BARRIERS AND ATTITUDES: EXAMINING THE IMPACT OF LIMITED EDUCATIONAL RESOURCES ON PARENTAL PERSPECTIVES IN RURAL MURREE, PAKISTAN

Abstract

This research examines the complex association between limited access to educational resources and parental attitudes toward girls' schooling in rural Murree, Pakistan. It addresses how constraints in facilities, tools, and materials create significant barriers to educational opportunities for girls. This study draws on microsystems theory, feminist theory, and social constructivism theory, and it investigates how socioeconomic factors, cultural norms, and individual beliefs influence parental attitudes. Employing quantitative methodology and utilizing SPSS for data analysis, data were collected from 301 parents in the Rawat Union Council, focusing on those who had either withdrawn their daughters from school or had not enrolled them. The study reveals that economic constraints, gender bias, and cultural norms profoundly impact parental decisions regarding girls' education. The study rigorously upheld ethical considerations throughout the research process. The findings underscore the urgent need for targeted interventions to address these barriers, promote gender equality in education, and provide valuable insights for policy development and educational practice.