Female Lecturers’ challenges in Afghanistan's higher education under the Taliban rule

Abstract

This research explores the systematic discrimination and gender apartheid faced by female lecturers in higher education institutions since the Taliban began imposing gender-based restrictions in 2021. Ten female lecturers from several public universities were interviewed using thematic analysis to elucidate their experiences. These findings were examined within the framework of critical feminist theory. The study identifies key areas of gender-based exclusion and marginalization, beginning with the enforcement of a strict dress code that unduly emphasizes appearance and restricts autonomy while serving as a tool of surveillance and control. Female lecturers are also restricted in their mobility within academic spaces or altogether prohibited from entering the campuses, thereby exacerbating their isolation and limiting their engagement with students and colleagues. The exclusion of women from administrative offices further entrenches patriarchal dominance within institutional hierarchies. These policies, along with salary reductions and limited opportunities for academic promotion, significantly impede female lecturers’ professional development and participation in academic life. Furthermore, significant mental health issues resulting from the impact of the restrictions on their personal and professional lives were reported.