Challenges and Perceptions: Investigating the Effects of Inadequate Educational Infrastructure on Parental Views in Rural Areas of Multan, Pakistan

Abstract

The intricate link between constrained access to educational resources and parental perspectives about daughters receiving an education in the rural region of Multan, Pakistan, forms the focus of this investigation. The Multan region has long been a pocket of underdevelopment, with significant portions of its population struggling to make ends meet in a mostly subsistence economy. This study investigates the pathway from educational resource constraints to parental attitudes and ultimately to girls' life chances—using systems theory, feminist theory, and social constructivism. This research used a quantitative methodology and SPSS for data analysis. The data come from 275 parents in the rural region who had either withdrawn their daughters from school or had chosen not to enroll them. The research shows that the decision by parents not to educate their daughters is primarily influenced by three core factors: poverty, an entrenched bias against educating girls, and the various cultural norms that shape a person's decision-making process. The research process was conducted ethically and with integrity. These findings demonstrate the critical need for specific interventions to address these obstacles and promote educational gender parity. They also provide useful insights for policymakers and educators that can help achieve this equality.