From Classrooms to Communities: Unlocking Muslim Women's Potential through Higher Education for Lasting Socio-Economic Impact

Abstract

The relationship between higher education and socio-economic empowerment of women in rural Narowal, Pakistan is the focus of this qualitative research study. Higher education is frequently identified as an instrument for transforming gender relations towards achieving gender equality; yet, the vast majority of published work on the subject has relied on quantitative measures, which do not adequately reflect the subjective, contextual and often contradictory nature of empowerment in rural under-patriarchal societies. Narowal, a border district, is primarily comprised of agricultural livelihoods, has a strong kinship structure, and has limited higher education infrastructure and therefore falls outside the scope of most research efforts. This study implemented an interpretive qualitative framework using a thematic analysis of 28 in-depth semi-structured interviews with women ages (22-40) who had obtained a minimum of fourteen years of formal education at the time of interview and were permanent residents of Narowal district (Punjab) Pakistan, using purposive and sampling techniques. Thematic coding of the transcripts identified three main themes.  First, the contradictory value of degrees; a university degree provides prestige to the family of the female graduate, yet creates suspicions regarding the female graduate's marital suitability and may also substitute for the cash dowry. Secondly, economic liminality; women are qualified for the jobs available locally but are not able to access professional roles that match their qualification leading to frustration and distress and to developing coping strategies at home for survival. Thirdly, silent transformation; even without seeing results of their empowerment outside of themselves, women are developing a new self-concept, developing strategies to negotiate without conflict, creating future aspirations inter generationally (e.g., "saving for their daughters' education"), and developing a new definition of empowerment as "the knowledge that I can leave or find a 'parachute' to use at some future time to do so". The findings of this study challenge the linear view of education as empowering, showing that there is a non-linear, multidimensional, and nonlinear way that the structural limitations of the labour market (i.e., lack of access to jobs due to purdah and women's surveillance by their families) restrict the ability of women to convert educational resources into tangible accomplishments.