Gender Disparity and Learning Achievements in Higher Education Institutions of Punjab, Pakistan: A Cross-Sectional Analytical Survey
DOI:
https://doi.org/10.70670/sra.v4i2.2246Keywords:
Gender Disparity, Learning Achievements, Higher Education, Punjab, Pakistan, Gender Equality, Campus Climate, Labour-Market Discrimination.Abstract
Gender disparity in education remains one of the most persistent and challenging problems of society, especially in less developed nations where policy and practice continue to favour the male gender in access to education. This study investigates gender disparity and its implications for learning achievements in higher education institutions of the Punjab province of Pakistan, with the dual aim of developing empirical evidence and refining theoretical understanding that can inform policy and practice. Adopting a quantitative, cross-sectional analytical survey grounded in a positivist epistemology, the study collected data through a structured questionnaire of fifty items organised into eight sections, administered to a stratified random sample drawn from four major public universities — the University of the Punjab Lahore, Government College University Faisalabad, the University of Gujrat, and Bahauddin Zakariya University Multan. After data cleaning, the final analysis was conducted on 392 respondents, equally divided between male and female students. The findings reveal a fundamental paradox: although female students increasingly match or exceed their male counterparts in academic performance, they continue to encounter systematic barriers in access, campus safety, classroom experience, curricular representation, and the transition to the labour market — barriers that erode the returns to their educational investment. Transportation and safety concerns emerged as the principal access barriers, harassment and biased pedagogies characterised an inequitable learning environment, and anticipated labour-market discrimination undermined female career confidence despite superior academic outcomes. The study concludes that genuine gender equality requires attention not merely to enrolment and achievement metrics but to the quality of educational experiences and the conversion of educational achievement into labour-market outcomes.
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