Analysing Gender Discrimination in Private Educational Institutions: The Role of Societal Norms and Structural Factors

Abstract

This study investigates the presence and social determinants of gender discrimination within private educational institutions in Pakistan. Recognizing that gender-based disparities persist across various societal structures, this research focuses specifically on the educational sector where such inequalities are often normalized. Employing a quantitative research design, the study utilized a multistage stratified random sampling technique to collect data from 250 teaching staff both male and female from different schools. Data were gathered through a structured questionnaire, pre-tested for reliability (Cronbach’s Alpha ≥ 0.70), and analyzed using descriptive and inferential statistical methods. The findings reveal significant gender disparities in rewards, workload distribution, leave accessibility, professional development opportunities, and upward communication. Female teachers were consistently found to be disadvantaged across these domains. Moreover, the study identifies multiple social factors contributing to gender discrimination, including cultural norms, civil liberties, socialization patterns, and social networking. Interestingly, religion and family norms did not emerge as strong predictors of discrimination in this context. These findings underscore the role of deep-rooted societal structures in perpetuating gender inequality within educational institutions and highlight the need for systemic reforms to ensure equitable treatment and opportunities for all educators.