LEARNING ACHIEVEMENT IN THE AGE OF INTERSECTIONALITY: DEVELOPING A SOCIOLOGICAL MEASUREMENT SCALE FOR TERTIARY EDUCATION IN PAKISTAN

Abstract

This study addresses this gap by examining learning achievement in Pakistani tertiary education through the lens of intersectionality, which emphasizes the interconnected influences of gender, class, and other social identities on educational outcomes. Grounded in Bourdieu’s theory of cultural capital and the sociology of education, the research recognizes that students’ academic success is not solely the result of individual effort but is shaped by institutional practices, resource accessibility, and social positioning. To operationalize this perspective, the study develops a sociologically informed measurement scale that captures both the cognitive and social dimensions of learning achievement. The scale integrates indicators such as academic engagement, resource utilization, recognition within the classroom, and self-perceived competence, whereas accounting for the differential effects of intersecting social identities. Employing rigorous scale-development procedures, including item generation, expert validation, and pilot testing, the resulting instrument demonstrates strong reliability and validity, offering a robust tool for empirical assessment. The findings highlight that students’ learning achievement is deeply influenced by the interplay of structural inequalities and individual agency, with gendered and class-based barriers significantly shaping academic experiences. This study contributes to the sociology of education by providing a comprehensive, intersectional framework for understanding and measuring academic success, emphasizing the importance of inclusive educational practices. The developed scale offers policymakers, educators, and researchers a practical instrument to identify disparities, design targeted interventions, and promote equitable learning environments in Pakistani higher education institutions.