Chapter I

INTRODUCTION

Gender discrimination is any unequal treatment based on gender and may also

be referred to as sexism. Characteristics of gender discrimination are any

situation where a person shows a prejudice towards another that would not occur

had they been the opposite sex. Gender discrimination is also known as sexual

discrimination. Therefore the sex is the main factor that unfairly influences on the

decision the will be taken. The decision or discrimination may be receiving a job,

promotion or any other employment benefit but it also can be in any other

circumstance. Another context in which this may happen is in an educational

setting there could be statements (Motto, Patricia , 2000).

Discrimination represents a significant social problem in Pakistan as well as

throughout the world. Girls face discrimination everywhere in the world. They

often receive less food than boys do, have less entrée to schooling and work

long hours. Why can't we see the helpless agony of the girl child in our society?

Their ignorance will certainly beget to forget our cause, which is still fractured in

the regions. In societies where a male child is regarded as more valuable to the

family, girls often are denied the right of life, denied the right to name and

nationality. And by being married off early or forced to stay at home and help in

domestic chores, girls are often denied the right to education and all the

advantages that go with it, the right to associate freely and the rights

accompanying unjustified deprivation of liberty. These all are basic humiliation

from family to girls when boys are regarded as the pillars of tomorrow (Zain-ud-

din., 2003).

Poverty in Pakistan has historically been higher in rural areas and lower in the

cities. Out of the total 47 million living below the poverty line, 35 million live in

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rural areas. Poverty rose sharply in the rural areas in the 1990s and the gap in

income between urban and rural areas of the country became more significant.

This trend has been attributed to a disproportionate impact of the economic

slowdown in the rural areas caused by low economic growth, decline in public

sector development spending and lower worker remunerations. There are also

significant variations in the different regions of Pakistan that contribute to the

country’s rising poverty. In the 1999 Fiscal year, the urban regions of the Sindh

province had the lowest levels of poverty, and the rural areas of the North West

Frontier Province had the highest. Punjab also has significant gradients in

poverty among the different regions of the province. In addition, the north-

western frontier provinces of Pakistan are among the most impoverished in the

country. Outside the cities, government investment has been negligible, and

social and economic structures remained tribal and backward. In the absence of

economic development, the Pashtun people of the region dealt in arms and

drugs, smuggling people and goods, especially during the Soviet invasion of

neighboring Afghanistan and, later, in support of the Taliban regime. These and

other activities have led to a breakdown of law and order in many parts of the

region (Bradshaw et al., 2002).

The gender discriminatory practices in Pakistani society also shape the

distribution of poverty in the country. Traditional gender roles in Pakistan define

the woman’s place as in the home and not in the workplace, and define the man

as the breadwinner. Consequently, the society invests far less in women than

man. Women in Pakistan suffer from poverty of opportunities throughout their

lives. Female literacy in Pakistan is 29% compared to male literacy at 55%. In

legislative bodies women constitute less than 3% of the legislature elected on

general seats. The 1973 constitutional reform allowed reserved seats for women

in both houses of parliament for a period of 20 years, thus ensuring that women

would be represented in parliament regardless of whether or not they are elected

on general seats. This provision lapsed in 1993, so parliaments elected

subsequently did not have reserved seats for women. Reserved seats for women

2

have been restored in the elections scheduled for October 2002, and will

constitute 17% of the strength of parliament. Female labor rates in Pakistan are

exceptionally low b(World Bank (2006).

Objectives

1. To study the gender discrimination in Pakistan

2. To explore the gender discrimination in Agricultural University,

Faisalabad

3. To give some suggestion for gender discrimination in Agricultural

university Faisalabad

3

Chapter II

Review of literature

Malik, Iftikhar (2006). Women's rights in Pakistan is a prominent issue, but many

activists such as the National Plan of Action for Women and the All-Pakistan

Women’s Association are working hard towards equality. It is believed by some

scholars that because of the strong influences of Hinduism over the Pakistani

nation, it is difficult to achieve equal rights for women without reconstructing the

entire culture that the country is based on. Hinduism regards women as "born to

serve". Pakistan, however, is one of the more advanced developing nation in

terms of women’s rights.

Mandelbaum, David (2007). The literacy rate of females in Pakistan is at 39.6

percent compared to that of males at 67.7 percent. The objectives of education

policies in Pakistan aim to achieve equality in education between girls and boys

and to reduce the gender gap in the educational system. However, the policy

also encourages girls, mainly in rural areas of Pakistan, to acquire basic home

management skills, which are preferred over full-scale primary education. The

attitudes towards women in Pakistani culture make the fight for educational

equality more difficult. The lack of democracy and feudal practices of Pakistan

also contribute to the gender gap in the educational system. This feudal system

leaves the underpowered, women in particular, in a very vulnerable position. The

long-lived socio-cultural belief that women play a reproductive role within the

confines of the home leads to the belief that educating women holds no value.

Pearson, Jennifer. (2008) Sex discrimination in education is applied to women in

several ways. First, many sociologists of education view the educational system

as an institution of social and cultural reproduction. The existing patterns of

inequality, especially for gender inequality, are reproduced within schools

through formal and informal processes. A recent study published in Time

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Magazine showed that when comparing young, unattached women against

similarly situated men, women tend to earn up to 20% more than their male

counterparts.

Booth et al., (2004) draw attention to the facts that at both national and

international levels "male students do not do as well as girls in reading and

writing and appear more often in special education classes, dropout rates and

are less likely to go to university" . Boys face a multitude of difficulties when it

comes to literacy and the article lists some of the possible areas of literacy

education where these difficulties could stem from. These include, but are not

limited to, their own gender identity, social and cultural issues, religion,

technology, school cultures, teaching styles, curriculum, and the failures of pre-

service and in-service teaching courses.

Smith and Wilhelm (2002). The first is achievement. Boys typically take longer to

learn than girls do, although they excel over females when it comes to

"information retrieval and work-related literacy tasks"(9). It is important, therefore,

for the teacher to provide the appropriate activities to highlight boys' strengths in

literacy and properly support their weaknesses. Also, boys tend to read less than

girls in their free time. This could play a role in the fact that girls typically

"comprehend narrative and expository texts better than boys do"(9). In his book

"Grown Up Digital" Tapscott (2009) suggests that there are other methods to

consider in order to reach boys when it comes to literacy: "Boys tend to be able

to read visual images better... study from California State University (Hayword)

saw test scores increase by 11 to 16% when teaching methods were changed to

incorporate more images" (106). In countries where the standard university

course is taught lecture-style, with the bulk of learning done within independent

studying and reading, it may not be so surprising that not as many males are

participating at the undergraduate level. By simply understanding how boys learn

best, and catering to those needs, educators at all levels should be able to close

the literacy gap between boys and girls. The second aspect to consider that is of

importance to boys’ literacy education is attitude. Smith and Wilhelm (2002)

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highlight that boys typically have a "lower estimation of their reading abilities"

than girls do. Boys value reading less and, as previously stated, spend less time

in leisure reading. At the elementary level more boys than girls labeled

themselves as "non-readers" and by high school 50% of male students

designated themselves as such.

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Chapter III

Methodology

The main objective of methodology is to explain various tools and techniques

employed for the collection, analysis and interpretation of data, related to the

study under investigation.

1. UNIVERSE

Selection of universe in very important in research study. It provides more

accuracy and precision. In statistical sense the term” Universe” means the

aggregate of person are objects under study. Universe is a theoretical and

hypothetical aggregation of all elements as defined for a given research (Babble,

2001).

The study was conducted in Africultural University of Faisalabad. The study

population was consisted on all students of Africultural University of Faisalabad.

3.2 SAMPLE

“Part of a population is called sample”

26 students from Africultural University of Faisalabad was selected for this

research work.

3.3 TOOLS FOR DATA COLLECTION

Interview Schedule

The data was collected with the help of interviewing schedule; an interviewing

schedule was referred to the questions formulated according to the requirements

and relevance of the objectives of research. It was a technical procedure to get

the required information accurately. Interviewing schedule was prepare in English

but translated into Urdu and Punjabi for data collection, if deem necessary. It was

formulated with supervision and great attention of supervisor.

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Conceptualization of concepts

Concepts of the abstraction used by the scientist as building blocks for the

development of the preposition and theories, which explain and predict the

phenomenon (Good and Hatt., 1952).

Conceptualization is much more difficult in social science as compared to other

discipline, because some concepts are sometimes used with different meanings

by different researchers. Some of the concepts used in the present study are

operationalzed as under:

Statistical techniques used

Following techniques of data analysis were used:

Percentage

Percentage indicates proportion. It is a useful technique for

comparison and estimation. Percentage will be calculated by following method.

P = F/N x 100

Where:

P = Percentage

F = Number of observation

N = Total number of frequencies

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Chapter IV

DATA ANALYSIS

In the following pages the researcher has presented and interpreted the data

which have been collected from the respondents in the field through interview

schedule.

In present study data has been analyzed and presented through simple tables

representing socio economic characteristics of respondents and other

information obtaining to the interview schedule.

The factors on which information is calculated includes respondents age, and

educational level.

Table 1

Age of the respondent

Frequency Percentage

18-22 10 40

22-25 8 32

26-30 5 20

30-35 2 8

Total 25 100

The above table shows the distribution of respondents by age. This shows

that the highest number of the respondents were in the age of 18-22 with the

percentage of 40 while 32 % of the respondents in the age of 22-25.

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Table 2

Educational status of the respondent

Frequency Percentage

B.Sc (Hons) 10 40

M.A, M.Sc 8 32

M.Phill 5 20

P.hD 2 8

Total 25 100

The above table shows the distribution of respondents by educational status.

This shows that the highest number of the respondents with the percentage of

40 in the class of B.Sc (Hons) while 32% of the respondents were getting

their Master degree.

Table 3

Family type of the respondents.

Frequency Percentage

Joint 11 44

Nuclear 8 32

Extended 6 24

Total 25 100

The above table shows the distribution of respondents by Family Type. This

table shows that the highest number of the respondents were relating to the

joint family system while 32% were relating to nuclear family.

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Table 4

Occupation of the respondent’s parents

Frequency Percentage Business 5 20Civil servant 8 32private job 3 12Agriculture 7 28Any other 2 8Total 25 100

The above table shows the distribution of respondents by their parents

business. This table shows that the highest numbers of the respondent’s

parents with 32 % ration were civil servant. While the 28% of the respondent’s

parents were relating to agriculture.

Table 5

Do you think that following indicators are the major source of

discrimination for female education?

Frequency Percentage Security issues 18 72Large distance of educational institutions.

6 24

Rigidity 1 4Total 25 100

The above table shows the distribution of respondents by their thinking about

indicators is the major source of discrimination for female education. The

table shows that the highest numbers of the respondent were thinking that

security issues were the main source of discrimination for female education.

While 24 % of the respondents were thinking that large distance of

educational institutions is the major source of discrimination for female

education.

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Table 6

1. Do you agree with this that male are preferred in attaining education as compared to female.

Frequency Percentage Yes 17 68No. 8 32Total 25 100The above table shows the distribution of the respondents by male are preferred

in attaining education as compared to female. This table shows that the highest

number of the respondents were agreeing with the percentage of 68 that male

are preferred in attaining education as compared to female.

Table 7

If yes than specify why

Frequency Percentage Support of parents for male

10 59

Job opportunity for males

4 23

Female get married 1 6Traditions 1 6Lack of interest for female education

1 6

Total 17 100

This above table shows that 59% of he respondents reply that the support of

parents is a main factor for getting education while 23 % specify that job

opportunity for males are preferred in attaining education as compared to female.

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Table 8

If No than specify why

Frequency Percentage Religion point of views 13 52Non educated parents 5 20Liberalism 4 16To give the equal wattage of both sense

3 12

Total 25 100

This above table shows that 52% of he respondents reply in negative because of

the religion point of views. 20% specify that Non educated parents preferred son

for getting education compare with daughters.

Table 9

Do you have any interest to get the knowledge of skill work.

Frequency Percentage Yes 21 84No. 4 16Total 25 100

The above table shows that 84% of the respondents were having interest to

get the knowledge of skill work while 16 % reply in negative.

Table 10

1. if yes than what type of skill

Frequency Percentage

House hold skills 9 36

Professional skills 16 64

Total 25 100

This table shows that 64% of the respondents wanted to get training of

professional skills while 36% of the respondents wanted house hold skills.

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Table 11

Would your parents will encourage you to join an organization after the

completion of education.

Frequency Percentage

Yes 19 76

No. 6 24

Total 25 100

The above table shows that 76 % of the respondents encourage their

daughters to join an organization after the completion of education while 24 %

reply in negative.

Table 12 If yes, than what type of organization you will like.

Frequency Percentage

Government 15 60

Private 4 16

Total 19 76

The above table shows that 60% of the respondents reply they like

government job while 16% of the respondents like private jobs.

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Table 13

If no, than why

Frequency Percentage Against bradri traditions 1 17Family desire 3 50Fair of the criticism 0Any other 2 33Total 6 100

The above table shows that 50 % of the respondents do job according to

family desire while 33 % showed reason any other.

Table 14

Do you agree that following statement create the discrimination among males

and females in families.

Frequency Percentage Educated females are good house wife in future.

19 96

Hate the domestic work 2 8Do not pay the proper weitage to their elder’s decision.

1 1

Female education is against our traditional values.

2 8

Educated girls can attain the socio- economic autonomy.

1 4

Due to Joint family system

0

Low education of parents 0Large family size 0Total 25 25

The above tables shows that 96% of the respondents agree that statement

(Educated females are good house wife in future) create the discrimination

among males and females in families.

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Table 15

What was your parent’s reaction at the birth of female.

Frequency Percentage

Happy 9 36

Depressed 4 16

Normal 12 48

25 100

The above table shows that 48% of the respondent’s reaction at the birth of a

female child was normal while 36% were happing.

Table 16

In your point of view physical and psychological problems due to

discrimination.

Frequency Percentage

Yes 19 76

No. 6 24

Total 25 100

This table shows that 76% of he respondents physical and psychological

problems due to discrimination while 24% reply in negative against the

statement.

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Table 17

In your opinion what is the basic reason of gender discrimination in our

society.

Frequency Percentage

Economic problems 3 12

Depression 2 8

Male dominance 20 80

Any other 0 0

Total 25 100

The above table shows that 80% of the respondents declare that male

dominance is the basic reason of gender discrimination in our society. While

12 % said economic problems.

Table 18

Do you think that gender discrimination occurring in our society at large scale?

Frequency Percentage

Yes 20 80

No. 5 20

Total 25 100

This table shows that 80% of the respondents were thinking that gender

discrimination occurring in our society at large scale. While 20 % reply in against

the statement.

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Chapter V

FINDINGS, CONCLUSION AND SUGGESTIONS

Findings

Highest number of the respondents was in the age of 18-22 with the

percentage of 40

The highest number of the respondents with the percentage of 40 in the

class of B.Sc (Hons)

The highest number of the respondents were relating to the joint family

system.

The highest numbers of the respondent’s parents with 32 % ration were

civil servant.

The highest numbers of the respondent were thinking that security issues

were the main source of discrimination for female education.

The highest number of the respondents was agreeing with the percentage

of 68 that male are preferred in attaining education as compared to

female.

23 % specify that job opportunity for males are preferred in attaining

education as compared to female.

52% of he respondents reply in negative because of the religion point of

views.

84% of the respondents were having interest to get the knowledge of skill

work while 16 % reply in negative.

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64% of the respondents wanted to get training of professional skills.

76 % of the respondents encourage their daughters to join an organization

after the completion of education.

60% of the respondents reply they like government job while 16% of the

respondents like private jobs.

50 % of the respondents do job according to family desire.

96% of the respondents agree that statement (Educated females are good

house wife in future) create the discrimination among males and females

in families.

48% of the respondent’s reaction at the birth of a female child was normal

while 36% were happing.

76% of he respondents physical and psychological problems due to

discrimination.

80% of the respondents declare that male dominance is the basic reason

of gender discrimination in our society.

80% of the respondents were thinking that gender discrimination occurring

in our society at large scale.

Conclusions

Gender roles in Pakistan today reflect the weight of culture and tradition, but

Islam is an important and influential overlay. In general, Islamization tends to

reinforce conservative ideas regarding the role that women should play in

society. At a minimum, this slows down policies and programs designed to bring

women more into the public sphere, and thereby exact an economic cost. This

paper focuses narrowly on the potential economic consequences of

Islamization’s impact on women. Pakistan has for decades grossly underinvested

19

in education, and in particular, girls’ education. Education spending is mired at

roughly 1 percent of GDP, and in this environment of resource constraints, girls

tend to be short-changed. Overall literacy is only 44 percent while adult female

literacy is less than 30 percent. Moreover, the gap between male and female

literacy rates has widened. In 1975, the literacy gap between men and women in

Pakistan was 25 points (11 percent literacy for women vs. 36 percent literacy for

men). By 2001, that gap had inched upward to 29 points (29 percent literacy for

women versus 58 percent for men). Every one of Pakistan’s governments has

launched an educational initiative, most with the clear objective of closing gender

gaps, and every one has failed to make notable progress. The number of illiterate

Pakistanis has doubled since 1951, while the number of illiterate women has

tripled, due to population increases. In fact, Pakistan’s high fertility rates are now

understood to be strongly correlated with its low level of female literacy.

Pakistan also has a very low level of female workforce participation. The

economic benefits of female employment are clear: more women working

increases a nation’s output and is an important contributor to household income.

Moreover, recent studies indicate that women’s and men’s relative control of

resources has significant and different impacts on household consumption

patterns.

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SUGGESTIONS

In Pakistan gender discrimination is founded there in all phases of

life. Awareness about the drawbacks of gender gap must have to be

known by all the people. So the main thing for this is "education."

Equal educational opportunities should be provided to women,;

skill-training facilities should be provided to them;

women should be given equal right and power of decision-

making;

there is a need to bring equality in resources distribution; equal

opportunities of participation should be given to both genders in

various activities;

equal opportunities should be given to the women inside the

family affairs as well as outside the family;

equal opportunities should be provided to women in different

jobs. It will be helpful in poverty alleviation.

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References

Motto, Patricia (2000) Sex Discrimination., Illinois Institute for Continuing

Legal Education, July 2000.

Zain-ud-din. (2003). Women and employment issue in South Asia.

Karachi, Pakistan.

Bradshaw, Linneker and Mcllwaine. 2002. The poverty line approach:

Constraint in gender development. Harper Row. 9p.

World Bank. 2006. South Asian development index. Islamabad, Pakistan.

Malik, Iftikhar (2006). Culture and Customs of Pakistan (1st ed.).

Connecticut: Greenwood Press.

Mandelbaum, David (2007). Women's Seclusion and Men's Honor (1st

ed.). Tucson: The University of Arizona Press.

Booth D., Bruce F., Elliott-Johns S. (2009) Boys’ Literacy Attainment:

Research and related practice. Report for the 2009 Ontario Education

Research Symposium. Centre for Literacy at Nipissing University.

Pearson, Jennifer. (2008) "Gender, Education and." Blackwell

Encyclopedia of Sociology. Ritzer, George (ed). Blackwell Publishing,

2007. Blackwell Reference Online. 31 March 2008.

Smith, M., and Wilhelm, J. (2002). "Reading don't fix no Chevys": Literacy

in the lives of young men. Portsmouth, NH: Heinemann.

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