Professional Documents
Culture Documents
research proposal
research proposal
research proposal
still Pakistan finds it hard to get rid of the conventional stereotypes that reshape women's career
options. This research articulates the stereotyping that sustains society's beliefs and the media. It
shows the impact of these beliefs in preparing women for the educational pathways and career
options. The study investigates the role of parents' influence, advice given by teachers, and the
influence of the media in determining which types of careers girls consider to be suited for
them. Through qualitative data study on interviews of female students, parents, and educators,
the research will recognize specific stereotypes as the obstacles leading women not to go for
STEM fields, leadership roles, and other professions dominant to men. The results will, in turn,
expose the dynamics behind the gender stereotypes, in which women are often undervalued,
thereby, clearing the segregation in the job market in Pakistan. With this knowledge, the
development of interventions tackling gender stereotypes, inspiring girls, and uplifting women to
follow diverse career paths can be harnessed and implemented to attain gender enforcement in
Keywords: Gender Stereotypes, Career Choice, Women's Education, Pakistan, Social Norms,
Media Influence
Introduction
fostering genuine gender equality. Although much progress has been made worldwide, women’s
right to work opportunities is still difficult. Demoralizing social customs and longstanding
1
Gender Stereotypes & Career Choices in Women
ambitions and undermine their ability to profit from the profession. The following research
investigates gender stereotypes that persist with the career alternatives for women in Pakistan.
Pakistan has a pronounced gap between the educational achievement and professional
engagement of females in the nation. Although the enrollment of girls in primary education have
been more prevalent in Pakistan, their presence in higher education has significantly trailed due
to high disparities with boys. The narrow correlation extends to the workforce, with the country
shown to have a negligible 23% female participation rate. Aside from being a social justice
problem, it is a substantial loss of potential human capital to drive economic growth. Several
ILO studies have proven the direct and linear impact on national productivity due to the equality
Such stereotypes seriously restrict women and demarcate them to a few specific career lines. On
an individual level, such stereotyping restricts a woman from attaining the personal and
professional development that she is fully entitled to. Women who get denied their aspirations
under peer pressure might feel that their ambitions are equal to nothing leading to frustration and
being powerless to shape their future. But for communities, the under-representation of women
across professions is a risk for talent, as it does not make the talent pool stronger and puts
—is not productively employed, which means the economic potential of their nations is seriously
2
Gender Stereotypes & Career Choices in Women
The impact of gender stereotypes on women's career choices is evident. Understanding the
research delves into why gender stereotypes persist over time and shape career decisions in the
context of Pakistan. It examines stereotypes and how they are perpetuated through various forms
of media.
The current research studies several key variables including the following:
Moderating Variables:
i. Parental Influence: It refers to the extent to which parents, having high expectations
aspirations.
ii. Educational Guidance: The level and extent of support, as well as advice, that
school counselors or teachers offer that aids girls to perceive whether the job is
suitable or not iii. Media Consumption: It represents the extent of exposure to types
of media such as television, and social media, and how media portray women as
3
Gender Stereotypes & Career Choices in Women
By analyzing the relationships between these variables, this research aims to identify the
educational guidance, and media consumption, ultimately influence the career choices of
Pakistani women. This knowledge will be invaluable to policymakers, educators, and social
workers in developing strategies to dismantle gender stereotypes. Policymakers can utilize the
research findings to design educational programs and awareness campaigns that challenge these
stereotypes and encourage girls to pursue diverse career paths. Educational institutions can tailor
guidance services to better support girls in exploring non-traditional fields. Social workers can
play a crucial role in advocating for girls' empowerment and promoting gender equality in
future where Pakistani women are empowered to break free from the confines of gender
Summary
To sum up, this introduction introduced the prevalent issue of gender inequality in Pakistan,
particularly the low participation of women in the workforce. It has shown how gender
stereotypes harm the lives of people, communities, and the country’s development. The research
has indicated the variables to be analyzed and has delineated the issues to be addressed. In the
end, it highlighted the importance of the study for the development of a future where Pakistan
women would have high gender equality in education and the job sector.
4
Gender Stereotypes & Career Choices in Women
Review of Literature
This study is based on the Feminist Socialization Theory, which suggests that societal
norms related to gender are acquired through interactions and cultural influences (Acker, 2006).
Children start learning about and adhering to gender expectations and stereotypes at an age.
These societal norms are transmitted through means such as family dynamics, educational
In the context of this study, the Feminist Socialization Theory helps us grasp how girls
are taught to believe that certain career paths are more suitable for them based on their gender
It is an undeniable fact that gender stereotypes are detrimental to women’s career choices as
substantiated by a wealth of academic research. Research indicates that girls are much more
likely to be directed towards typically female professions like teaching, medicine, and social
work (Davies et al., 2002; Su & Räpina, 2016). Similarly, it is not common for young girls to be
encouraged to engage in careers as engineers or technology professionals even though they have
an interest in stem courses (Cheung & Ng, 2013). These stereotypes restrict the future career
prospects of women and further widen the gender gap in these fields.
There have been a number of studies that have shown how Pakistani women face unique
difficulties when trying to engage in various careers. For instance, according to Mumtaz and
5
Gender Stereotypes & Career Choices in Women
Shaheed (2018), the deeply entrenched cultural expectations regard women as most suitable for
home and family matters. This goes further to say that there are some professions not meant for
women. Moreover, Nasir & Khan (2014) point out the inadequacies of educational counseling
given in Pakistani schools where girls aren’t encouraged to participate in non-traditional STEM
programs.
Parental Influence
Career aspirations of children are greatly influenced by the expectations of their parents
(Foucault & Rideout, 2017). In Pakistan, research indicates that parents may unknowingly
perpetuate stereotypes based on gender, urging them towards ‘feminine’ professions and
restraining them from going for male-gendered jobs (Mahmood & Shah, 2011). Appreciating
how parental influence fosters sexual prejudices is important in designing initiatives that contest
these assumptions.
Educational Guidance
Educational institutions can contribute positively to expanding career options even as they may
be perpetuating gender stereotypes, according to some research. For instance, Nasir and Khan
(2014) discovered that Pakistani school counselors usually have inadequate resources and
training to help girls get into STEM fields. The scarce availability of women mentors in these
Media Consumption
choices (Guerrero-Pico et al., 2019). Furthermore, research in Pakistan reveals that the media
typically depicts women in traditional feminine roles (Khan et al., 2018). Consequently, these
6
Gender Stereotypes & Career Choices in Women
one-sided media messages reinforce gender stereotypes and discourage girls from going for
This is because a review of this study shows that gender stereotypes on women's career
choices have had adverse effects. However, there are few studies conducted on the Pakistani
context. Moreover, most research has concentrated solely on either parental influence or
educational guidance. Consequently, this gap will be addressed by studying how these factors
interact with media consumption and provide a more holistic understanding of how gender
This research will therefore investigate how gender stereotypes affect the choices of jobs that
Pakistani women make using the Feminist Socialization Theory framework and an examination
of the specific mechanisms at play in Pakistan. Specifically, this study seeks to address the
How can parental influence on career choice, educational guidance, and media consumption
obvious that these findings are useful for developing focused interventions that aim at
eliminating gender biases and enabling Pakistani females to achieve their full education and
career potential.
7
Gender Stereotypes & Career Choices in Women
Method
Research Design
be implemented for a comprehensive understanding of the factors that impact Pakistani women’s
trends and correlations, cannot capture the essence and multilayer structure of experiences and
the impact of the multitude of factors on aspirations. However, it is still essential to consider
previous studies and continue the research based on the knowledge base. More focused
interviews with Pakistani women will explore how probable respondents view gender
stereotypes and parental influence, the role of education and the media on their life and career
plans.
Participants
The target population for this study is Pakistani women pursuing higher education or currently
employed in non-traditional "female" industries outside of the fields. Eligibility criteria include:
• Females
• Pakistani nationality
• Currently enrolled in higher education (university or college) or working in a field that is not
traditionally available to women in Pakistan (e.g., technology, engineering, STEM); The aim is
8
Gender Stereotypes & Career Choices in Women
educational institutions in different regions of Pakistan This will provide a robust and
Sampling Strategy
Purposive sampling will be employed to recruit participants who meet the eligibility
criteria and can provide rich insights into the research question. Initial contacts will be
women's NGOs in Pakistan. Snowball sampling may also be utilized, where participants
recommend potential interviewees who fit the criteria. The aim is to achieve a sample size that
allows for data saturation, where no new themes or insights emerge from subsequent interviews.
Data Collection
The data will be collected through a semi-structured interview which will be conducted in Urdu,
the national language of Pakistan. This method allows for flexibility and at the same time ensures
that all key themes related to gender stereotypes, parental influence, educational guidance, media
consumption, and career aspirations are covered. An interview guide will be developed based on
the literature review and will include open-ended questions such as:
• In what way has your dad or mom influenced your school education and future job prospects?
• Can you give more details about the kind of advice you were given on subjects related to jobs
9
Gender Stereotypes & Career Choices in Women
• How is your view of possible jobs affected by the media’s portrayal of women?
There shall be a detailed notice sent out to potential participants explaining all aspects of this
research study including its aims, methods used, and their rights as respondents. The interviewer
must obtain consent from each participant before starting any interview. Interviews will be tape-
recorded with permission from participants and then transcribed word for analysis word.
Data Analysis
A thematic analysis approach will be employed to analyze the interview data. Transcripts will be
coded line-by-line for emerging themes related to gender stereotypes, parental influence,
educational guidance, media consumption, and their interaction in shaping career choices.
Constant comparative analysis will be used to identify recurring patterns and refine the coding
scheme throughout the analysis process. To ensure trustworthiness, member checking will be
conducted by sharing preliminary findings with participants to verify their accuracy and
Ethical Considerations
Guarding the privacy and ethical treatment of participants is crucial. Therefore, every research
procedure will follow the ethical guidelines that were put in place by American Psychological
Association (APA). Every interview will be preceded by informed consent which makes certain
that the participants comprehend their right to confidentiality, anonymity as well as voluntary
involvement. The subjects will also be told that they are free to discontinue their participation at
10
Gender Stereotypes & Career Choices in Women
any time and without consequences. To ensure safety of all personal information, audio
recordings and transcripts shall be safely stored after anonymization to remove participant
identities.
Limitations
The current study is restricted to Pakistani women, so these findings cannot be generalized to all
of them. Another limitation is that targeting young women in college and careers not usually
opened to women might not cover the sundry and unsure state of women’s existence in Pakistan,
where education is inaccessible to many. Future research might address some of these limitations
professional women.
Research Timeline
(Weeks 1-4): Refine the topic, review the literature, and develop the research question &
framework.
11
Gender Stereotypes & Career Choices in Women
References
Acker, J. (2006). Gender and social stratification: Inequality in a global context. Pine Forge
Press.
Cheung, P. C., & Ng, A. Y. (2013). Gender stereotypes and student choice of STEM majors.
Davies, G., Spencer, S. J., & Clayton, M. (2002). Gender stereotypes and body image concerns
Foucault, S., & Rideout, V. (2017). Gender, power, and the body: Selected writings of Foucault
Guerrero-Pico, M., de la Puente, M., & Hueros, A. (2019). The role of media in portraying
gender stereotypes and promoting gender equality. Social Sciences, 8(10), 246.
International Labour Organization (ILO). (2020). Women and men in the labour market: 2020
Khan, S. N., Raza, S. N., & Shah, S. N. A. (2018). Gender portrayal in Pakistani television
advertisements: A content analysis. Pakistan Journal of Information and Library Science, 29(2),
259-272.
Mahmood, S., & Shah, S. N. A. (2011). Parental influence on the educational aspirations of girls
Mumtaz, S., & Shaheed, A. (2018). Unveiling the gender gap in career aspirations of Pakistani
women: A role of societal and family expectations. Journal of Educational and Social Research,
8(2), 119-130.
12
Gender Stereotypes & Career Choices in Women
Nasir, N., & Khan, S. (2014). Career guidance in Pakistani schools: A focus on gender and
Ridgeway, C. L. (2011). Framed by gender: How gender shapes social interactions. Oxford
University Press.
Su, R., & Räpina, C. (2016). Gender stereotypes in science and engineering education. European
UNESCO. (2023). Global Education Monitoring Report 2023: Schools for a changing world.
https://gem-report-2023.unesco.org/
13