Gender Stereotypes & Career Choices in Women

The Persistence of Gender Stereotypes and Their Influence on Career Choices

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

the Pakistani job market.

Keywords: Gender Stereotypes, Career Choice, Women's Education, Pakistan, Social Norms,

Media Influence

Introduction

The Enduring Challenge of Gender Inequality

Gender stereotypes continue to be a major barrier to dismantling sexist prejudices and

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

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cultural presumptions, in the form of gender stereotypes, frequently undermine women’s

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.

The Pakistani Context: A Stark Disparity

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

of females in the workforce.

The Ripple Effect: Individual, Community, and Societal Impacts

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

innovation at a minimum. On the level of societies, a substantive part of the population—women

—is not productively employed, which means the economic potential of their nations is seriously

put under threat.

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Understanding the Mechanisms: The Need for This Research

The impact of gender stereotypes on women's career choices is evident. Understanding the

underlying mechanisms required to implement interventions provides deeper insights. This

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 Research Focus: Unveiling the Interplay of Variables

The current research studies several key variables including the following:

Independent Variable: Gender Stereotypes.

Dependent Variable: Career Choices.

Moderating Variables:

i. Parental Influence: It refers to the extent to which parents, having high expectations

and future-oriented goals, influence their daughters’ educational and career

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

professionals in various fields affects career choices.

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The Path Forward: Significance and Contribution

By analyzing the relationships between these variables, this research aims to identify the

specific ways in which gender stereotypes, potentially reinforced by parental influence,

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

educational and professional opportunities. Ultimately, this research aspires to contribute to a

future where Pakistani women are empowered to break free from the confines of gender

stereotypes and reach their full potential in the workforce.

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.

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Review of Literature

Theoretical Framework: Feminist Socialization Theory

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

institutions, and media representations (Ridgeway, 2011).

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

impacting their decisions, in education and future professions.

Gender Stereotypes and Career Choices

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.

The Pakistani Context

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

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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

professions also undermines female students’ passion in those areas.

Media Consumption

Media representations of women have a substantial influence on young people’s career

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

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one-sided media messages reinforce gender stereotypes and discourage girls from going for

careers beyond what is considered normal.

Gaps in Knowledge and the Need for This Research

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

stereotypes affect career choices among individuals in Pakistan.

Conclusion and Research Question

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

following research question:

How can parental influence on career choice, educational guidance, and media consumption

contribute to perpetuating gender stereotypes among Pakistani women? On this basis, it is

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.

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 Gender Stereotypes & Career Choices in Women

Method

Research Design

In this regard, a qualitative research design, in particular, semi-structured interviews, will

be implemented for a comprehensive understanding of the factors that impact Pakistani women’s

career choices. It is purported that quantitative methods, although instrumental in identifying

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

• 18 to 35 years old (to capture students and young professionals).

• 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

to recruit a diverse sample of women from different socio-economic backgrounds and

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educational institutions in different regions of Pakistan This will provide a robust and

representative understanding of the experiences of Pakistani women.

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

established through networking with university departments, professional organizations, and

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:

• Do you have any career goals? Why?

• What is your perception of women’s societal expectations about careers in Pakistan?

• 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

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when you were still in high school or college?

• 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

resonance with their experiences.

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

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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

by using a mixed-method approach or including the perspectives of some educational and

professional women.

Research Timeline

(Weeks 1-4): Refine the topic, review the literature, and develop the research question &

framework.

(Weeks 5-8): Design methodology, consider ethics & IRB approval.

(Weeks 9-12): Collect data and begin preliminary analysis.

(Weeks 13-14): Analyze data, interpret findings, and write reports.

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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.

British Journal of Sociology of Education, 34(2), 169-190.

Davies, G., Spencer, S. J., & Clayton, M. (2002). Gender stereotypes and body image concerns

in school children. British Journal of Developmental Psychology, 20(4), 527-548.

Foucault, S., & Rideout, V. (2017). Gender, power, and the body: Selected writings of Foucault

(2nd ed.). Routledge.

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

global estimates and trends. https://www.dev.ilo.org/media/402386/download

Khan, S. N., Raza, S. N., & Shah, S. N. A. (2018). Gender portrayal in Pakistani television

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259-272.

Mahmood, S., & Shah, S. N. A. (2011). Parental influence on the educational aspirations of girls

in Pakistan. Journal of Educational and Social Research, 1(4), 159-172.

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.

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Nasir, N., & Khan, S. (2014). Career guidance in Pakistani schools: A focus on gender and

STEM fields. International Journal of Educational Development, 37, 23-30.

Ridgeway, C. L. (2011). Framed by gender: How gender shapes social interactions. Oxford

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Su, R., & Räpina, C. (2016). Gender stereotypes in science and engineering education. European

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