Parental Perspective on Harassment and Its Negative Influence on Female Education

http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 154 Parental Perspective on Harassment and Its Negative Influence on Female Education Rimsha Javed* Department of Applied Psychology, the government Sadiq College Women University, Bahawalpur, Pakistan Email: [email protected] Rimsha Irshad Department of Applied Psychology, the government Sadiq College Women University, Bahawalpur, Pakistan This qualitative study explores parental perspectives on women’s education following a harassment scandal in educational institutions and examines the organizational factors that facilitate or hinder students’ coping mechanisms. Using semi-structured interviews with purposefully selected parents, the research investigates how parental perceptions of harassment influence decisions regarding female students’ educational continuity. Thematic analysis revealed dual parental attitudes: while some parents emphasized empowerment, open communication, and resilience, many expressed fear, mistrust, and concerns about coeducational settings, social stigma, and reputational harm. The psychosocial impacts on female students included emotional distress, social withdrawal, reduced class participation, and lowered academic motivation, which in turn affected academic achievement and career prospects. Findings also highlighted the critical role of organizational support—through faculty training, clear policies, safe reporting mechanisms, and online services—in promoting coping and safeguarding students. The study underscores the interplay between parental beliefs, psychosocial outcomes, and institutional practices in shaping educational opportunities for females. Implications point to the need for culturally sensitive policies, awareness programs, and supportive institutional frameworks to ensure safe, inclusive, and equitable education, aligning with Sustainable Development Goals on quality education and gender equality. Keywords: Harassment, Parental Perspective, Female, Education, University Introduction The issue of harassment in educational settings has significant repercussions, particularly for female students, as it intersects with their right to education and personal development. Harassment can take many forms, including bullying and sexual harassment, which are prevalent issues in schools and can severely impact girls’ educational experiences, aspirations, and performance. This qualitative study A B S T R A C T http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 155 explores the parental perspectives on harassment and its detrimental influence on female education, highlighting how parents perceive the challenges posed by these forms of abuse and the subsequent consequences for their daughters. Research indicates that bullying, particularly when contextualized through a gendered lens, hampers the academic confidence of female students and affects their engagement with crucial subjects like STEM. Cortés emphasizes that students who experience multiple victimizations are more likely to show a lack of confidence in subjects that are vital for their future careers, thereby impeding their educational progression and aspirations (Cortés, 2019). Moreover, social and cultural factors further complicate this issue, as highlighted by Ahmed et al., who identify a significant link between societal attitudes towards gender and the barriers that discourage female students from pursuing higher education (Ahmed et al., 2023). This research is grounded in Bandura’s Social Learning Theory, which posits that individuals learn attitudes, behaviors, and emotional responses through observation, imitation, and interaction within their social environment. Parents form perceptions about harassment and women’s education based on the behaviors they observe in society, media reports, institutional responses, and community narratives. These learned perceptions influence how they guide their daughters’ educational decisions, particularly after a harassment scandal. Similarly, organizational practices—such as faculty behavior, policy implementation, and reporting mechanisms—shape how students learn to interpret safety, trust, and coping strategies within educational settings. Thus, parental beliefs and student coping mechanisms can be understood as products of socially learned responses shaped by observation, reinforcement, and environmental cues. In examining parental influence, the study seeks to understand how parents perceive incidents of harassment and the protective measures they consider essential for their daughters' educational journeys. Parental attitudes play a crucial role in shaping children's educational aspirations and responses to bullying or harassment; thus, understanding these perceptions can inform interventions that aim to enhance educational outcomes for girls (Chen et al., 2023). Additionally, the implications of parental guidance in addressing harassment, as a protective factor, are critical, especially in cultures where traditional views on gender roles may exacerbate the challenges faced by female students (Donkor et al., 2019). Furthermore, studies have shown that the experiences of young women in educational environments are often measured by verbal and physical harassment, leading to a hostile learning atmosphere. Research conducted by Goodman and Calestani elucidates this pervasive issue, revealing that nearly half of the surveyed female students reported experiencing sexual harassment at school. Such findings underscore the urgent need for effective monitoring and intervention mechanisms within educational institutions (Goodman & Calestani, 2022). Consequently, this qualitative research article aims to delve into the nuanced perspectives of parents regarding the experiences of their daughters with harassment in educational settings, examining the interplay between parental concerns, societal attitudes toward gender, and the broader implications for female education. By capturing these insights, the study aspires to contribute to the http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 156 discourse on creating safer and more supportive educational environments for young women. To understand the complex landscape of female education within Pakistan and internationally, especially in the context of harassment, multiple layers of influence must be considered, including socio cultural, economic, and institutional factors. Research indicates thatSignificant barriers to education for girls persist, primarily due to entrenched gender norms and financial constraints. Nazli and Noman emphasize that many girls in Pakistan remain out of school due to sociocultural norms and economic restrictions, advocating for strategies such as enhanced female teacher representation and gender-inclusive infrastructure to promote educational equity (Nazli & Noman, 2023). Ali et al. further explore the detrimental impacts of financial constraints and gender disparities on women's access to higher education, revealing ongoing discrimination that particularly affects females in rural districts like Swabi, Khyber Pakhtunkhwa. Their findings corroborate previous studies indicating that while some gender disparities have mitigated, significant inequities endure, especially in southern and rural regions of Pakistan where cultural norms are more rigid (Ali et al., 2021). This theme of systemic inequities is echoed in Ahmad et al.'s historical analysis, which illustrates that despite initiatives for universal primary education, gender disparities in access and quality of education have been persistent since the inception of the country (Ahmad et al., 2024). Considering parental influence, Khan's research highlights the significant role of parental education on children's school attendance, noting that educated mothers are more likely to prioritize their daughters' education (Khan, 2022). This support is crucial in the discourse surrounding harassment, as parental engagement can serve as both a protective factor and an obstacle, depending on societal sentiments towards gender. Corroborating this, Qureshi illustrates that educational outcomes for girls in Pakistan are significantly mediated by the educational attainment of parents, particularly mothers, emphasizing the need for holistic efforts that consider both home and educational environments in addressing harassment (Qureshi, 2022). Moreover, Askari et al. analyze the broader societal challenges faced by women in education, noting that while legal frameworks guarantee gender equality, enforcement is inconsistent, particularly in rural settings. They argue that disparities in access to education are deeply rooted in prevailing cultural norms that prioritize male education over female education (Askari et al., 2022). This sentiment is amplified in the findings of Karmaliani et al., which report on peer violence's role in educational contexts, stressing that violence in schools significantly deters girls and exacerbates existing disparities (Karmaliani et al., 2017). In an international context, Tajammal et al. discuss the importance of investing in girls' education as a mechanism for empowerment, illustrating that while some progress has been made in gender equity, significant challenges remain due to financial, cultural, and systemic barriers (Tajammal et al., 2023). Conversely, Ullah et al. highlight emerging trends where urban girl students outperform boys academically, signifying potential shifts in gender dynamics in education, but also revealing ongoing inequities in access (Ullah et al., 2023). This reversal raises http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 157 questions about the underlying factors influencing these trends, urging further exploration into both successes and challenges in female education. Furthermore, Jamshidi et al. Jamshidi et al. (2020) highlight the importance of sexual education in mitigating harassment, revealing that a well-informed community can reshape attitudes toward girls' education. This aligns with studies suggesting that transformative Educational policy approaches can improve perceptions of women's educational paths, converting negative outlooks into supportive frameworks that foster participation in education. Moreover, societal trends reinforced by movements like #MeToo may inspire parents to become more proactive supporters of girls' education. This collective momentum can create an environment that protects and empowers young women in their educational journeys (Cici et al., 2021). Moving forward, assessing parents' perspectives is crucial to adapting educational frameworks to address the risks posed by harassment while enhancing support for women's education. This study is directly related to the United Nations Sustainable Development Goals, particularly SDG 4: Quality Education and SDG 5: Gender Equality. By examining parental perceptions of women’s education after harassment incidents and the organizational factors affecting coping mechanisms, the research highlights barriers that limit girls’ access to safe and inclusive educational environments. Addressing these issues supports the goal of ensuring equitable, inclusive, and quality education for all, while also promoting gender equality by empowering female students to continue their education without fear or discrimination. Research Objectives To explore parents’ viewpoints regarding women’s education following the harassment scandal in an educational institution. To examine how parental perceptions of harassment shape their decisions about the educational continuity of female students. To identify the organizational factors that support or hinder individuals’ ability to cope with harassment within educational settings. Research Questions What is view point of parents about women education after harassment scandal of educational institute? How do parental perceptions of harassment influence their decisions regarding females’ educational continuity? What organizational factors facilitate or obstruct individuals’ coping mechanisms in response to harassment? Methodology Research Design This study employed a qualitative research design to explore parents’ lived experiences And perceptions regarding women’s education following a harassment scandal in the educational sector. A semi-structured interview format was used to provide both flexibility and structure, enabling participants to openly share their views while http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 158 ensuring that key topics—such as safety concerns, co-education preferences, and institutional trust—were consistently addressed across interviews.Sampling A purposeful sampling strategy was used to select parents who could provide rich, relevant insights based on the study objectives. Participants (n=12) were chosen to reflect diversity in socioeconomic status, educational background, and geographic location. The sample was designed to capture a broad representation of parental viewpoints, particularly regarding their preferences for co-education and the perceived safety of female students after the scandal. Inclusion Criteria Individuals above 40 years of age Parents whose children are currently enrolled in a university Exclusion Criteria Individuals below 40 years of age Parents residing outside the targeted geographic region Data Collection Interviews were conducted in private, comfortable settings to encourage openness and reduce social pressure. A semi-structured interview guide—consisting of openended questions—was used to explore parental beliefs, fears, and decision-making related to harassment and female education. Each interview began with a brief introduction, explanation of the study purpose, confidentiality assurances, and verbal consent. The flexible structure allowed participants to elaborate freely while keeping the discussion aligned with the research focus. Data Analysis Interview transcripts were analyzed using thematic analysis following the guidelines of Braun and Clarke (2019). Initial readings informed the development of preliminary codes, which were refined iteratively to reflect the depth and complexity of the data (Saldaña, 2016). Themes were then organized to capture key patterns in parental perceptions of harassment and its educational impact, interpreted in the context of the broader research questions (Charmaz, 2014). Trustworthiness Credibility was enhanced through member checking, where participants reviewed and validated the accuracy of their statements. Triangulation was employed by comparing parental perspectives with secondary sources such as institutional policies or student experiences to strengthen the validity of findings. Reflexivity was maintained throughout the research process to identify and minimize researcher bias in data collection and interpretation. Thematic Analysis http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 159 Thematic analysis involved familiarization with the data, generating initial codes, identifying and reviewing themes, defining theme categories, and developing a coherent narrative of findings. This flexible analytical method allowed for a detailed understanding of parents’ perspectives, capturing both individual experiences and broader social concerns related to harassment and female education. Findings In which we study the major them is positive and negative belief .and there are further categories in positive view female empowerment and social relationship. In negative views social impacts and co-educational challenges Table.1 Parents’ Perspectives on Women’s Education Following the Harassment Scandal Theme Sub themes Codes Friendly relationship with parents, Open communication with Positive beliefs Negative beliefs Social relationship Female Empowerment Challenges in Co-Education Social impacts Parents without fear, Kind-hearted parent relationship, Friendly relationship with siblings, Comfortable environment at home, Strong friendship with mother Female self-control, Self-confidence Emotional self-control, Ability to discuss issues with parents Stress in co-education, Lack of safety in co-education, Male staff not allowed for female students, Difficulty trusting anyone, Uncomfortable behavior with male teachers, Avoidance of faculty offices without reason Bad effects on female education, Disguised effects on the environment Horrible impact on universities, awful impact on the educational sector, terrible influence on female respect Horrible influence on female reputation Opposite directions of responses showed that many parents highlighted importance of parentchild relationship and female maturity level as the sources to avoid harassment. Whereas many parents opened up the social impact and educational challenges faced by students Table.2 http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 160 Parental Concerns About Harassment and Its Impact on FemaleEducation Theme Sub themes Codes Emotional distress, mental health disturbance, Feeling of Psychosocial impact Impact on Mental Health Shame, Hard to focus, Feel alone, don’t want to learn, Lack of awareness, Lack of confidence Stress in coeducation Academic consequences Table.3Social Impacts Social stigma, Low rate of social activity, Decrease in class participation, don’t have friends, Fear of university Academic Lower academic achievement, Limited opportunities, and Low rate of goal achievement Career Impacts Negative impact on career Organizational Supports and Barriers to Coping WithHarassment Theme Sub themes Codes Student Education Educate students through training programs, Teach respect, Help hurting students, Help victims Faculty training programs, Faculty notice bad behavior Prevention Response Faculty Training Creating a Safe Environment Investigation and Action Take action on bad behavior Safe environment , Establish strict policies , reporting mechanism Fairly investigate complaints, honestly take action, Action onbadbehavior\ Support Online Services Online services/app for complaints, Hidden data compliant for students Complaint and Encourage student complaints, Reporting mechanism Reporting , Harassment rules http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 161 Discussion This discussion is based on the findings from three research question. Parental Perspectives on Women’s Education Following the Harassment Scandal The table1―Parents’ Perspectives on Women’s Education Following the Harassment Scandal‖ presents two major themes—Positive Beliefs and Negative Beliefs—that reflect how Parents perceive women’s education after the harassment scandal. Each theme contains subthemes supported by specific codes representing parental views and lived experiences. Positive Beliefs Despite the scandal, some parents maintained supportive and empowering attitudes toward women’s education. Their positive beliefs are reflected in two sub-themes: Social Relationships and Female Empowerment Parents recognized the importance of a strong, healthy home environment. Codes such as friendly relationship with parents, open communication without fear, and strong friendship with mother suggest that supportive family dynamics help female students navigate challenges confidently. A comfortable home environment and positive sibling relationships further reinforce emotional security, enabling girls to continue their education despite societal concerns. Some parents emphasized strengthening daughters’ personal qualities. Codes like selfcontrol, self-confidence, and emotional regulation indicate that parents believe empowering their daughters internally can help them cope with external risks. The ability to discuss issues with parents reflects trust and openness, showing that some families respond to harassment incidents by building resilience rather than restricting education. The impact of harassment on women's education, particularly following a scandal, is complex, with parents exhibiting both positive and negative beliefs that reflect their views on the educational landscape for women in the aftermath of such events. The literature underscores the significance of sexual harassment in shaping educational experiences and parental attitudes toward girls' education, especially in contexts where societal beliefs play a crucial role. Positive beliefs surrounding women's education post-harassment scandal often correlate with an increased awareness of the need to address sexual harassment in educational settings. For instance, Låftman et al. Låftman et al. (2021) argue that establishing clear antiharassment policies and fostering a supportive school climate can positively affect student well-being and educational outcomes. Similarly, Sheikh et al. Sheikh et al. (2022) note that while harassment poses a serious threat to female students' educational trajectories, heightened awareness of these issues can galvanize community support for girls' education, suggesting that parental advocacy for better protections improves educational environments. http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 162 Negative Beliefs A large portion of parents expressed fear, mistrust, and concerns, which negatively influence women’s access to education. These views are organized into two subthemes: Challenges in Co-Education and Social Impacts Parents perceived co-educational environments as unsafe and stressful for female students. Codes such as stress in co-education, lack of safety, and difficulty trusting anyone reveal heightened fear after the scandal. Restrictions such as not allowing male staff to teach female students or discouraging girls from visiting faculty offices show how mistrust may limit female students’ academic engagement, seeking help, or building teacher relationships— ultimately narrowing their educational experience. Parents also voiced broader societal and institutional concerns. Codes like horrible impact on universities, awful impact on the educational sector, and terrible influence on female respect and reputation illustrate how the scandal has shaken trust in educational institutions. These perceptions may fuel protective behaviors— such as withdrawing girls from institutions or discouraging higher studies—due to fear of reputational harm. Conversely, negative beliefs often arise from entrenched cultural norms that devalue women's education in light of harassment incidents. Annisa et al. Annisa et al. (2023) discuss how societal perceptions can contribute to stigma surrounding educational pursuits for girls, particularly in patriarchal contexts. Harassment scandals may exacerbate parents' fears, leadingtowithdrawalsfromeducationalcommitmentduetoperceivedrisksandreinforc ing stereotypes. Attar-Schwartz Attar‐ Schwartz (2009) provides support for this notion, demonstrating that cultural affiliation and school climate significantly influence parental attitudes toward education and the perpetuation of harassment. The findings show a dual impact. Supportive families with open communication and empowerment-focused attitudes may strengthen females’ ability to continue education despite challenges. Fear of harassment, mistrust of co-educational settings, and concerns about female respect and reputation may push parents to restrict or reconsider their daughters’ educational pathways. Parental Concerns about the Impact of Harassment on Female Education Table 2 ―Parental Concerns About Harassment and Its Impact on Female Education‖ presents two overarching themes—Psychosocial Impact and Academic Consequences—that capture how parents perceive the effects of harassment on the educational and emotional wellbeing of female students. Each theme contains subthemes supported by specific codes representing parental observations, fears, and lived experiences. Psychosocial Impact Parents expressed deep concern about the emotional and social consequences of harassment on female students. This theme highlights how harassment affects girls’ mental health, confidence, and social functioning. Sub-theme Impact of Mental http://amresearchreview.com/index.php/Journal/about Volume 3, Issue 12 (2025) Online ISSN Print ISSN . . 3007-3197 3007-3189 http://amresearchreview.com/index.php/Journal/about Page 169 Evidencefrom the girl stipend programme in Pakistan. Equity in Education & Society, 3(3), 263–280. https://doi.org/10.1177/27526461231175688 Ullah, H., Ullah, R., & Shoaib, M. (2023). A cultural transformation: Pakistani girls outperforming boys in education. QJSS, 4(3), 173–183. https://doi.org/10.55737/qjss.355122226