Cookies Policy
X

This site uses cookies. By continuing to browse the site you are agreeing to our use of cookies.

I accept this policy

Find out more here

Social and Cultural Determinants of the Gender Gap in Higher Education in the Islamic World

No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.

Brill’s MyBook program is exclusively available on BrillOnline Books and Journals. Students and scholars affiliated with an institution that has purchased a Brill E-Book on the BrillOnline platform automatically have access to the MyBook option for the title(s) acquired by the Library. Brill MyBook is a print-on-demand paperback copy which is sold at a favorably uniform low price.

Access this article

+ Tax (if applicable)
Add to Favorites

image of Journal of Asian and African Studies
For new content, see African and Asian Studies.

In an analysis of gender stratification in higher education in Iran, Pakistan and Turkey, cultural factors (particularly religion) were found to be much better predictors than structural factors. Realignments of state-class relations were unrelated to the size of the higher education gender gap, which is maximized by the institutionalization of Islamic religious codes. A woman who had received an invitation to attend one of the discussion sessions organized by the Women's Solidarity Association contacted me. She is a university teacher who wanted to participate in the session. Her husband, however, had refused, forbidding her to leave the house. This is a man who believes that work outside the home is not only a women's right, but indeed her duty, in order to elevate the financial and social level of her family. He sees no justification, however, for a woman to leave her home for any other purpose. His wife had explained to him the importance of her attendance at this meeting. ... He was not convinced, and told her that women have no problems-for after all, they have acquired education and gained employment as professors, government ministers, doctors and engineers. So then, what can their problems be? (El Saadawi, 1988: 8).

Affiliations: 1: Department of Sociology, Villanova University, Villanova, Pennsylvania 19085-1699, U.S.A.

10.1163/156852195X00116
/content/journals/10.1163/156852195x00116
dcterms_title,pub_keyword,dcterms_description,pub_author
6
3
Loading
Loading

Full text loading...

/content/journals/10.1163/156852195x00116
Loading

Data & Media loading...

http://brill.metastore.ingenta.com/content/journals/10.1163/156852195x00116
Loading

Article metrics loading...

/content/journals/10.1163/156852195x00116
1995-01-01
2016-08-24

Sign-in

Can't access your account?
  • Key

  • Full access
  • Open Access
  • Partial/No accessInformation