education plays a transformative role in shaping attitudes toward female education.
This study contributes to the literature on gender and education by demonstrating that patriarchal norms remain the strongest predictor of resistance to female education, while economic perceptions and educational exposure can facilitate attitudinal change. The findings highlight the need for policy interventions that simultaneously address cultural norms, community perceptions, and institutional barriers to improve girls’ educational participation in rural Pakistan.
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