The influence of family gender structure in developing countries on the effectiveness of higher education for women

School of Foreign Studies, Northeastern University at Qinhuangdao, Qinhuangdao, Hebei, China

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Abstract

Against the background of global gender equality in education, although the enrollment rate of women in higher education in developing countries has increased, traditional gender norms still restrict educational opportunities. The gender structure of the family (division of labor pattern, composition of children, and educational level of parents) affects women’s educational achievements through paths such as resource allocation. This study finds that the traditional “patriarchal” family model squeezes women’s study time through heavy household chores, and the economic gap exacerbates resource inequality. Large family size and changes in birth order dilute educational investment. Urban-rural differences and personal traits can also affect the outcome. The research conclusion emphasizes that egalitarian family norms, miniaturized family structures, and parents’ educational attainment promote educational equity. It is necessary to restructure resources through policy intervention, promote gender equality, and challenge traditional concepts.