Female Students' Experiences in Developing Capability of Pursuing Higher Education in Upland Campuses of Nepal

Abstract

Higher education is necessary for women empowerment. The aim of this study was to explore the experiences of female pursuing higher education in upland campus of Nepal. This study employed a narrative inquiry under the qualitative research design. Four female participants, two students from two campus were purposively selected included in this study. The tool of research is self-administered semi-structured questionnaire. Interviews were transcribed into Nepali language, and translated into English language. Themes were manually developed under the common codes. A thematic analysis was applied. Thick and reach description is used for the trustworthiness and ethical consideration were applied as the nature of qualitative research. The major findings of this study were female students faced major struggles due to household responsibilities, family and social expectations, gender-based discrimination, long distance, irregular class attendance, limited subjects and faculties. However, personal determination, organizational elasticity, parental and spousal support enables them to continue their higher education. Teaching profession for females was seen as an attainable and respectable professional career in upland. Higher education contributed to women's recognition, financial autonomy, empowerment, economic development, and broader socio-cultural norms. Upland campuses provide higher education for females' capability and educational opportunity despite persistent social and geographical barriers.