Gender inequality in the public sphere as perceived by Muslim female graduate students at a Pakistani higher education institution – a critical grounded theory perspective

• Published in: Journal of Islamic marketing Vol. 16; no. 2; pp. 668 - 688
• Main Authors: Rashid, Amber Gul, Asif, Zaheeruddin
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 20.01.2025; Emerald Group Publishing Limited
• Subjects: Access to education; Developing countries; Empowerment; Females; Gender equity; LDCs; Pakistan; Co-curricular; Gender inequality in higher education; Gender differences in Pakistan; Students’ perceptions of gender inequality; Extra-curricular
• ISSN: 1759-0833; 1759-0841
• DOI: 10.1108/JIMA-11-2023-0355

Purpose The subject of gender inequality has been approached by academics of various fields – psychologists, political scientists, developmental economists, feminists, sociologists, among others. Although there is a considerable amount of evidence indicating the presence of gender bias in various aspects of educational and work life in Muslim countries, not many studies have attempted to understand the female perspective during extra- and co-curricular activities in higher education institutions (HEIs) and their coping strategies. Design/methodology/approach A critical grounded theory approach was used. Findings The findings indicate that the role of female “religio-socio-cultural” stereotypes mutually reinforces each other to perpetuate an uneven playing field. Females have evolved many strategies to cope, including creation of sub-private spheres within larger public spheres and restricting their interactions to specific strata within the public sphere. Originality/value The study provides a female perspective regarding participation during extra- and co-curricular activities in a HEI in a Muslim majority context using critical grounded theory.