Gendered Pathways, Language, Technology, and Gendered Narratives among Tertiary Level Students: A Sociological Inquiry

Abstract

This study examined gendered pathways, language, technology, and gendered narratives among tertiary-level students from a sociological perspective. A quantitative, cross-sectional survey design was employed at a public-sector university in Punjab, Pakistan. The target population comprised male and female students enrolled in BS programs within the Faculty of Social Sciences across the 1st, 3rd, 5th, and 7th semesters. Using Yamane (1967) formula, a sample of 397 students was selected through proportionate random sampling. Data were collected through a structured questionnaire using a four-point Likert scale and administered in classrooms over approximately one month. A pilot test of 25 students established satisfactory reliability, with Cronbach’s alpha values ranging from .708 to .867 and an overall reliability of .911. Data were analyzed using frequencies and percentages. The findings indicate that gendered pathways, language, technology, and gendered narratives are interconnected dimensions of students’ educational experiences. The study highlights the sociological significance of technology and communication in reproducing or challenging gender norms and advocates inclusive and gender-sensitive digital environments in higher education.