Gender issues and barriers hindering participation in lifelong learning among women : a qualitative study with female students of state lifelong learning centres in Malta and Gozo

Abstract

This qualitative study explores the gender-related issues and barriers impeding the participation of women in lifelong learning within state lifelong learning centres in Malta and Gozo. The research aims to delve into the perspectives, experiences, and opinions of female students attending these centres to understand the multifaceted factors hindering their engagement in lifelong learning activities. Employing a qualitative research approach in the light of a feminist standpoint perspective, this study made use of and evaluated participants’ in-depth interviews. Thematic analysis was utilised to extract key themes and narratives. Participants consisted of a diverse group of female learners from different age groups, educational backgrounds, and socio-economic statuses as well as centre coordinators and educators. The findings revealed a spectrum of challenges faced by women in accessing and engaging with lifelong learning opportunities. Employing Cross’s (1981) conceptual framework of barriers, challenges encompassed institutional barriers such as limited access to education, societal expectations, and a lack of supportive policies and initiatives. Dispositional barriers including self-confidence issues, internalised stereotypes, family and societal expectations, and a perceived lack of support were also evident in participants' narratives. Moreover, the study uncovered nuanced insights into the intersectionality of these barriers, highlighting the influence of cultural norms, family dynamics, and economic circumstances on women's educational pursuits. The research conducted for this study highlights the importance of addressing these barriers to foster an inclusive and enabling environment that empowers women to actively participate in lifelong learning. The implications of this study suggest the need for policy reforms, institutional changes, and targeted interventions aimed at promoting gender equality, creating supportive learning environments, and providing resources and opportunities conducive to women's lifelong learning aspirations in Malta and Gozo. This research contributes to the existing literature by shedding light on the lived experiences of female students and provides valuable insights for educational policymakers, practitioners, and stakeholders to facilitate greater gender inclusivity in lifelong learning initiatives.