Amidst the turbulence of political shifts and the re-emergence of the Taliban, this phenomenological research shines a light on the lived experiences, aspirations, and challenges of female undergraduate students in an Afghan university. Through in-depth, qualitative interviews, this study unravels six pivotal themes shaping their collegiate journey: gender-centric oppression, systemic and structural barriers, academic hindrances, family support, and the motivation to endure and prevail amidst profound adversities, such as enforced gender apartheid and stringent clothing mandates. Within an intersectionality framework, this research not only bridges a critical gap in the literature but also serves as a crucial narrative for global academia and policy-making arenas, underlining the imperative for robust advocacy and policy reforms. The stark findings and nuanced insights gleaned from this study underscore the imperative to foster gender equality and educational access, whilst advocating fervently for the re-establishment of inclusive and supportive educational environments for all in Afghanistan.

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Thesis (M.A.)--Miami University, Dept. of Psychology, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 70-79).