Rural Slum Vulnerabilities and Learning Poverty Among Children in Sindh: Moderating Role of Structural Strain Theory

Abstract

This paper sought to explore the association between the vulnerabilities of rural slums and learning poverty among the children in Sindh, considering a moderating theory, Structural Strain Theory. Children residing in marginalized rural shanty areas persist to have incessant educational trifles whichlead to a high rate of dropped out and acute illiteracy and in numeracy. This study used quantitative research design and data were received using structured questionnaires that were conducted to 384 respondents (parents/teachers/community representativesin the rural slum settlements selected). Stratification and random sampling was used to provide a balanced representative sample of different clusters in Sindh. Findings indicated that rural slums vulnerabilities such as poverty, poor infrastructure and financial constraints, as well as tenuous family situations played great roles in causing learning poverty among children. In addition, the modifying analysis showed that structural strain enhanced the negative effects of vulnerabilities, which indicates that systemic injustices worsen the process of educational deprivation in a slum setting. The results highlight the imperative of two-dimensional interventions in education and social transformation that is in tandem with the Sustainable Development Goals (SDG 4: Quality Education and SDG 10: Reduced Inequalities