Individual Opportunities, Social Structures, and Gendered Concerns among Higher Education Students

Abstract

This study examined individual opportunities, social structures, and gendered concerns among higher education students using a quantitative, cross-sectional survey design. The study was conducted at a public-sector university in Punjab, Pakistan, among male and female students enrolled in BS programs within the Faculty of Social Sciences. Students from the 1st, 3rd, 5th, and 7th semesters were included. Using proportionate random sampling and Yamane (1967) formula, a sample of 397 students was selected. Data were collected through a structured questionnaire administered in classrooms over approximately one month. The instrument measured individual opportunities, social structures, and gendered concerns using primarily a four-point Likert scale. A pilot test with 25 students demonstrated satisfactory reliability, with Cronbach’s alpha coefficients ranging from .708 to .867 and an overall reliability of .911. Frequencies and percentages were calculated to summarize the data and presented in tables. The findings indicate that students’ educational experiences are shaped by the interaction of individual aspirations, institutional practices, family expectations, cultural norms, socioeconomic conditions, and gender-related expectations. The study highlights the importance of promoting equal opportunities, inclusive practices, and equitable participation in higher education.