A Grounded Theory Exploration of the Educational and Societal Ramifications Resulting from School Closures Among Afghan Girls Following the Taliban's Resurgence

Abstract

This study investigates the educational and social consequences of school closures for Afghan schoolgirls, with an emphasis on abstract wonderment in the research field to let the theory emerge from the empirical data. The study investigates the experiences of Afghan schoolgirls in the face of educational interruption induced by ongoing sociopolitical instability and the resurgence of the Taliban using a mixed-method methodology that combines qualitative narratives and quantitative data analysis. The analysis is guided by Glaser’s grounded theory framework, with the key phenomena of "social and educational consequences of school closures" being explained by the core category of adaptive coping mechanisms. The findings underscore the severe ramifications experienced by schoolgirls, which is worsened by societal and familial demands. Despite these hurdles, girls' resilience, bolstered by familial and community networks, emerges as a counterweight to hardship.