A Study of Influential Factors Upholding Women's Commitment to Higher Education in refugee communities: Case study of women from Rohangyia Community in Myanmar

Abstract

The educational challenges facing Rohingya women are deeply rooted in Myanmar's political, ethnic, and cultural landscape. The 1982 citizenship law classified the Rohingya as "illegal immigrants" from Bangladesh, denying them citizenship and access to regular educational institutions. The situation worsened with the violent crackdown in 2016 and 2017, leading to a massive exodus to Bangladesh and widespread atrocities. Rohingya women, facing compounded challenges due to their gender, are particularly affected, highlighting the urgent need for comprehensive and sustained intervention to address their educational needs. This research utilized qualitative Case Study design to conduct an in-depth analysis of the influential factors upholding women's commitment to higher education in refugee communities specifically focusing on women from the Rohingya community in Myanmar. This approach involves intensive data collection through semi-structured interviews with 20 girls studying at the Asian University for Women. Secondary data was collected from online databases such as ResearchGate, Google Scholars, Unicef, and the World Bank reports. Based on the thematic analysis, several factors appear to play an influential role in upholding women’s commitment to education within the Rohingya refugee community. Firstly, family support, especially from male family members like fathers, brothers, or husbands, plays the most significant role in encouraging and maintaining women’s educational pursuits, particularly in the face of social and cultural barriers. However, this is not consistent in all cases. Secondly, the external support provided by organizations like the Asian University for Women and other NGOs greatly impacts these women by providing emotional, financial, and academic assistance, enabling them to overcome challenges such as lack of resources and societal pressure. Additionally, intrinsic motivation and personal resilience are prominent themes in this 3 community, with girls often viewing education as a route to personal and financial growth. The findings suggest that while familial and societal obstacles are substantial, the combination of external support, personal determination, and progressive family attitudes are critical factors that sustain the educational aspirations of Rohingya women. The study stressed that to change cultural attitudes and boost support, it is critical to educate men and enhance their understanding of schooling in general and women's education in particular. Enhancing collaborations with organizations such as AUW and NGOs can offer crucial monetary and educational assistance. Important actions include setting up mentorship programs with accomplished local women and extending educational offerings in refugee camps. Policies that tackle societal constraints and financial difficulties must also be put into place to foster an atmosphere that encourages Rohingya women to pursue higher education.