A Study of Gender Disparity in Enrolment, Classroom Participation, and Learning Conditions in Higher Education

Abstract

This study examines gender disparity in enrolment, classroom participation, and learning conditions in higher education. A quantitative research design was employed, focusing on BS (4-year) students at a public sector university in Punjab, Pakistan. Using proportionate random sampling, 316 students were selected, with sample sizes proportionally allocated across departments within the Faculty of Social Sciences. Data were collected through a structured, cross-sectional questionnaire, pretested with 30 students and measured using a Likert-type scale. Reliability was confirmed with a Cronbach’s Alpha above 0.700. As the data were non-parametric, frequency distributions and descriptive discussion were used for analysis. The study concludes that gender disparity remains a significant issue in higher education, affecting enrolment, classroom participation, and learning conditions. Social norms, teaching practices, and institutional support shape these disparities, influencing engagement, confidence, and access to resources. Findings highlight the need for gender-responsive policies, inclusive pedagogical practices, and supportive institutional frameworks to promote equitable participation and learning outcomes for all students.