This study examines the academic progression pathways of female faculty members in Pakistani higher education, with a focus on how sociocultural contexts and institutional environments influence empowerment opportunities in Baluchistan – a region characterised by restrictive gender norms and patriarchal settings. The in-depth narratives of four senior female academics from universities in Baluchistan were analysed using a qualitative inquiry approach. Participants were purposively selected based on their career trajectories (from co-educational vs women-only universities) and were subjected to semi-structured interviews and thematic analysis. Findings reveal that academic foundations in co-educational institutions provided critical advantages, including exposure to diverse perspectives, stronger professional networks and enhanced research opportunities. The study challenges the prevailing M-shaped career trajectory model for women, highlighting how strategic marital choices and institutional support systems enabled participants to reconcile their academic and familial roles. The study demonstrates the importance of higher education policies that utilise co-educational environments and formal support structures to foster equitable advancement for women in Pakistan. It contributes empirical evidence to global debates on gender empowerment in academia, particularly in regions with conservative values.
Khalid et al. (Thu,) studied this question.