Exploring Female Students Perspectives On Participation In Extracurricular Activities In Islamabad Pakistan

Abstract

The participation in Extracurricular Activities (ECAs) is crucial to the development of the students in personal and professional life. Nevertheless, when it comes to the female students in Pakistan, the participation in such activities is usually shaped by the strong cultural and institutional limitations. This paper examines these dynamics within Quaid-i-Azam University (QAU), Islamabad and it aims to find out the motivating factors and obstacles that influence female participation in ECAs. The paper explores social and institutional cultural factors which influence the participation of ECAs as it shows how such practices can assist students to grow both personally and professionally. The study examines the main reasons that prompt female students to enroll in ECAs and determines the barriers and the learning outcomes of such activities. [1]The research utilizes the social role theory as a framework of organizing its research ideas regarding the social aspects that define gender-specific actions and opportunities. The social role theory suggests that traditional gender norms affect the involvement of females in ECAs whereas institutional contexts can modify the norms. The study used qualitative research designs, and semi-structured interviews to examine 16 female Bachelor of Science (BS) students who participated in ECAs by purposively sampling them. To determine the key recurrent themes and patterns, thematic analysis was applied to the data set obtained. The research results indicate that female students engage in ECAs to enhance their skills, acquire leadership, form social networks, and career promotion. Besides that, cultural norms, family control, safety issues and institutional policies limit participation in ECAs activities. ECAs provides platforms for students where they can break the traditional barriers to gain confidence. The research study intensely recommends that the Educational institutions should work on cultural and structural barriers to enable female students to participate in ECAs in inclusive environments.