This research examines the sociocultural and economic barriers to women's access to higher education in District Layyah, Pakistan. The study investigated social, cultural, and economic barriers to women's educational attainment and made recommendations for policy improvements based on the research data. A quantitative research design was used, employing the descriptive survey method. The target population was 485 higher education students, and 150 female students were selected in a purposive sampling from the stratified sample. Data were collected by means of a structured Likert-scale questionnaire and were analyzed using SPSS with descriptive statistics, t-tests, and ANOVA. With respect to women's participation in higher education, participants reported that parental education and family income-level, rural residency, and cultural practices such as early marriage and limited access to educational provision was significant barrier. Gendered societal expectations, and a lack of institutional support, also complicated women's access higher education participation. The study indicated the need for an evidence-based policy response including financial support, community awareness raising, and teacher training policies. The study findings provide an evidence base for decision-maker, practitioner's and development partner's engagement with policy processes aimed at supporting women's access to higher education.
Iqbal et al. (Tue,) studied this question.
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