The current study sets forth the cultural underpinnings for daughters' devaluation over son preferences in South Punjab, Pakistan. The major purpose of the present study was to provide an accurate description of women's attitude on different aspects of sex-selected abortions (SSAs). Women, with a rural background, either forced to devalue their female fetus clinically or based on violence, were the targeted participants. Using ethnographic exploration with 161 obtrusive observations, 37 in-depth interviews, and 10 focus group discussions (FGD), comprising of 85 narrated case studies, the attitudes of rural married females toward daughters' devaluation through SSAs were recorded. The findings of study allied the autonomy paradigm with a feminist perspective through argumentation of the lack of women's individual identity in the domestic sphere. In addition, sociocultural legitimization toward patriarchal regimes snatches women's autonomy over their reproductive behavior. Resultantly, daughters' devaluation is analogous to sons' preference, which arose through women's subservience and exposure to violence in the intricate cultural web. Using ethnographic exploration through various anthropological research techniques, it explicates the nuanced feminist regimes for understanding women's reproductive choice and empowerment. In conclusion, women's subordination is the cause of differential power relations and inadequate gender inequality which results in SSAs. The current study exposed gender-biased power discrimination that consequently affects the women's autonomous decision making about their reproductive behavior. Similarly, it highlighted how husband and in-laws (especially mother-in-law) used illegal medicines, dietary practices, traditional methods, or new biotechnological methods to execute the illegal act of SSA. This study may serve as the basic legal framework to check the deep-rooted culture of violence against vulnerable segments of the population.
There is a growing body of literature on the predictors of student academic performance. The current study aims to extend this line of inquiry, and has linked stakeholders’ participation, goal directness and classroom context with students’ academic outcomes. Using the multistage sampling technique, the researchers collected cross-sectional data from 2,758 high school students. This study has employed regression analysis (simple linear regression and hierarchical linear regression modeling) to test the study hypotheses. The results revealed that learning context produces highest variance in students’ engagement (R2 = 59.5%) and their academic performance (R2 = 42%). It is further evident that goal directness has the highest influence on students’ academic performance (Std. β = 0.419) while learning climate of the classroom frequently affects their engagement (Std. β = 0.38) in studies. Results also illustrated that students’ overall engagement (R = 99.1%: Model-5 = 0.849) and cognitive induction (R2 = 79.2%: Model-5 = 0.792) yield highest variance in their academic performance. Although stakeholders’ participation causes low variance in students’ academic performance but the role of parents, teachers, peers and students (themselves) remained significant. Further, student engagement mediates the direct relationship (s) of independent and outcomes variable. The findings of the present research could be potentially useful for policymakers and schools to ensure the elevation in students’ engagement and their academic performance in studies.
Inequality in provision of educational right to girls is the leading rationale of their exclusion from the mainstream. If the marginalized sections of the society such as minorities, disabled and girls are given education as their indispensable human right then this will escorts towards their social inclusion in education sector. Enrollment ratios of girls lag far behind than boys at all levels of education in Pakistan. Worldwide literacy rates for adult men far exceed from women. Education enhances labor market productivity and income growth, yet educated women have beneficial effects on social well-being of the family. The social benefits from women's education ranges from fostering economic growth to extending the average life expectancy among female population. Despite these facts the issue of educational
The present study addressed the major demographic predictors affecting the integrated paradox of students’ engagement and their academic performance in high schools of Southern Punjab, Pakistan. By using multistage sampling technique, N=2758 high school students were sampled out through cross sectional survey research design. The findings of the study revealed that students of highly educated parents i.e. up to tertiary level, residing in family size of 5-10 members and having middle class socio-economic status were more engaged in studies and performed better in exams. In conclusion, gender, parental education, socio-economic status, family size, family type and geographical residence were the major demographic factors affecting students’ academic outcomes. Usage of social constructionism strategies, analytical thinking and multifarious instruction techniques can be helpful in increasing the students’ academic outcomes.
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