Research

2024-05-17T17:53:37.339Z

Title:

Position of women in education

Introduction:

The status of women in the American educational system has changed dramatically in the twenty-first century, mostly due to a notable rise in their involvement and impact. This change is a symbol of larger cultural movements that support women's rights and gender equality. A thorough examination of the historical settings, cultural shifts, and policy initiatives that have influenced the development of women's involvement in education is necessary to comprehend this trajectory.

In the past, women in the US faced several obstacles to obtaining an education comparable to that of males. Women's educational possibilities were restricted for a large portion of the country's history due to systematic discrimination and cultural traditions that relegated them to secondary roles in society and domestic duties. But because to social movements, governmental initiatives, and shifting cultural perceptions, gender equality in education has made tremendous progress in the late 20th and early 21st centuries.

Understanding larger trends in gender equality and societal progress requires examining the rising participation of women in the educational field. The foundation of empowerment is education, which enables people to reach their full potential and make significant contributions to society. Through an examination of women's contributions to education, we may evaluate the success of previous initiatives, pinpoint current issues, and plot a path for future achievements toward gender parity.

The structure of this article is as follows: initially, it will give a historical summary of women's education in the US, emphasizing significant turning points and difficulties. Subsequently, the variables that have facilitated women's increased enrollment in primary, secondary, and university education will be examined. It will then examine how these advancements affect cultural perspectives, economic prospects, and women's empowerment. Ultimately, it will close with considerations of the consequences of these patterns and suggestions for more work.

The growing importance of women in the educational field in the twenty-first century presents a substantial progress toward gender equality in the United States; yet obstacles still stand in the way of attaining complete parity and eliminating any remaining hurdles to women's empowerment and educational accomplishment.

This research’s goal is to critically analyze how women's roles in education have changed throughout time in the US, outlining the trends that have led to this development as well as the challenges that still stand in the way of complete gender equality. The goal is to contribute to existing conversations and initiatives aimed at furthering women's rights and creating inclusive learning environments by bringing light on this intricate and multidimensional topic.

Bibliography of Literature Review:

According to the real statistics that women's labor has rapidly increased compared to men, and they are becoming dominant in top management positions. However, in some places, there are social barriers to women acquiring knowledge due to their gender. As in " Women's Access to Higher Education Leadership: Cultural and Structural Barriers", Ballenger and Stephen (2010) write "While women have made significant inroads into the senior leadership of American higher education, parity for women presidents has yet to be reached". It is true that nowadays, women are finding their position not only in higher education but also in various other spheres due to the increasing prominence of women in leadership roles and the pursuit of gender equality. However, despite significant progress, there are still social barriers hindering women's access to leadership positions, as evidenced by the lack of parity for women presidents in American higher education.

In " Historical Dictionary of Women's Education in the United States", Eisenmann (1998) provides detailed entries on influential women educators, such as Emma Willard and Mary Lyon, as well as important educational institutions like women's colleges and schools. It also examines the intersection of gender, race, and class in shaping women's educational opportunities and challenges. "Professor Barbara Beatty of Wellesley College, an expert in the histories of preschool education and teacher education, and Professor Sally Schwager of the Harvard Graduate School of Education, a scholar Preface in women's educational history with a particular interest in secondary schooling, provided invaluable guidance. In addition, a group of able research assistants, each of whom is a student of women's education, provided scholarly as well as administrative support to the project". In this book it is supported that to reach the target and how was the achievement of women's educational experiences, including key figures, institutions, movements, and significant milestones from colonial times to the modern era.

“Women's Rights in the USA” offers a thorough analysis of how public policy and gender norms interact, as well as the ramifications for feminist activists. It provides comprehensive information on state and federal statutes as well as court rulings, all set against the backdrop of the shifting public discourse that has existed since the Republic's establishment. Focus on issues pertaining to lesbian and same-sex marriage, salary parity, conservative court trends, and women in elective politics. McBride and Parry (2016) as follow : “The major public policy story is the shift from focusing on education for women so they could fulfill their "special roles" to recognizing sex discrimination as a problem, to linking education policy to the economic status of women as well as increased attention to basic fairness in a collective investment as large as America's public school system. Private sector employment practices and unequal pay seemed to be much more important aspects of sex discrimination. Education is the main social vehicle for maintaining and transmitting a political culture from one generation to another”. From this book we can get the how women conflicted to reach equality not only in education, as well as in parties and politics.

MacDonald examines in the book “Socio-cultural reproduction and women's education” interplay between sociocultural factors and women's education, offering insights into how societal structures contribute to the reproduction of gender inequalities within educational systems. As MacDonald writes (1980) “In the capitalist economy, patriarchal relations have a specific material base in, for example, the separation of the family from the production process, in the economic dependence of women on men. In this chapter, therefore, I shall attempt to develop an analysis of women’s education which relates the form and content of schooling to women’s position in such societies. The emphasis will be upon the way in which schooling produces both classed and sexed subjects, who are to take their place in a social division of labour structured by the dual, yet often contradictory, forces of class and gender relations.” The excerpt discusses how within capitalist societies, patriarchal relations intersect with economic and social structures, resulting in the subordination of women as a fundamental aspect of the capitalist system. It explores the role of education in shaping gendered and classed identities, highlighting how schooling contributes to the reproduction of social divisions based on both class and gender.

It highlights that educated women are more likely to participate in voting, running for office, and advocacy, attributing this to their enhanced awareness, confidence, and understanding of political systems. Ultimately, it advocates for targeted efforts to improve women's access to education, stressing that such investments not only promote gender equality but also strengthen democratic governance and societal development. According to Goetz (2003) “It seems evident that formal education should be strongly associated with political participation for women and for men. Indeed, the American sociologists Burns, Schlozman and Verba assert, based on decades of research into the factors influencing women and men’s engagement with politics in the USA, that education is an ‘especially powerful predictor of political participation’. They identify a range of direct and indirect effects that formal education has upon political participation. Its direct effects include the acquisition of the knowledge and communication skills useful for public debate, and direct training in political analysis through courses with current events content”. In this article we can see that it shows the importance of women’s position in any sphere and how they can be better anywhere.

This study explores the trajectory of women's intellectual liberation from the eighteenth century onwards, chronicling their journey from limited access to education to significant achievements in the early 1900s. Comparing the experiences of women in the United States and England, the author delves into the intersections of history, education, and gender studies, making it a compelling resource for scholars in these fields. Based on Eschbach (1993) “The legacy of women's education in eighteenth-century England and America was ambivalent and strewn with ironies. Judith Sargent Murray and Mary Wollstonecraft had argued for radical change so that women might more closely realize their potential. But most reformers were less provocative, insisting, like Benjamin Rush, that a woman's education should accommodate the needs-not of the individual-but of the greater society. The goal of individual fulfillment, they believed, was secondary to the higher purpose of intelligent wifehood and motherhood”. The author examines the progress and challenges faced by women in accessing and succeeding in higher education during the late 19th and early 20th centuries in both England and America.

“Training women for success: An evaluation of entrepreneurship training programs in Vermont, USA” evaluates the effectiveness of entrepreneurship training initiatives targeted at women in Vermont. The study assesses the impact of these programs on participants' success in entrepreneurial endeavors and analyzes factors contributing to their effectiveness. Bauer's research provides valuable insights for policymakers and program developers seeking to support women's entrepreneurship through training initiatives. As indicated by Bauer (2011) “Before delving into the case at hand – the effects that two training programs have had on women aspiring to be entrepreneurs in Vermont – it behooves us to recognize the greater significance of micro-businesses in the American economy. According to Census Department data, ninety percent of all U.S. businesses employ fewer than five workers, the basic definition of microbusinesses (SBA, 2005). The Association for Enterprise Opportunity (AEO) defines micro-business as a business with five or fewer employees, which requires $35,000 or less in startup capital, and does not have access to the traditional commercial banking sector.” It explains the effectiveness of two entrepreneurship training programs in Vermont, USA, through interviews with alumnae, shedding light on the motivations, definitions of success, challenges faced, and impacts of the training, offering valuable insights for enhancing support for aspiring women entrepreneurs.

The purpose of “You have to be twice as good and work twice as hard: a mixed-methods study of perceptions of sexual harassment, assault and women's leadership among female faculty at a research university in the USA” was to examine the perceptions of institutional policies and practices for the prevention of and response to gender inequities as experienced by female faculty working in the health sciences at a US research university. As mentioned by Dabney, P., et al. (2019) “Gender equity and related concerns of sexual assault and harassment have received notable attention in scholarship, policy, and most recently, public discourse. The Movement has produced a cascade of allegations against men in positions of power engaged in sexual misconduct. Reports of sexual harassment, assault, and gender discrimination among female academicians have also been surfacing, including in the health sciences. The dearth of women in key health leadership positions, including in global health, despite large numbers of women appointed in this domain has also been highlighted. For those women working in these disciplines in the academy, the topic hits close to home”. Given methods in article study examines female faculty perceptions of sexual harassment, assault, and women's leadership at a research university in the USA, revealing the pervasive challenges they face and the complexities surrounding gender dynamics in academic settings.

According to Rosalind Edwards delves into the experiences of mature women pursuing higher education, examining how they navigate the intersection between family responsibilities and academic pursuits. Through qualitative research, Edwards explores the ways in which these women manage the competing demands of family life and educational goals, shedding light on the complexities of balancing multiple roles and responsibilities. The book offers valuable insights into the challenges faced by mature women students and provides a deeper understanding of their experiences within the realm of higher education. As maintained by Edwards (1993) “It examines the fit between this and their own situations, and the meanings the women attached to family and education in their childhoods. The story of the educational and family lives of the women on whose experiences this book is based is a familiar one for those who are aware of feminist literature on the subject. Six of the ten women who had described themselves as middleclass in adulthood felt they had come from working-class backgrounds, making eighteen white women from working-class backgrounds in all”. This research shows that how family and society can affect to find position in academic sphere and any kind of place as a woman.

“Breaking Boundaries: Women in Higher Education” explores the multifaceted experiences of women in academia, focusing on their challenges, achievements, and contributions within higher education. Through a collection of diverse perspectives and scholarly insights, the book highlights the ways in which women have defied traditional boundaries and reshaped the landscape of higher education. With a keen emphasis on social sciences, the volume provides a comprehensive examination of gender dynamics and the evolving role of women in academia. From the point of view Walsh and Morley (1996) “Examinations were introduced to select those entering the expanding and increasingly hierarchical government organizations and professions. It is one of the central features of Weber’s notion of bureaucracy (Weber, 1968). Young men entered the Civil Service or the Indian Army seeing their futures as a progression up a ladder. In 1988 I published Making a Man of Him: Parents and their Sons’ Education at an English Public School 1929-1950. When I started that study of 2,000 letters from parents to the headmaster of a minor public school, I saw it as a study of careers”. To demonstrate that there is still more work to be done until academia is a secure and inviting place for women, this essay provides evidence of the work and actions of feminists in academia. Women document and confront the barriers to equality and difference by fusing theory and experience.

Methods – Data Collection:

To my research I got interview from 2 people and survey on google foms, related on the topic “Position of women in education”.

Interview:

The first participant is Xusanov Abduaziz who studies at Tashkent State University of Economics, in the major of marketing. Interview hold 19 minutes approximately and it was according to the questions below:

1. What do you believe is the status of women in education?

2. Have you noticed any disparities in educational opportunities between boys and girls?

3. How do you think societal expectations influence girls' access to education?

4. In your opinion, what role does cultural background play in shaping girls' educational opportunities?

5. Have you ever encountered gender bias in the classroom?

6. What initiatives do you think could help improve girls' access to education in your community?

7. How do you perceive the representation of women in educational leadership positions?

8. What challenges do you think girls face in pursuing higher education?

9. How can technology be leveraged to enhance educational opportunities for girls?

10. What is the importance of promoting STEM (Science, Technology, Engineering, and Mathematics) education for girls.

Second participant was Ganiev Sanjar who studies in National University of Uzbekistan named after Mirzo Ulugbek, on the faculty of economics. Interview hold 10 minutes approximately and it was according to the questions below:

1. Do you think there are enough female role models in the field of education? Why or why not?

2. How do you think parental attitudes towards education differ for boys and girls?

3. What are the long-term effects of gender inequality in education?

4. How do socioeconomic factors intersect with gender in accessing education?

5. What measures can educational institutions take to create a more inclusive environment for girls?

6. Have you observed any cultural or religious barriers to girls' education in your community?

7. What strategies can be employed to encourage girls to pursue traditionally male-dominated fields of study?

8. What policies do you believe should be implemented to ensure equal educational opportunities for girls and boys?

9. How can schools support girls who face challenges such as early marriage in continuing their education?

The second method was a survey that I sent to 40 people and got answers from 18 participants, according to the 6 questions related to the topic. Here you may see my Google form survey:

“https://docs.google.com/forms/d/e/1FAIpQLSfDT0_Xed6xyuHoIw94r8lDQVIJPN8RCzNjd7wyU5-Fk9MnBQ/viewform”

Results:

These pie charts illustrates data of the information related on the topic “Position of women in education”.

The first pie chart shows that, most of the participants of the survey is women compered to men with difference of 55,6% and 44,4%. While in the second one it shows half of people have attained in Bachelor’s degree, as well as 38,9 have finished High school. All the rest are in PhD and Master's degree

In the question “Do you believe there is equal access to education for women globally?” most of the participants voted for “No” by 44,4% and others “Yes” with 33,3%, 22,2% “Not sure”. In the “Have you witnessed or experienced gender-based discrimination in educational settings?” part “Yes, occasionally” answer overweight all of the options by 55,6%, while “Not sure” and “No, never” shows 11,1%. When it comes to factors hindering access to women’s education 55,6% of people have chosen “Cultural norms and traditions”, whereas 6 people voted for “Lack of resources”, “Gender-based violence and safety concerns” and “Other” factors by 11,1%. In “What measures do you think could improve women's participation and success in education?” part 44,4% polled for “Creating safe and inclusive learning environments”, although “Providing scholarships and financial aid specifically for women” got 27,8% from 100% and 16,7% got for “Implementing policies promoting gender equality in education”.

From the methods of data collection, we can see that not only girls, but boys also support women’s position in this sphere. Giving some tips on how to increase the number of girl members to be in equal position as boys in learning new things and in general.

Recommendations:

Research showed that there are a lot of problems related to the position of women in education.

Here are some tips that can improve educational place of women:

l Provide the same access to girls in education like boys;

l Protect girls from harassment and discrimination, create more safe learning environment;

l Create special clubs for girls and invite successful women to motivate and mentoring girls;

l Create new positions and opportunities for girls that are tackling with it;

l Support them by supply textbooks, materials that are useful for learning;

l To create fair sphere, promote gender-equality in learning places;

l Establish special grants, opportunities in higher education and institutions.

Conclusion:

Overall, this research learned the current situation of women’s condition in education. This topic requires more research and other recommendations to increase the number of girls in the educational sphere. As well as, to create fair and inclusive learning position for all.

Appendix 1(Interview with Xusanov Abduaziz):

- Thank you for not refusing the interview. Today's topic is women's position in education. What do you believe in the current status of women in education?

- To be honest, I think it is much, much lower than is expected. It's not enough. We can take example of universities, schools, and it's not only in Uzbekistan, I mean, in general, in the world. And mainly in Central Asia and in Middle East, I don't know why, women's position in education is… is very low. And I think it should be better than it is now.

- So, the next question is, have you noticed any disparities in educational opportunities between boys and girls?

- So, if you mean like opportunities, so… Yep. In education, to be honest, boys have many more opportunities than girls. Let's take the example of school. Like… About my family. When I was studying at school, my parents didn't interrupt me while I was doing my homework, while I was doing my studies. But when my sister was doing her housework, like homework, or when he was… Sorry, sorry. When she was doing her studies, my mother, like most of the time, used to interrupt her, call her, and tell her some house stuff to do. At that time, I was a kid, and I didn't notice that difference, but time by time, I realized that it's not very good. Like, they have to have the same opportunities in terms of education.

- So, the next one is, how do you think societal expectations influence girls' access to education?

- Okay. About my lifestyle, about my country and culture, I can say that it plays a huge role, mainly… Like, if you take an example in Uzbekistan, lots of girls… Like, let's take school. Lots of girls, when they have finished school, they have lots of people, like elderly people, society, their relatives say that you go to university or you get married, and I don't think it's fair. Like, I think girls have the same opportunity as boys, in terms of education. Like, they may study themselves, or they may pursue their career, or they may study online, or I don't know. And what I want to add here is that education is not only in school or university. You can learn something while experiencing. I mean, you may work as an assistant, or you may study online courses, or you may read a book, and it's also considered as education.

- So, the next question is, in your opinion, what role does cultural background play in shaping girls' educational opportunities?

- Okay, it plays a huge role. Let's take an example of a small girl from the USA and a small girl from Central Asia. Small girl in the USA, when she studies at school, she won't have any kind of problems with studies. I mean, they may have the same opportunity, but as I've said before, in Central Asia, mainly when girls study, they don't take it seriously. Lots of people, like, even her parents say that at the end of the day, you'll just get married and sit at home, and why do you have to study? And it's all based on culture, like, you know. And the girl who studies in Central Asia, when she gets married, and after years, she will tell the same thing to her daughter. When her daughter studies, she will say that, oh, what you have to study, you'll get married and sit at home. And it's like change, like, you know, it continues, continues, continues. And one day, I think we have to stop it, like, to make a better community in our country.

- So, the next one is, have you ever encountered gender bias?

- In the classroom? So, you mean at school or university or overall?

- At school.

- At school. At school, at school. I don't really remember, like, I think at school, girls are treated much better than boys. So, yep, I haven't seen any difference at school. But overall, yep, there is a difference. But in terms of school, no, like, there is no difference, I guess, from my experience.

- What initiative do you think could help improve girls' access to education in your community?

- So, my community. About my stuff, I work as a teacher. I've been working as a teacher for more than three years. And I have a plan to open a learning center. And the difference is that my… The learning center that I want to open is that it will be only for girls. Like, you know, the teacher will be a woman. A security will be a woman. An administrator will be a woman. And manager will be a woman. And the thing is that it will be kind of a small academy, only for girls. And I think it is the best thing that we can do. Because nowadays at schools, at universities, at, I don't know, academies or learning centers, boys' and girls' study in the same room. And to be honest, they are kind of attracted to each other. And it will 100% show bad results on their education. And I think, I think, to make a better opportunity, we have to organize a school or kind of, I don't know, learning center or academy only for girls. Like, you know, IT… Okay, let's take small… Like, build a learning center which is based on IT. And there will be only girls. And I think, yeah, it will help. And I don't want to say that it's only about girls. They may kind of collaborate in some parts with other, I don't know, boys or other companies. But in education, this kind of attractiveness plays a huge role. And it's kind of bad, I think.

- How do you perceive the… Representation of women in educational leadership positions?

- So, about leadership. As I've said before, I don't think women are good leaders. I would say it was fact. So, as you know, leaders have to make decisions very fast. And when you're a leader, you have lots of responsibilities on your shoulders. And they have to take some risks. And these three parts, three things, are kind of not close to women's character. And it's fact. In religion, in, I don't know, modern world, the fact is fact. Like, lots of girls, like women, when it comes to make a hard decision or a fast decision, they kind of have a problem. And to be honest, it's kind of difficult for them. Because women, they think a lot. They think really a lot. They're kind of over-thinkers. And in my opinion, in terms of leadership, I think boys, males are better than women.

- So, what challenges do you think girls face in pursuing higher education?

- Like, by higher education, you mean university, after school?

- Yes.

- Main problem? Main problem is, I think, their parents. Like, to be honest, I'm telling by my view, like, in Europe or in America, it may be different. But in Central Asia, in Uzbekistan, it's the same. After finishing school, as I've said, like, girls have two choices. Either they go to university, nor they go to, I'm sorry. They go to university, or they get married. And if a girl couldn't enter university, what would she do? It's kind of, their relatives, their parents don't think it's a good idea to keep that girl in their house. As long as she's not studying. She's not giving any benefit to the family. And I think it's better for her to get married. I think it's the biggest challenge girls face after finishing school. And in terms of university. I study at university. I study at Tashkent State University of Economics. In terms of university education for girls, I don't think there is any problem that they face at university. Because university is like a school, but it's much more… Academic. Yes. Academic way. Yes.

- So, how can technology… Be leveraged to enhance educational opportunities for girls?

- You mean like how technology can help girls to get a higher education?

- Yes.

- Let me think. Technology, technology… I didn't get this question to be honest. Like you mean this kind of computer or what?

- Yes, technology. For example, like online learning maybe for those whose parents don't access to go somewhere. It's not going to code technology like, you know. Modern learning. Yeah.

- As I've said before, in our country, lots of fathers, brothers and husbands are… I don't know how it's in English, but they don't want… Jealous. Jealous. Yeah, jealous. And they don't want their girl or wife to go somewhere to study with the opposite gender. So, I think technology may help them by learning on your own. You can learn by YouTube or by learning online. Any stuff. So, you can learn any subject online nowadays. It doesn't matter if it's IT or I don't know, it's teaching. Like I know lots of girls who teach online courses, and they earn enough money. And also, people think that girls shouldn't work. Like female should stay at home and it's not their job to work. But I don't think so. It kind of depends. Yeah. There have to be some restrictions, but if you want to find, there will be always an opportunity. You can find an opportunity. Like I said, in my case, there's one girl who like she's married to someone, and she doesn't go to some learning center, teach, she doesn't have any colleagues. She does online classes on Telegram, online course in English. And the best part is 80% of her students are girls. And yeah, it's good. Technology is playing a kind of not huge, but useful role.

- So, the last question is what is the importance of promoting STEAM education for girls?

- So, by STEAM you mean science, technology, engineering and mathematics? Okay. If you talk about facts in terms of science. I think science are much, males are better because I haven't seen any female like Einstein, Nikola Tesla or others. Yeah. There are some female scientists, but they are not a lot. About technology, the same, the same. Like if we take a look at a big IT company, the founders, CEO and managers are most like males…. Even though AI, if you take AI, like let's take chat GPT. Chat GPT, like who is CEO? Sam Adams?

- A founder? I don't know.

- A founder or a creator. Like it's a male. Let's talk about, okay, other companies, Facebook, Microsoft, Apple, Nvidia. There are a lot. And in terms of technology, I also think that maybe it's a male. Yeah. Males are better. Next is engineering. Engineering without adopt, males are much better, like to be honest. Because as I've said before, like if you take facts, okay, I'm not an engineer. I haven't worked as an engineer. But if we search on Google and if you take a look in terms of, if you talk with facts, kind of, I think 80 or 90% of engineers are males. Yeah. And next was?

- Technologies and mathematics.

- Mathematics. Maybe girls are good at mathematics, but again, in fact, no. If you talk about Olympiads, in terms of mathematics, also like boys are in first or second position than girls. If we talk about chess, I think chess is a part of math because you need to know math, right? In terms of chess, top five or top 10 players are all males, not females. I think for girls, it's better to do soft work, not hard work. You got what I mean? Like engineering, like, you know, like coding, they are kind of Literature like this, like this. Yeah. Hard work. No. In terms of literature, again, like Shakespeare, like, you know, like it's mostly males.

- One extra question for you. You said like males are in a top position like in any sphere yet not in any not in any no I mean this here yeah in steam yeah if we take a look in fact not in theory but in fact yes okay so don't you think that's why they are in a lower position in that case maybe just because they didn't want it like a women because every girl wants to study I have a lot of friends who want to study but they didn't have access and their parents didn't invested money to them and they put bias barriers maybe just because of this women are in a lower position okay you're taking in respect you know you know in America in Europe it's not like this.

- but what about nowadays? What about now? Take a look about technology it's developing girls are also started okay I'm not saying that girls are stuck they're not the well yes they are developing but so recently I had kind of debate about gender equality and I explained like this way let's take an example there is a two pill this pill is for headache and this pill for this pill is for stomachache yep so when I have a headache I take this when I take a stomachache I had this yep if I had a headache I don't take this what I mean is that in engineering there are some skills that you need to have if you want to work at that job as a professor as a professionality I don't know how to say did you get what I mean yes and this character is this like I don't know like skills are mostly connected to male skills not like females if you take a look but as I've said if you want you can find an opportunity like I know some female from Uzbekistan they do cooking and they teach how to cook for girls they have opened their small learning center and they cook good and they teach other girls how to cook and it's also kind of a good thing and in terms of education let's I want to say here like education is not only going to university or like school read the book at home read a book it's also education on YouTube watch useful YouTube contents like you know what there is lots there are lots of lectures by Harvard on YouTube watch those read book at home or I don't know open yours small online company you can do it like without your like you know faceless business there's something like you can sell something online without showing your face without showing your identity and you can study business without going to university you can like buy four books like ok let's say they all cost like ten dollars like ten books it will be like $100 and $100 isn't that amount of money they may just like tick like buy a book in terms of I don't know what to do with it know in in the sphere there they are interested in if they are interested in economics they may buy a book that are related to economics and they can read those books and work somehow like you're telling that kind of barriers yep I don't I don't want to say that they don't have yet they have but what I want to say is that if they really want if girls really want to study they may find an opportunity yep.

- So, thank you for your answers thanks very much see ya.

Appendix 2(Interview with Ganiyev Sanjar):

- So, thank you for not refusing the interview, and here are some questions related to the position of women in education. The first question is, do you think there are enough female role models in the field of education?

- Yes, I think so. Because in our region, girls are really active in education. Even their parentsdon't let them study. They find ways. They want to be well educated. Thus, they become role models.If we compare to other countries, such as Kazakhstan or other countries, we can notice that.

they are less. But I really hope that that will change in the next couple of years.

- So, the second one is, how do you think parental attitudes towards education differ for boys and girls?

- In our culture, parents nurture their boys to become the onewho will provide their family with all the necessary needs. On the other hand, girlsare nurtured to be good mothers, good wives, and so on. And this is why I think that parentsdon't see the advantage of investing in their girls. This is why they pay attention more when boys and girls grow up and then they become role modelsto boys than comparing to the girls.

- So the next one is,what are the long-term effects of gender inequality in education?

- The long-term effects can lead to bad conditionsi think that that the knowledge is delivered by delivered by mother in the family because in order to feed family men tend to spend the time away from home and if moms are uneducatedthe likelihood that children will be unaided it is gross and that's why i think that girls need to be educated they i think so

- So the next one is, how do socioeconomic factors intersect with gender in accessing education?

- They can intersect in various ways such as income level, access to resources, access to education.

As we know, the prestige universities or higher level education centers are like nobody, not nobody.

In order to be well educated, you have to spend some money, right?

And if you don't have that high level income, you don't be that well educated.

And in these ways, they can intersect.

-What measures can educational institutions take to create a more inclusive environment for girls?

- They can add classes that will be composed of only girls.They can provide them with additional scholarship.They can provide these co-working areas like Astrum for only girls and so on.

- The next one is, have you observed any cultural or religious barriers to girls' education in your community?

- Yes, of course.In our country, it's really difficult to not notice that kind of tendency.For example, my mother's friends, they had that kind of tendency.They didn't see any advantage of it.They didn't have any advantage of giving their daughter to university.And they just forced her to be married.

- Okay.What strategies can be employed to encourage girls to pursue traditional male-dominated fields of study?

- In the governmental level, they have to open some kind of scholarships.They have to plan some strategies that in the future that girls can study abroad and so on.I think so.

- So the next one is, how can we address the issue of gender-based violence?access to education?

- What policiesdo you believeshould be implemented to ensureequal educationalopportunities for girlsand boys?

- In school or in university?

- Anywhere. It doesn't matter. Is it in a high school or in a high-level education?

- Okay. I think that the girls have to be considered equal to boys in all fields like answering questions

and so on. And the attention should be equal to both of them. At that time, I think that

the girls can be educated.

- So, the last question is how can schools support girls who face challenges such as early marriage in continuing their education?

- Okay. I think that schools can do lots of things about this because the guys, the parents, let them face such challenges when it comes to schools. They can in Uzbekistan they can do anything compared to parents. And if we look formal, they can add some classes.

- For special girls?

- Honestly, I don't know. To be honest with you I don't think that school can do something in this field.

- Maybe they can create some extracurricular activities to enter university? For girls, especially, who don't have access to go some like a paid extracurricular lesson?

- I don't know. I think that that is the work of the university. So, like, government, like, house organization stuff, I can say.

- Okay. Got it. Thank you for answering.

- Okay.

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Eschbach, E. S. (1993). The Higher Education of Women in England and America, 1865-1920 (1st ed.). London: Routledge.

Dabney, P. et al. (2019). You have to be twice as good and work twice as hard: A mixed-methods study of perceptions of sexual harassment, assault and women's leadership among female faculty at a research university in the USA.

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Hadicha Abdurashidova