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Title The Intersectionality of Gender and Socio-Political Factors in Access to Primary Education in Afghanistan: An Exploratory Study

Author(s) Obaidullah Safi

Abstract iii Abstract This qualitative study explores the various factors that shape the access of Afghan girls to primary education at the confluence of gender and socio-political dynamics in four eastern provinces (Nangarhar, Kunar, Laghman, and Nuristan). Using a case study approach, semi-structured interviews, focus group discussions, and secondary data analysis, the research reflects on the challenges girls face in educational settings. The results show that deep-rooted patriarchal norms and hegemonic masculine fixations prioritize boys' schooling over girls, leading to the systematic exclusion of girls from the system, especially in rural contexts. From the lens of Gender Schema Theory, conservative societal pressure produces reverse factors, such as early marriage gender norms, poverty, security issues, and the absence of women teachers. The Taliban’s policies, including school closures, as well as pathways to education being gender-segregated, add to gender disparities, which aligns with Feminist Theory asserting that socio-political and cultural structures reproduce gender inequalities through structures. Urban Afghanistan is more privileged than rural in education access, as the study says the latter region is beset with more rigid conservative norms and logistical challenges. Attitudes at the community level are critical, with supportive local efforts and liberal religious interpretations helping to foster girls’ enrollment but conservative pushback also helps to entrench and reinforce restrictive norms. International organizations and NGOs play a significant role in minimizing these barriers through targeted interventions. The study discovered adopting an all-encompassing multi-dimensional intersecting approach to disputing structural and cultural obstacles is essential to achieving gender equality in education. Such barriers encompass hiring more women instructors, modernizing school grounds, giving financial prompts to families, and executing arrangements opposing restrictive gender standards. However, the production of these results carries substantial implications. Policymakers, educators, and global partners must recognize active systemic hindrances while jointly seeking context-sensitive solutions. In Afghanistan, progress will result solely from acknowledged restrictive societal norms giving way to educated girls gaining valued skills. Keywords: Gender, Socio-political factors, Primary education, Afghanistan, Taliban, Qualitative case study

Type Thesis/Dissertation MS

Faculty Management Sciences

Department Governance and Public Policy

Language English

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