Perceiving University Education as More Important for Men than for Women: Gender Differences and Predictors of this Perception in Muslim Societies

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Perceiving University Education as More Important for Men than for Women: Gender Differences and Predictors of this Perception in Muslim Societies

Journal Title: Psychological Thought - Year 2020, Vol 13, Issue 1

Abstract

Education for women in Muslim societies had been discussed widely. However, it remains unclear if the perception of the importance of university education in Muslim societies and its predictors are different between men and women. Therefore, this research examined the following misogynistic perception among both genders: university education is more important for men than for women. This research aimed to determine gender differences and predictors of this perception. Sample populations were from Malaysia (N=820), Singapore (N=320), India (N=447), and Pakistan (N=1195). Mean difference test and binomial logistic regression analysis were conducted. The results revealed that more than half of the men agreed that they perceived university education as more important for men than for women. Over half of the women had the same perception. Some demographic variables were significant predictors of perceiving university education to be more important for men than for women, albeit inconsistent based on groups and countries. Some of the findings included being religious predicted less likelihood of misogynistic perception in countries such as Malaysia and Pakistan, but not in the others. Consistently, for both genders, perceptions concerning men’s superiority and women’s role being at home predicted the perception that university education was more important for men than for women. This suggests the intricate influence of the perception of ability and gender stereotype among Muslims when it concerns university education. Further studies are necessary to understand the rationale behind these predictors.

Authors and Affiliations

Nur Amali Aminnuddin

Keywords

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EP ID EP694147
DOI https://doi.org/10.37708/psyct.v13i1.392
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