Higher Education, Languages, and the Persistence of Inequitable Structures for Working-Class Women in Pakistan

Autor/in	Tamim, Tayyaba
Titel	Higher Education, Languages, and the Persistence of Inequitable Structures for Working-Class Women in Pakistan
Quelle	In: Gender and Education, 25 (2013) 2, S.155-169 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2012.752793
Schlagwörter	Foreign Countries; Gender Differences; Gender Bias; Females; Womens Education; Social Bias; Working Class; Language Usage; Language of Instruction; Case Studies; College Bound Students; Equal Education; College Preparation; Critical Theory; Elementary Secondary Education; Student Development; High School Graduates; Socioeconomic Status; Language Skills; Knowledge Level; Urdu; Indo European Languages; English (Second Language); Pakistan + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Geschlechterstereotyp; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Arbeiterklasse; Sprachgebrauch; Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Kritische Theorie; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Socio-economic status; Sozioökonomischer Status; Language skill; Sprachkompetenz; Wissensbasis; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This paper is based on the findings of a 3-year, qualitative study funded by the Research Consortium on Educational Outcomes for Poverty. It uses Sen's [1985. "Well-being agency and freedom." "Journal of Philosophy" 82, no. 4: 169-221] capability approach and Bourdieu's [1991. "Language and symbolic power." Cambridge, MA: Harvard University Press] critical theory to argue that access participation and the empowering outcomes of higher education are contingent on learners' familiarity with the languages used. If there is a discrepancy between the languages used in higher education and the linguistic capital that learners have acquired during schooling without any appropriate measures to fill the gap, participation is bound to be limited. Findings of this qualitative multiple case study involving eight participants entering higher education from government and private schools in Pakistan reveal that working-class women remain the most marginalised and fail to achieve valued goals within higher education in terms of knowledge construction, participation, and a more empowered sense of identity. This eventually culminates in their delayed elimination from higher education. (Contains 1 box and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10