Investigating Access and Barriers to Higher Education Among the Rakhine Ethnicity in Cox’s Bazar, Bangladesh

Abstract

This thesis explores the barriers to higher education among the Rakhine ethnic community in Cox’s Bazar, Bangladesh, focusing on cultural, economic, and societal factors. Using qualitative research, the study includes interviews with students, community leaders, and parents in rural areas. The findings reveal that cultural barriers, especially gendered expectations, limit educational aspirations, particularly for young women. In many households, traditional beliefs prioritize marriage and domestic duties over academic achievement, restricting girls' opportunities for higher education. Economic constraints are a major obstacle, as many families live in poverty and cannot afford tuition, transportation, or study materials. The lack of local infrastructure and quality educational institutions further exacerbates these barriers. Additionally, the Rakhine community faces social marginalization, including discrimination and unequal access to educational resources. Despite these challenges, the community demonstrates resilience and a strong desire for education. The research highlights the role of community leaders and parents in supporting children’s educational aspirations. Based on these findings, the thesis proposes policy recommendations such as financial aid, gender-sensitive policies, and community-based education initiatives to improve access to higher education. Overcoming these barriers is essential for empowering Rakhine youth, particularly women, and ensuring equitable opportunities for all.