Gendered experiences, gender disparity and gender identity among university students in Bangladesh

Gendered experiences are multilayered and vary to a great extent depending on different socio-cultural contexts. This qualitative study delves into the gendered experiences due to an absence of similar research conducted in the context of Bangladesh. This study investigates gender disparity and analyzes gendered experiences as well as gender identity among Bangladeshi university students. The study intends to make it gender inclusive by investigating both male and female students’ gendered experiences. Underpinned by Eagly’s social role theory, the study applies the method of conducting focus group and semi-structured interview with 24 respondents from four different public and private universities in Dhaka, Bangladesh. The research findings indicate that both male and female have regulated social behavioural patterns, disparities in educational attainment and career development; and male have domestic and social authority. Findings identified the influences of family, relatives, neighbours, peers, educational institutions, and workplaces in formation of students’ gender identity. The findings also indicate the differences in sexual harassment and bullying among male and female students. The study contributed to the current literature on the governing factors, which influence the formation of gender identity and gendered experiences in terms of private and public spheres among university students. The study also discusses both theoretical and practical implications of the research; and suggests the possibilities of future research. Future research should focus on gender equality in educational and professional opportunities, gender sensitive educational and social environment; as well as the development of gender inclusive leadership among university students