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Four categories—ideological, psychological, professional, and socio-cultural barriers—explain this disinclination, showing deliberate avoidance of business education.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/why-girls-disown-business-education-a-qualitative-study/595769/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/why-girls-disown-business-education-a-qualitative-study/595769.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study investigate about girls and business education?","Question",{"text":62,"@type":63},"The study explores why girls are less inclined to choose business education as a university major than boys.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the qualitative data collected?",{"text":67,"@type":63},"Researchers conducted semi-structured interviews with 20 girls, guided by a protocol developed through a focused group discussion.",{"name":69,"@type":60,"acceptedAnswer":70},"Which barriers explain girls’ disinterest in business education?",{"text":71,"@type":63},"Four categories are identified: ideological, psychological, professional, and socio-cultural barriers.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595769,1792696815,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Why Girls Disown Business Education: A Qualitative Study  \nNadeem Uz Zaman *, Zainab Bibi** and Jahanvash Karim***  \nAbstract  \nThough differences in the choice of university major between girls and boys are well-documented in academic literature, there is no stand-alone study that explores as to why girls are less inclined to opt business education than boys. This qualitative study, therefore, explored the same phenomenon using semi-structured interviews of girls who have recently made or are about to make their choices of university major. As the first step, a focused group discussion resulted in five major areas to develop a protocol for the semi-structured interviews from 20 girls by a team of female interviewers across five different universities including University of Balochistan (UOB), Balochistan University of IT, Engineering and Management Sciences (BUITEMS), Sardar Bahadur Khan Women University (SBKWU), Iqra University, Quetta and Alhamd Islamic University. There emerged four major categories that explained why girls disown business education which include ideological, psychological, professional and socio-cultural barriers to account for women being less inclined towards business education. In essence, we found that girls make deliberate and intelligent decisions by avoiding business education as their major.  \nKeywords: Girls, business education, qualitative study  \n* Assistant Professor, Balochistan University of IT, Engineering and Management Sciences, Quetta. [Email: naz_e_zeest@yahoo.com](Email: naz_e_zeest@yahoo.com)  \n** Associate Professor, IMS, University of Balochistan. Email: [znb2005@hotmail.com](znb2005@hotmail.com)  \n*** Associate Professor, IMS, University of Balochistan. Email: [j_vash@hotmail.com](j_vash@hotmail.com)  \nIntroduction  \nThe difference between men and women in the choices of university major is a commonplace academic phenomenon. Gender-based differences have, in fact, been studied across several disciplines and subjects. For example, Arts and Design, and Psychology are earmarked for their femininity as they are often opted by girls more than boys. Business education, on the other hand, is one of the subjects that are more masculine in nature and the inclination of girls towards them is relatively low. However, no study has yet tried to explore why women are less inclined towards business education and as such there exists a need to carry out such a study.  \nGender differences in subject choice are well-documented in academic research (Colley, Comber, & Hargreaves, 1994; GCE, 2012; Hagedorn, Nora, & Pascarella, 1996; Leslie & Oaxaca, 1998; Machin & McNally, 2005; Murphy & Whitelegg, 2006; Schagen & Schagen, 2002; Spielhofer, O’Donnell, Benton, & Stables, 1990) . In a world-wide comparison of data on subject choices of girls and boys, GCE (2012) have reported that girls are more likely to opt English as the most favorite and Physics as their least favorite subjects (GCE, 2012) . Girls also prefer studying Psychology, Art and Design, Sociology and Media Studies. Boys, on the other hand, are rather interested in choosing Physics, Business Studies, Geography and Physical Education (GCE, 2012) . Girls, thus, have little interest in business education and seems to disown it as a major (GCE, 2012) .  \nSeveral general reasons have been attributed to gender differences in the subject choices. Some of these include: consequential earnings differentials (Hagedorn et al., 1996; Leslie & Oaxaca, 1998), preference for some professions like medicines and dentistry (Smithers & Robinson, 2006), personal interest in specific subjects (Hagedorn, Nora, & Pascarella, 1996; Leslie & Oaxaca, 1998; Smithers & Robinson, 2006), cognitive, learning and skill differentials (Murphy & Whitelegg, 2006), type of school (Stables, 1990; Spielhofer, O’Donnell, Benton, Schagen, & Schagen, 2002), age (Colley, Comber, & Hargreaves, 1994) and teachers’ influence (GCE, 2012) . However, there is no standalone study that specif","cbCaiqCxjwKe257f","https://ap.wps.com/l/cbCaiqCxjwKe257f","pdf",150810,23,"English","# Abstract\n# Introduction\n# Methodology\n## Interviewees","[{\"question\":\"What does the study investigate about girls and business education?\",\"answer\":\"The study explores why girls are less inclined to choose business education as a university major than boys.\"},{\"question\":\"How was the qualitative data collected?\",\"answer\":\"Researchers conducted semi-structured interviews with 20 girls, guided by a protocol developed through a focused group discussion.\"},{\"question\":\"Which barriers explain girls’ disinterest in business education?\",\"answer\":\"Four categories are identified: ideological, psychological, professional, and socio-cultural barriers.\"}]","Why Girls Disown Business Education - A Qualitative Study | PDF",1792081829,58]