The pursuit of gender parity in education remains a persistent challenge in Pakistan, with women facing significant obstacles in achieving equal representation and opportunities. This struggle is particularly pronounced within higher education, where women are underrepresented among faculty, especially at senior levels1. This disparity not only affects individual careers but also perpetuates systemic biases and limits the potential for a genuinely inclusive academic environment.
Like their female colleagues globally, women in Pakistan experience the “leaky pipeline” phenomenon, often facing increasing obstacles as they progress in their careers, particularly in academia. Women face unique barriers as they move up the academic ladder - for example, in balancing family commitments and care-giving roles with maintaining the rigorous requirements of a career in academia or finding access to formal and informal networking opportunities and mentoring as readily as their male counterparts and battling gender stereotypes and implicit biases2. The underrepresentation that results from the leaky pipeline phenomenon not only deprives women of opportunities but also limits the diversity of perspectives and role models available to students.
Recent research at a private university in Pakistan sheds light on the complex factors contributing to gender inequity within academia. Through a comprehensive study involving policy reviews, surveys, and interviews, researchers uncovered a nuanced picture of the challenges and opportunities faced by female faculty members. While progress has been made in certain areas, deeply ingrained biases and structural barriers continue to hinder women’s advancement.
One striking finding is the stark disparity in representation at higher academic ranks. While the overall proportion of female Ph.D. faculty in the university aligns with the national average (27%), their numbers dwindle significantly at the Associate and Full Professor levels. This indicates that the leaky pipeline is also prevalent in this context. The study also revealed a subtle form of gender bias in workload allocation. While there were no significant salary differences based on gender, women often found themselves shouldering a heavier burden due to gendered expectations. They were more likely to take on service-oriented tasks and care-related responsibilities, which, while crucial to the functioning of the institution, are often undervalued in promotion criteria. This creates a double bind for women, who must navigate both the demands of their academic work and the often-unrecognized labor that contributes to the smooth running of the university. Beyond workload, the research highlighted the importance of institutional support and a culture of inclusion. The presence of childcare facilities, flexible work arrangements, and supportive leadership were crucial factors enabling women to balance their personal and professional lives. However, the study also revealed a lack of formal policies and initiatives specifically designed to address gender disparities and promote women’s advancement into leadership positions - which itself is indicative of the fact that simply not enough women find themselves in positions that allow them to lend their weight to affect policy change at that level.
Addressing these challenges requires a multifaceted approach. Institutions must actively work to dismantle systemic biases, promote transparency in evaluation and promotion processes, and create a culture that values and recognizes the contributions of all faculty members, regardless of gender. This includes providing adequate support for work-life balance, offering formal institutional mentorship and leadership development opportunities for women, and ensuring women’s voices are heard and respected in decision-making processes.
Whereas individual women appear to be the primary beneficiaries of truly inclusive workspaces, it is the universities that stand to gain the most by taking proactive steps to promote gender equity and fostering more dynamic academic environments.
Institutions can garner significant reputational gain through their inclusive practices and commitment to gender equity - but more importantly, the fact that they are significantly enriched by the diversity in perspective, development, and talent speaks volumes for the intrinsic value of pursuing equitable practices. Allowing its student body to benefit f rom exposure to diverse role models and a more equitable learning environment will improve student success markedly and will foster stronger communities that value diversity rather than exclusivity.
It is time to shatter the glass ceiling and ensure that every member of the academic community has the opportunity to thrive and contribute to the advancement of knowledge, particularly in the space of higher education in Pakistan.
Farah Nadeem is an assistant professor at the School of Education and the Director of the Office of Accessibility and Inclusion at LUMS. She conducts research on evidenceinformed policy and practice in education, with a focus on equity and inclusion.
1. Yousaf, R., Schmiede, R. Barriers to women’s representation in academic excellence and positions of power. Asian j. Ger.
Eur. stud. 2, 2 (2017). https://doi.org/10.1186/s40856-017-0013-6
2. Fabrellas, Anna Gines i, (2024) Addressing the leaky pipeline in academia: strategies to attract and retain women
scientists. Times Higher Education. <https://www.timeshighereducation.com/campus/addressing-leaky-pipelineacademia-strategies-attract-and-retain-women-scientists>