gender essay introduction

Gender Identity Essay

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Introduction

Interaction between hormones and behavior, current arguments on sexual identity, biological influences on gender identity and sexual differentiation, environmental influences.

Gender refers to the state of being either male or female, which is distinguished by factors such as gender roles, social and economic status, perceptions, and ideals and values (Lee, 2005). Gender has been described as a psycho-sociocultural aspect. In contrast, sex is a biological concept that is determined by factors such as hormones and genetic make-up (Lee, 2005). Gender is also understood as evaluation of behavior based on individual perceptions and societal expectations.

Gender identity is defined as personal concepts and perceptions of self that are based on gender (Lee, 2005). This paper will explore determination of gender identity based on connections between hormones and behavior. In addition, it will scrutinize how biological and environmental factors affect gender identity. It will also explore current arguments on gender identity.

Research studies have revealed that hormones have great influence on behavior. For example, hormonal processes contribute towards hostile and aggressive behaviors (Lee, 2005). Studies associate certain behaviors with certain hormones. For example, testosterone is associated with aggressiveness. Studies on effect of hormones on behavior are based on the net effect of hormones on emotions. They cause varying level of moods or behavior depending on their concentrations.

For example, in adults, estrogen causes positive moods while lack of estrogen causes depressive moods (Lee, 2005). This is the same effect testosterone has on moods and behaviors. Some hormones affect behavior directly while others affect behavior indirectly. For example, hormones that determine body size affect behavior indirectly. Big-sized people are domineering and usually rough towards small-sized people. Abnormal activity of glands can also influence behavior directly.

Hormones respond by combining with specific cell receptors to form behavior. Puberty and prenatal periods are the most critical periods in human development that hormones have the greatest impact (Lee, 2005). During the prenatal period, any anomaly in production of hormones results in anomalies in gender identity.

For example, a study conducted on 25 androgenized girls found out that even though they were raised as girls, they exhibited masculine attitudes, sexuality, and grooming (Lee, 2005). After the development of Money’s theories on gender identity, several studies followed that established connections between gender identity and environmental factors.

Current arguments on sexual identify claim that is mainly determined by biological factors rather than environmental factors (Lee, 2005). This argument is based on lifestyles such as homosexuality and lesbianism. These arguments claim that people who adopt these lifestyles were born that way because of interaction between different biological factors.

Other arguments claim that such lifestyles can be caused by environmental factors. If an individual gets exposure to one of these lifestyles early in childhood, then he/she would adopt a similar lifestyle owing to influence of the environment (Lee, 2005). However, research has established that these lifestyles are mainly caused by influence of biological factors and further augmented by environmental factors.

The influence of biological factors on gender identity can be explained by considering functions of hormones and cerebral lateralization of the brain (Lee, 2005).

Gender is determined before birth by biological factors. Studies have revealed that brain lateralization and hormonal functions contribute in determination of gender. Males and females contain sexual and reproductive hormones in varying quantities. This is observed from childhood through adulthood although in each stage of development certain changes take place. During puberty, gender characteristics become more pronounced because attraction towards the opposite sex develops (Lee, 2005).

Brain lateralization follows different systems of development in males and females. For example, in females the left side of the brain is more developed compared to males whose right side is more developed. Variation in brain lateralization accounts for high performance by males in sciences and mathematics and better performance in languages by girls.

The first environmental child experiences after birth is the family (Lee, 2005). Mothers dress newborn babies in clothes that depict their gender. As they go through different development stages, children learn to discern their gender from how they are treated. Fathers influence boys and mothers influence girls.

Absence of a father in the family affects discernment of gender identity significantly. Other environments outside the family also play critical roles. Television, music, movies, and books depict different genders in different ways (Lee, 2005). Children pick gender cues from these environments and incorporate them in their gender identity discernment processes.

Environmental factors have the greatest influence on gender identity compared to other factors. Environments such as family and classrooms have the greater influence on gender identity compared to biological and psychological factors (Lee, 2005).

Gender differs from sex in that it is psycho-sociocultural while sex is biological. Aspects such as social and economic status, roles, and personal perceptions determine gender. Gender identity is influenced and determined by biological, psychological, and environmental factors.

The environment has the greatest influence compared to other factors. From childhood to adulthood, people interact with different environments that influence how they discern and define gender identity. According to the foregoing discussion, nurture has greater influence on gender identity than nature. Each of the three factors plays a different role in determination of gender identity.

Lee, J. (2005). Focus on Gender Identity . New York: Nova Publishers.

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Bibliography

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Essay on Gender Bias

Students are often asked to write an essay on Gender Bias in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

100 Words Essay on Gender Bias

Understanding gender bias.

Gender bias refers to the unequal treatment of people based on their gender. It can be seen in various areas like workplaces, schools, or homes. It is a significant issue that needs to be addressed.

Effects of Gender Bias

Gender bias can lead to discrimination and limit opportunities. It can affect a person’s self-esteem and potential. It can also perpetuate stereotypes, leading to unfair expectations.

Combating Gender Bias

250 words essay on gender bias, introduction.

Gender bias, a deeply entrenched social evil, permeates every layer of society. It is a prejudiced view or preferential treatment based on one’s gender, often favoring men over women. This essay explores the origins, manifestations, and implications of gender bias.

Origins of Gender Bias

Manifestations of gender bias.

Gender bias manifests in various forms, such as wage disparity, limited opportunities for women in leadership, and societal expectations about gender roles. In STEM fields, for example, women are often underrepresented, a phenomenon attributed to deep-seated biases.

Implications of Gender Bias

The implications of gender bias are far-reaching. It not only restricts individual growth but also hampers societal progress. By limiting opportunities based on gender, we lose out on the potential contributions of half the population.

500 Words Essay on Gender Bias

Gender bias is a deeply rooted issue in societies worldwide, manifesting in various forms, from subtle to blatant. It refers to the unequal treatment or perceptions of individuals based on their gender and often stems from traditional stereotypes and societal norms. This essay delves into the complexities of gender bias, its implications, and potential solutions.

Gender bias is often a product of cultural conditioning and institutionalized stereotypes. It can be explicit, such as discriminatory laws, or implicit, manifesting as unconscious bias. Gender bias is not restricted to any one gender; it affects all genders, leading to a skewed perception of abilities and roles.

Gender Bias in Media and Popular Culture

Media and popular culture play a significant role in perpetuating gender bias. The portrayal of genders in movies, advertisements, and literature often reinforces stereotypes, shaping public perception. For instance, the underrepresentation of women in leadership roles in films may lead to the belief that women are less capable leaders.

Addressing Gender Bias

Addressing gender bias requires a multifaceted approach. Education is a powerful tool in this regard. By promoting gender equality and challenging stereotypes in educational settings, we can foster more equitable attitudes.

Lastly, individuals can play a significant role in challenging gender bias. By becoming aware of our own biases and actively seeking to challenge them, we can contribute to a more equitable society.

Gender bias is a complex issue deeply ingrained in societal structures and attitudes. It impacts various aspects of life, from career opportunities to societal expectations. Addressing it requires a concerted effort from individuals, institutions, and society at large. Through education, policy changes, and personal commitment, we can challenge and overcome gender bias, paving the way for a more equitable society.

Apart from these, you can look at all the essays by clicking here .

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How to write a powerful gender equality essay in 2020.

Raise the question of whether men and women have the same rights, and you’ll have evoked many to speak. That is why there are so many writings on gender equality. Every side is trying to champion for its rights, survival for the fittest it is.

However, what will make your gender equality essay outstanding from the millions of articles available on the internet and in print? That is the hidden secret we are going to dissect bit by bit in this article. So, please keep your eyes peeled because it is a secret, and not many people are entitled to a secret.

Defining Gender Equality

Before proceeding any further, let us first have an understanding of this term and how it is relevant to society today.

Since time immemorial, society has embraced male chauvinism. Equality between men and women has been seen as an almost impossible thing. It is like asking President Donald Trump to quit twitter.

All the best things in life are considered to be for men — talk of education, innovations, white-collar jobs, and even the latest car models. The place of women over the years has been in the kitchen and childbearing.

However, with the championing of gender equality, both men and women are seen as having the same roles and responsibilities in society. Women can now own Companies, drive Porsche vehicles, and even lead countries as presidents.

Let’s get back to our gender equality essay now. When writing an essay on whether man and woman should have equal rights, there are vital considerations that you will have to incorporate.

We will look at them based on the structure of a typical essay.

To start us off, we’ll look at all you need to know about the topic of an essay on gender discrimination.

All you Need to Know About Gender Inequality

The subject of gender inequality is an ocean of ideas. The topic you choose should, therefore, be one that comprehensively deals with one aspect.

It has to be impressive enough and provoke the reader to delve deep into the body to satisfy the curiosity created.

Here are sample gender topics to write about for your gender equality essay:

• How is gender equality in Western countries compared to Africa?
• What is the history of gender equality?
• Should men and women have equal rights?
• How are women discriminated against in society?
• What is the role of UN agencies in gender equality?

The next part is the introduction of a gender issues essay.

Writing the Introduction

The format for an essay introduction remains; the topic sentence, outlining sentences, and the thesis statement. In the gender inequality thesis statement, ensure that you give the main idea of your essay.

As a writer, you should be able to articulate whether your introduction is worth someone’s time or not. Having a captivating introduction for your gender equality essay will act as bait to have the reader’s attention.

For instance, you are talking about equality in education; you can have the following introduction:

Gender discrimination has deprived women of their right to education. Instead of women attending school, they are left at home to fend for the babies and perform house chores. However, both men and women should be given equal access rights to education without undermining the other.”

One can be able to see that the writer is going to champion equality in education, especially on the part of women. Such is how you can structure your introduction paragraph of gender equality related essay.

But here’s the catch.

It is where the writer gets to argue out his or her thesis statement in paragraphs. The pieces of evidence are given in the body to affirm the writer’s point of view. It uses supporting evidence such as facts, statistics, real-life examples, and analysis.

Such a topic as gender equality is broad, and thus the body might be longer. However, you should use the three-body paragraph structure to make your essay succinct and enticing. Remember that too much is boring and short is sweet.

To write the body swiftly, ensure that you brainstorm and have your points well outlined first. It will save you the agony of having to scratch your head for nothing. You might end up pulling your hair for goodness sake.

And if that’s not enough, here’s one more crucial part.

Concluding your Gender Equality Essay

Essays on gender equality also have the same structure for the conclusion. It gives a summary of the arguments made in the body using one sentence or two. On top of providing an abstract of the discussion, it also restates the thesis statement.

Bonus: Free Tips to Guide Your Gender Essay Writing

• Consult a variety of sources on sensitive issues.
• Avoid statements that may provoke one side.
• Maintain objectivity at all times.
• Ensure that you extensively cover every argument in the body
• Have a structure before you start writing your essay.
• Proof-read your work before submission.

And with that, good luck with writing your gender equality essay. Do not leave anything to chance, from the topic, introduction, body, to the conclusion. Every section counts!

Was this article helpful? Then why don’t you try our expert writing masters with any of your essay assignment today? You won’t regret it one single bit.

Gender Studies: Foundations and Key Concepts

Gender studies developed alongside and emerged out of Women’s Studies. This non-exhaustive list introduces readers to scholarship in the field.

Gender studies asks what it means to make gender salient, bringing a critical eye to everything from labor conditions to healthcare access to popular culture. Gender is never isolated from other factors that determine someone’s position in the world, such as sexuality, race, class, ability, religion, region of origin, citizenship status, life experiences, and access to resources. Beyond studying gender as an identity category, the field is invested in illuminating the structures that naturalize, normalize, and discipline gender across historical and cultural contexts.

At a college or university, you’d be hard pressed to find a department that brands itself as simply Gender Studies. You’d be more likely to find different arrangements of the letters G, W, S, and perhaps Q and F, signifying gender, women, sexuality, queer, and feminist studies. These various letter configurations aren’t just semantic idiosyncrasies. They illustrate the ways the field has grown and expanded since its institutionalization in the 1970s.

This non-exhaustive list aims to introduce readers to gender studies in a broad sense. It shows how the field has developed over the last several decades, as well as how its interdisciplinary nature offers a range of tools for understanding and critiquing our world.

Catharine R. Stimpson, Joan N. Burstyn, Domna C. Stanton, and Sandra M. Whisler, “Editorial.” Signs , 1975; “Editorial,” off our backs , 1970

The editorial from the inaugural issue of Signs , founded in 1975 by Catharine Stimpson, explains that the founders hoped that the journal’s title captured what women’s studies is capable of doing: to “represent or point to something.” Women’s studies was conceptualized as an interdisciplinary field that could represent issues of gender and sexuality in new ways, with the possibility of shaping “scholarship, thought, and policy.”

The editorial in the first issue of off our backs , a feminist periodical founded in 1970, explains how their collective wanted to explore the “dual nature of the women’s movement:” that “women need to be free of men’s domination” and “must strive to get off our backs.” The content that follows includes reports on the Equal Rights Amendment, protests, birth control, and International Women’s Day.

Robyn Wiegman, “Academic Feminism against Itself.” NWSA Journal , 2002

Gender studies developed alongside and emerged out of Women’s Studies, which consolidated as an academic field of inquiry in the 1970s. Wiegman tracks some of the anxieties that emerged with the shift from women’s to gender studies, such as concerns it would decenter women and erase the feminist activism that gave rise to the field. She considers these anxieties as part of a larger concern over the future of the field, as well as fear that academic work on gender and sexuality has become too divorced from its activist roots.

Jack Halberstam, “Gender.” Keywords for American Cultural Studies, Second Edition (2014)

Halberstam’s entry in this volume provides a useful overview for debates and concepts that have dominated the field of gender studies: Is gender purely a social construct? What is the relationship between sex and gender? How does the gendering of bodies shift across disciplinary and cultural contexts? How did the theorizing of gender performativity in the 1990s by Judith Butler open up intellectual trajectories for queer and transgender studies? What is the future of gender as an organizing rubric for social life and as a mode of intellectual inquiry? Halberstam’s synthesis of the field makes a compelling case for why the study of gender persists and remains relevant for humanists, social scientists, and scientists alike.

Miqqi Alicia Gilbert, “Defeating Bigenderism: Changing Gender Assumptions in the Twenty-First Century.” Hypatia , 2009

Scholar and transgender activist Miqqi Alicia Gilbert considers the production and maintenance of the gender binary—that is, the idea that there are only two genders and that gender is a natural fact that remains stable across the course of one’s life. Gilbert’s view extends across institutional, legal, and cultural contexts, imagining what a frameworks that gets one out of the gender binary and gender valuation would have to look like to eliminate sexism, transphobia, and discrimination.

Judith Lorber, “Shifting Paradigms and Challenging Categories.” Social Problems , 2006

Judith Lorber identifies the key paradigm shifts in sociology around the question of gender: 1) acknowledging gender as an “organizing principle of the overall social order in modern societies;” 2) stipulating that gender is socially constructed, meaning that while gender is assigned at birth based on visible genitalia, it isn’t a natural, immutable category but one that is socially determined; 3) analyzing power in modern western societies reveals the dominance of men and promotion of a limited version of heterosexual masculinity; 4) emerging methods in sociology are helping disrupt the production of ostensibly universal knowledge from a narrow perspective of privileged subjects. Lorber concludes that feminist sociologists’ work on gender has provided the tools for sociology to reconsider how it analyzes structures of power and produces knowledge.

bell hooks, “Sisterhood: Political Solidarity between Women.” Feminist Review , 1986

bell hooks argues that the feminist movement has privileged the voices, experiences, and concerns of white women at the expense of women of color. Instead of acknowledging who the movement has centered, white women have continually invoked the “common oppression” of all women, a move they think demonstrates solidarity but actually erases and marginalizes women who fall outside of the categories of white, straight, educated, and middle-class. Instead of appealing to “common oppression,” meaningful solidarity requires that women acknowledge their differences, committing to a feminism that “aims to end sexist oppression.” For hooks, this necessitates a feminism that is anti-racist. Solidarity doesn’t have to mean sameness; collective action can emerge from difference.

Jennifer C. Nash, “re-thinking intersectionality.” Feminist Review , 2008

Chances are you’ve come across the phrase “intersectional feminism.” For many, this term is redundant: If feminism isn’t attentive to issues impacting a range of women, then it’s not actually feminism. While the term “intersectional” now circulates colloquially to signify a feminism that is inclusive, its usage has become divorced from its academic origins. The legal scholar Kimberlé Crenshaw created the term “intersectionality” in the 1980s based on Black women’s experiences with the law in cases of discrimination and violence. Intersectionality is not an adjective or a way to describe identity, but a tool for analyzing structures of power. It aims to disrupt universal categories of and claims about identity. Jennifer Nash provides an overview of intersectionality’s power, including guidance on how to deploy it in the service of coalition-building and collective action.

Treva B. Lindsey, “Post-Ferguson: A ‘Herstorical’ Approach to Black Violability.” Feminist Studies , 2015

Treva Lindsey considers the erasure of Black women’s labor in anti-racist activism , as well as the erasure of their experiences with violence and harm. From the Civil Rights Movement to #BlackLivesMatter, Black women’s contributions and leadership have not been acknowledged to the same extent as their male counterparts. Furthermore, their experiences with state-sanctioned racial violence don’t garner as much attention. Lindsey argues that we must make visible the experiences and labor of Black women and queer persons of color in activist settings in order to strengthen activist struggles for racial justice.

Renya Ramirez, “Race, Tribal Nation, and Gender: A Native Feminist Approach to Belonging.” Meridians , 2007

Renya Ramirez (Winnebago) argues that indigenous activist struggles for sovereignty, liberation, and survival must account for gender. A range of issues impact Native American women, such as domestic abuse, forced sterilization , and sexual violence. Furthermore, the settler state has been invested in disciplining indigenous concepts and practices of gender, sexuality, and kinship, reorienting them to fit into white settler understandings of property and inheritance. A Native American feminist consciousness centers gender and envisions decolonization without sexism.

Hester Eisenstein, “A Dangerous Liaison? Feminism and Corporate Globalization.” Science & Society , 2005

Hester Eisenstein argues that some of contemporary U.S. feminism’s work in a global context has been informed by and strengthened capitalism in a way that ultimately increases harms against marginalized women. For example, some have suggested offering poor rural women in non-U.S. contexts microcredit as a path to economic liberation. In reality, these debt transactions hinder economic development and “continue the policies that have created the poverty in the first place.” Eisenstein acknowledges that feminism has the power to challenge capitalist interests in a global context, but she cautions us to consider how aspects of the feminist movement have been coopted by corporations.

Afsaneh Najmabadi, “Transing and Transpassing Across Sex-Gender Walls in Iran.” Women’s Studies Quarterly , 2008

Afsaneh Najmabadi remarks on the existence of sex-reassignment surgeries in Iran since the 1970s and the increase in these surgeries in the twenty-first century. She explains that these surgeries are a response to perceived sexual deviance; they’re offered to cure persons who express same-sex desire. Sex-reassignment surgeries ostensibly “heteronormaliz[e]” people who are pressured to pursue this medical intervention for legal and religious reasons. While a repressive practice, Najmabadi also argues that this practice has paradoxically provided “ relatively safer semipublic gay and lesbian social space” in Iran. Najmabadi’s scholarship illustrates how gender and sexual categories, practices, and understandings are influenced by geographical and cultural contexts.

Susan Stryker, Paisley Currah, and Lisa Jean Moore’s “Introduction: Trans-, Trans, or Transgender?” Women’s Studies Quarterly , 2008

Susan Stryker, Paisley Currah, and Lisa Jean Moore map the ways that transgender studies can expand feminist and gender studies. “Transgender” does not need to exclusively signify individuals and communities, but can provide a lens for interrogating all bodies’ relationships to gendered spaces, disrupting the bounds of seemingly strict identity categories, and redefining gender. The “trans-” in transgender is a conceptual tool for interrogating the relationship between bodies and the institutions that discipline them.

David A. Rubin, “‘An Unnamed Blank That Craved a Name’: A Genealogy of Intersex as Gender.” Signs , 2012

David Rubin considers the fact that intersex persons have been subject to medicalization, pathologization, and “regulation of embodied difference through biopolitical discourses, practices, and technologies” that rely on normative cultural understandings of gender and sexuality. Rubin considers the impact intersexuality had on conceptualizations of gender in mid-twentieth century sexology studies, and how the very concept of gender that emerged in that moment has been used to regulate the lives of intersex individuals.

Rosemarie Garland-Thomson, “Feminist Disability Studies.” Signs , 2005

Rosemarie Garland-Thomson provides a thorough overview of the field of feminist disability studies. Both feminist and disability studies contend that those things which seem most natural to bodies are actually produced by a range of political, legal, medical, and social institutions. Gendered and disabled bodies are marked by these institutions. Feminist disability studies asks: How are meaning and value assigned to disabled bodies? How is this meaning and value determined by other social markers, such as gender, sexuality, race, class, religion, national origin, and citizenship status?

The field asks under what conditions disabled bodies are denied or granted sexual, reproductive, and bodily autonomy and how disability impacts the exploration of gender and sexual expression in childhood, adolescence, and adulthood historical and contemporary pathologization of genders and sexualities. It explores how disabled activists, artists, and writers respond to social, cultural, medical, and political forces that deny them access, equity, and representation

Karin A. Martin, “William Wants a Doll. Can He Have One? Feminists, Child Care Advisors, and Gender-Neutral Child Rearing.” Gender and Society , 2005

Karin Martin examines the gender socialization of children through an analysis of a range of parenting materials. Materials that claim to be (or have been claimed as) gender-neutral actually have a deep investment in training children in gender and sexual norms. Martin invites us to think about how adult reactions to children’s gender nonconformity pivots on a fear that gender expression in childhood is indicative of present or future non-normative sexuality. In other words, U.S. culture is unable to separate gender from sexuality. We imagine gender identity and expression maps predictably onto sexual desire. When children’s gender identity and expression exceeds culturally-determined permissible bounds in a family or community, adults project onto the child and discipline accordingly.

Sarah Pemberton, “Enforcing Gender: The Constitution of Sex and Gender in Prison Regimes.” Signs , 2013

Sarah Pemberton’s considers how sex-segregated prisons in the U.S. and England discipline their populations differently according to gender and sexual norms. This contributes to the policing, punishment, and vulnerability of incarcerated gender-nonconforming, transgender, and intersex persons. Issues ranging from healthcare access to increased rates of violence and harassment suggest that policies impacting incarcerated persons should center gender.

Dean Spade, “Some Very Basic Tips for Making High Education More Accessible to Trans Students and Rethinking How We Talk about Gendered Bodies.” The Radical Teacher , 2011

Lawyer and trans activist Dean Spade offers a pedagogical perspective on how to make classrooms accessible and inclusive for students. Spade also offers guidance on how to have classroom conversations about gender and bodies that don’t reassert a biological understanding of gender or equate certain body parts and functions with particular genders. While the discourse around these issues is constantly shifting, Spade provides useful ways to think about small changes in language that can have a powerful impact on students.

Sarah S. Richardson, “Feminist Philosophy of Science: History, Contributions, and Challenges.” Synthese , 2010

Feminist philosophy of science is a field comprised of scholars studying gender and science that has its origins in the work of feminist scientists in the 1960s. Richardson considers the contributions made by these scholars, such as increased opportunities for and representation of women in STEM fields , pointing out biases in seemingly neutral fields of scientific inquiry. Richardson also considers the role of gender in knowledge production, looking at the difficulties women have faced in institutional and professional contexts. The field of feminist philosophy of science and its practitioners are marginalized and delegitimized because of the ways they challenge dominant modes of knowledge production and disciplinary inquiry.

Bryce Traister’s “Academic Viagra: The Rise of American Masculinity Studies.” American Quarterly , 2000

Bryce Traister considers the emergence of masculinity studies out of gender studies and its development in American cultural studies. He argues that the field has remained largely invested in centering heterosexuality, asserting the centrality and dominance of men in critical thought. He offers ways for thinking about how to study masculinity without reinstituting gendered hierarchies or erasing the contributions of feminist and queer scholarship.

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Essay on Gender Discrimination

• Updated on  
• Jul 14, 2022

One of the challenges present in today’s society is gender discrimination. Gender discrimination is when someone is treated unequally based on their gender. Gender discrimination is not just present in the workplace but in schools, colleges and communities as well. As per the Civil Rights Act of 1964,  gender discrimination is illegal in India. This is also an important and common essay topic in schools and competitive exams such as IELTS , TOEFL , SAT , UPSC , etc. Let’s explore some samples of essay on gender discrimination and tips for writing an impactful essay.

Tips for Writing an Impactful Essay

If you want to write a scoring and deep impact essay, here are some tips for writing a perfect informative essay:

• The most important and first step is to write an introduction and background information about and related to the topic
• Then you are also required to use the formal style of writing and avoid using slang language
• To make an essay more impactful, write dates, quotations, and names to provide a better understanding
• You can use jargon wherever it is necessary as it sometimes makes an essay complicated
• To make an essay more creative, you can also add information in bulleted points wherever possible
• Always remember to add a conclusion where you need to summarise crucial points
• Once you are done read through the lines and check spelling and grammar mistakes before submission

Essay on Gender Discrimination in 200 Words

One of the important aspects of a democratic society is the elimination of gender discrimination. The root cause of this vigorous disease is the stereotypical society itself. When a child is born, the discrimination begins; if the child is male, he is given a car, bat and ball with blue, and red colour clothes, whereas when a child is female, she is given barbie dolls with pink clothes. We all are raised with a mentality that boys are good at sports and messy, but girls are not good at sports and are well organised. This discriminatory mentality has a deeper impact when girls are told not to work while boys are allowed to do much work. This categorising males and females into different categories discriminating based on gender are known as gender discrimination. Further, this discriminatory behaviour in society leads to hatred, injustice and much more. This gender discrimination is evident in every woman’s life at the workplace, in educational institutions, in sports, etc., where young girls and women are deprived of their rights and undervalued. This major issue prevailing in society can be solved only by providing equality to women and giving them all rights as given to men.

Essay on Gender Discrimination in 300 Words 

Gender Discrimination, as the term signifies, is discrimination or discriminatory behaviour based on gender. The stereotypical mindset of people in the past has led to the discrimination that women face today. According to Kahle Wolfe, in 2015, women earned 83% of the income paid to men by working the same hours. Almost all women are not only discriminated against based on their salaries but also on their looks.

Further, most women are allowed to follow a certain dress code depending upon the work field and the dress women wear also decides their future career.

This dominant male society teaches males that women are weak and innocent. Thus women are mostly victims and are targeted in crimes. For example, In a large portion of the globe, women are blamed for rapes despite being victims because of their clothes. This society also portrays women as weaker and not eligible enough to take a stand for themselves, leading to the major destruction of women’s personalities as men are taught to let women down. This mindset of people nowadays is a major social justice issue leading to gender discrimination in society.

Further, gender-based discrimination is evident across the globe in a plethora of things, including sports, education, health and law. Every 1 out of 3 women in the world is abused in various forms at some point in their lives by men. This social evil is present in most parts of the world; in India, women are burnt to death if they are incapable of affording financial requirements; in Egypt, women are killed by society if they are sensed doing something unclean in or out of their families, whereas in South Africa baby girls are abandoned or killed as they are considered as burden for the family. Thus gender discrimination can be only eliminated from society by educating people about giving equal rights and respect to every gender.

Top Universities for Gender Studies Abroad

UK, Canada and USA are the top three countries to study gender studies abroad. Here’s the list of top universities you can consider to study abroad for Indian students if you planning to pursue gender studies course abroad:

We hope this blog has helped you in structuring a terrific essay on gender discrimination. Planning to ace your IELTS, get expert tips from coaches at Leverage Live by Leverage Edu .

Sonal is a creative, enthusiastic writer and editor who has worked extensively for the Study Abroad domain. She splits her time between shooting fun insta reels and learning new tools for content marketing. If she is missing from her desk, you can find her with a group of people cracking silly jokes or petting neighbourhood dogs.

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5 Powerful Essays Advocating for Gender Equality

Gender equality – which becomes reality when all genders are treated fairly and allowed equal opportunities –  is a complicated human rights issue for every country in the world. Recent statistics are sobering. According to the World Economic Forum, it will take 108 years to achieve gender parity . The biggest gaps are found in political empowerment and economics. Also, there are currently just six countries that give women and men equal legal work rights. Generally, women are only given ¾ of the rights given to men. To learn more about how gender equality is measured, how it affects both women and men, and what can be done, here are five essays making a fair point.

Take a free course on Gender Equality offered by top universities!

“Countries With Less Gender Equity Have More Women In STEM — Huh?” – Adam Mastroianni and Dakota McCoy

This essay from two Harvard PhD candidates (Mastroianni in psychology and McCoy in biology) takes a closer look at a recent study that showed that in countries with lower gender equity, more women are in STEM. The study’s researchers suggested that this is because women are actually especially interested in STEM fields, and because they are given more choice in Western countries, they go with different careers. Mastroianni and McCoy disagree.

They argue the research actually shows that cultural attitudes and discrimination are impacting women’s interests, and that bias and discrimination is present even in countries with better gender equality. The problem may lie in the Gender Gap Index (GGI), which tracks factors like wage disparity and government representation. To learn why there’s more women in STEM from countries with less gender equality, a more nuanced and complex approach is needed.

“Men’s health is better, too, in countries with more gender equality” – Liz Plank

When it comes to discussions about gender equality, it isn’t uncommon for someone in the room to say, “What about the men?” Achieving gender equality has been difficult because of the underlying belief that giving women more rights and freedom somehow takes rights away from men. The reality, however, is that gender equality is good for everyone. In Liz Plank’s essay, which is an adaption from her book For the Love of Men: A Vision for Mindful Masculinity, she explores how in Iceland, the #1 ranked country for gender equality, men live longer. Plank lays out the research for why this is, revealing that men who hold “traditional” ideas about masculinity are more likely to die by suicide and suffer worse health. Anxiety about being the only financial provider plays a big role in this, so in countries where women are allowed education and equal earning power, men don’t shoulder the burden alone.

Liz Plank is an author and award-winning journalist with Vox, where she works as a senior producer and political correspondent. In 2015, Forbes named her one of their “30 Under 30” in the Media category. She’s focused on feminist issues throughout her career.

“China’s #MeToo Moment” –  Jiayang Fan

Some of the most visible examples of gender inequality and discrimination comes from “Me Too” stories. Women are coming forward in huge numbers relating how they’ve been harassed and abused by men who have power over them. Most of the time, established systems protect these men from accountability. In this article from Jiayang Fan, a New Yorker staff writer, we get a look at what’s happening in China.

The essay opens with a story from a PhD student inspired by the United States’ Me Too movement to open up about her experience with an academic adviser. Her story led to more accusations against the adviser, and he was eventually dismissed. This is a rare victory, because as Fan says, China employs a more rigid system of patriarchy and hierarchy. There aren’t clear definitions or laws surrounding sexual harassment. Activists are charting unfamiliar territory, which this essay explores.

“Men built this system. No wonder gender equality remains as far off as ever.” – Ellie Mae O’Hagan

Freelance journalist Ellie Mae O’Hagan (whose book The New Normal is scheduled for a May 2020 release) is discouraged that gender equality is so many years away. She argues that it’s because the global system of power at its core is broken.  Even when women are in power, which is proportionally rare on a global scale, they deal with a system built by the patriarchy. O’Hagan’s essay lays out ideas for how to fix what’s fundamentally flawed, so gender equality can become a reality.

Ideas include investing in welfare; reducing gender-based violence (which is mostly men committing violence against women); and strengthening trade unions and improving work conditions. With a system that’s not designed to put women down, the world can finally achieve gender equality.

“Invisibility of Race in Gender Pay Gap Discussions” – Bonnie Chu

The gender pay gap has been a pressing issue for many years in the United States, but most discussions miss the factor of race. In this concise essay, Senior Contributor Bonnie Chu examines the reality, writing that within the gender pay gap, there’s other gaps when it comes to black, Native American, and Latina women. Asian-American women, on the other hand, are paid 85 cents for every dollar. This data is extremely important and should be present in discussions about the gender pay gap. It reminds us that when it comes to gender equality, there’s other factors at play, like racism.

Bonnie Chu is a gender equality advocate and a Forbes 30 Under 30 social entrepreneur. She’s the founder and CEO of Lensational, which empowers women through photography, and the Managing Director of The Social Investment Consultancy.

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• Gender Equality Essay

Introduction to Gender Equality

In a society, everyone has the right to lead his/her life accordingly without any discrimination. When this state is achieved where all individuals are considered to be equal irrespective of their caste, gender, colour, profession, and status, we call it equality. Equality can also be defined as the situation where every individual has the same rights and equal opportunity to grow and prosper. 

Every individual of society dreams for equal rights and access to resources available at their disposal, but there is a lot of discrimination. This discrimination can be due to cultural differences, geographical differences, the colour of the individual, social status and even gender. The most prevalent discrimination is gender inequality. It is not a localised issue and is limited to only certain spheres of life but is prevalent across the globe. Even in progressive societies and top organisations, we can see many examples of gender bias. 

Gender equality can only be achieved when both male and female individuals are treated similarly. But discrimination is a social menace that creates division. We stop being together and stand together to tackle our problems. This social stigma has been creeping into the underbelly of all of society for many centuries. This has also been witnessed in gender-based cases. Gender inequality is the thing of the past as both men and women are creating history in all segments together.

Gender Equality builds a Nation

In this century, women and men enjoy the same privileges. The perception is changing slowly but steadily. People are now becoming more aware of their rights and what they can do in a free society. It has been found that when women and men hold the same position and participate equally, society progresses exclusively and creates a landmark. When a community reaches gender equality, everyone enjoys the same privileges and gets similar scopes in education, health, occupation, and political aspect. Even in the family, when both male and female members are treated in the same way, it is the best place to grow, learn, and add great value.

A nation needs to value every gender equally to progress at the right place. A society attains better development in all aspects when both genders are entitled to similar opportunities. Equal rights in decision making, health, politics, infrastructure, profession, etc will surely advance our society to a new level. The social stigma of women staying inside the house has changed. Nowadays, girls are equally competing with boys in school. They are also creating landmark development in their respective profession. Women are now seeking economic independence before they get married. It gives them the confidence to stand against oppression and make better decisions for themselves.

The age-old social structure dictated that women need to stay inside the home taking care of all when men go out to earn bread and butter. This has been practised for ages when the world outside was not safe. Now that the time has changed and we have successfully made our environment quite safer, women can step forward, get educated, pursue their passion, bring economic balance in their families, and share the weight of a family with men. This, in a cumulative way, will also make a country’s economy progress faster and better.

Methods to measure Gender Equality

Gender equality can be measured and a country’s growth can be traced by using the following methods.

Gender Development Index (GDI) is a gender-based calculation done similar to the Human Development Index. 

Gender Empowerment Measure (GEM) is a detailed calculation method of the percentage of female members in decision-making roles. 

Gender Equity Index (GEI) considers economic participation, education, and empowerment.

Global Gender Gap Index assesses the level of gender inequality present on the basis of four criteria: economic participation and opportunity, educational attainment, political empowerment, health and survival .

According to the Gender Gap Index (GGI), India ranks 140 among 156 participating countries. This denotes that the performance of India has fallen from the previous years, denoting negative growth in terms of closing the gender gap. In the current environment where equality and equal opportunities are considered supreme, this makes India be at a significant disadvantage.

Roadblocks to Gender Equality  

Indian society is still wrecked by such stigmas that dictate that women are meant to manage the home and stay indoors. This is being done for ages, leading to neglect of women in areas like education, health, wealth, and socio-economic fields. 

In addition to that, the dowry system is further crippling society. This ill practice had led to numerous female feticides. It has created a notion that girls are a burden on a family, which is one of the primary reasons a girl child cannot continue her education. Even if they excel in education and become independent, most of them are forced to quit their job as their income is considered a backup source, which is not fair. New-age women are not only independent, but they are confident too. The only thing they demand from society is support, which we should provide them.  

Along with dowry, there is one more burning issue that has a profound impact on women's growth. It is prevalent in all kinds of society and is known as violence. Violence against women is present in one or another form in public and private spaces. Sometimes, violence is accompanied by other burning issues such as exploitation, harassment, and trafficking, making the world unsafe for women. We must take steps to stop this and ensure a safe and healthy place for women.  

Poverty is also one of the major roadblocks towards gender equality. It has led to other malpractices such as child marriage, sale of children, trafficking and child labour, to name a few. Providing equal job opportunities and upliftment of people below the poverty line can help bring some checks onto this.

Initiative Towards Gender Equality

Any kind of discrimination acts as a roadblock in any nation’s growth, and a nation can only prosper when all its citizens have equal rights. Most of the developed countries has comparatively less gender discrimination and provide equal opportunity to both genders. Even the Indian government is taking multiple initiatives to cut down gender discrimination. 

They have initiated a social campaign called “Beti Bachao, Beti Padhao Yojana” to encourage the education of girl children. Besides this, the government runs multiple other schemes, such as the Women Helpline Scheme, UJJAWALA, National Mission for Empowerment of Women, etc., to generate awareness among the people. Moreover, as responsible citizens, it is our responsibility to spread knowledge on gender discrimination to create a beautiful world for wome n [1] [2] .

FAQs on Gender Equality Essay

1. What Makes Women Unequal to Men?

The social stigmas and beliefs that have been running deeply in the veins of all families make women unequal to men. Women are considered to be a burden by many families and are not provided with the same rights men enjoy in society. We are ill-informed regarding women’s rights and tend to continue age-old practices. This is made worse with social menaces such as the dowry system, child labor, child marriage, etc. Women can gather knowledge, get educated, and compete with men. This is sometimes quite threatening to the false patriarchal society.

2. How can We Promote Gender Equality?

Education is the prime measure to be taken to make society free from such menaces. When we teach our new generation regarding the best social practices and gender equal rights, we can eradicate such menaces aptly. Our society is ill-informed regarding gender equality and rights. Many policies have been designed and implemented by the government. As our country holds the second position in terms of population, it is hard to tackle these gender-based problems. It can only be erased from the deepest point by using education as the prime weapon.

3. Why should Women be Equal to Men?

Women might not be similar to men in terms of physical strength and physiological traits. Both are differently built biologically but they have the same brain and organs to function. Women these days are creating milestones that are changing society. They have traveled to space, running companies, creating history, and making everyone proud. Women are showing their capabilities in every phase and hence, they should be equal to men in all aspects.

4. Mention a few initiatives started by the Indian Government to enable gender equality.

The Indian government has initiated a social campaign called “Beti Bachao, Beti Padhao Yojana” to encourage girls’ education. Besides this, the government runs multiple other schemes, such as the  Women Helpline Scheme, UJJAWALA, National Mission for Empowerment of Women, etc., to generate awareness among the people.

Gender - Free Essay Examples And Topic Ideas

Gender encompasses a range of identities, roles, and expressions related to masculinity, femininity, and non-binary experiences. Essays on gender could explore the social construction of gender, its impact on personal and societal relations, gender biases and stereotypes, as well as the movement for gender inclusivity and equality. A substantial compilation of free essay instances related to Gender you can find at Papersowl. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

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Gender Equality Essay for Students and Children

500+ words essay on gender equality essay.

Equality or non-discrimination is that state where every individual gets equal opportunities and rights. Every individual of the society yearns for equal status, opportunity, and rights. However, it is a general observation that there exists lots of discrimination between humans. Discrimination exists because of cultural differences, geographical differences, and gender. Inequality based on gender is a concern that is prevalent in the entire world.  Even in the 21 st century, across globe men and women do not enjoy equal privileges. Gender equality means providing equal opportunities to both men and women in political, economic, education and health aspects.

Importance of Gender Equality

A nation can progress and attain higher development growth only when both men and women are entitled to equal opportunities. Women in the society are often cornered and are refrained from getting equal rights as men to health, education, decision-making and economic independence in terms of wages.

The social structure that prevails since long in such a way that girls do not get equal opportunities as men. Women generally are the caregivers in the family. Because of this, women are mostly involved in household activities. There is lesser participation of women in higher education, decision-making roles, and leadership roles. This gender disparity is a hindrance in the growth rate of a country. When women participate in the workforce increases the economic growth rate of the country increases. Gender equality increases the overall wellbeing of the nation along with economic prosperity .

How is Gender Equality Measured?

Gender equality is an important factor in determining a country’s overall growth. There are several indexes to measure gender equality.

Gender-Related Development Index (GDI) –   GDI is a gender centric measure of Human Development Index. GDI considers parameters like life expectancy, education, and incomes in assessing the gender equality of a country.

Gender Empowerment Measure (GEM) – This measure includes much detail aspects like the proportion of seats than women candidates hold in national parliament, percentage of women at economic decision-making role, the income share of female employees.

Gender Equity Index (GEI) – GEI ranks countries on three parameters of gender inequality, those are education, economic participation, and empowerment. However, GEI ignores the health parameter.

Global Gender Gap Index – The World Economic Forum introduced the Global Gender Gap Index in 2006. This index focuses more on identifying the level of female disadvantage. The four important areas that the index considers are economic participation and opportunity, educational attainment, political empowerment, health, and survival rate.

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Gender Inequality in India

As per the World Economic Forum’s gender gap ranking, India stands at rank 108 out of 149 countries. This rank is a major concern as it highlights the immense gap in opportunities in women with comparison to men. In Indian society from a long time back, the social structure has been such that the women are neglected in many areas like education, health, decision-making areas, financial independence, etc.

Another major reason, which contributes to the discriminatory behavior towards women in India, is the dowry system in marriage.  Because of this dowry system, most Indian families consider girls as a burden.  Preference for son still prevails. Girls have refrained from higher education. Women are not entitled to equal job opportunities and wages. In the 21 st century, women are still preferred gender in home managing activities. Many women quit their job and opt-out from leadership roles because of family commitments. However, such actions are very uncommon among men.

For overall wellbeing and growth of a nation, scoring high on gender equality is the most crucial aspect. Countries with less disparity in gender equality have progressed a lot. The government of India has also started taking steps to ensure gender equality. Several laws and policies are prepared to encourage girls. “Beti Bachao, Beti Padhao Yojana ” (Save girl, and make girls educated) campaign is created to spread awareness of the importance of girl child.  Several laws to protect girls are also there. However, we need more awareness of spreading knowledge of women rights . In addition, the government should take initiatives to check the correct and proper implementation of policies.

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Home — Essay Samples — Sociology — Sociology of Gender — Gender Roles

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Hook examples for gender roles essays, "breaking the mold: challenging traditional gender roles" hook.

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"Reimagining Roles: The Evolution of Gender in the 21st Century" Hook

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The Book of Margery Kempe: a Summary

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A gender role, also known as a sex role, is a social role encompassing a range of behaviors and attitudes that are generally considered acceptable, appropriate, or desirable for a person based on that person's sex.

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• Published: 27 September 2024

Empowerment and integration of refugee women: a transdisciplinary approach

• Maissa Khatib 1   na1 ,
• Tanya Purwar 2   na1 ,
• Rushabh Shah 1 ,
• Maricarmen Vizcaino 1 &
• Luciano Castillo 2  

Humanities and Social Sciences Communications volume  11 , Article number:  1277 ( 2024 ) Cite this article

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Female refugees encounter unique challenges in host societies. These challenges often surpass those faced by male refugees, particularly in accessing the job market and making economic contributions to their new communities. Despite substantial literature on the challenges faced by refugee women, there remains a significant gap in research specifically focused on targeted educational and entrepreneurial interventions for this demographic. Additionally, studies exploring effective integration strategies through such targeted initiatives are notably scarce. This study, motivated by the United Nations’ Sustainable Development Goals, seeks to fill this gap by examining the intersection of gender, immigration status, and climate change adaptation. It evaluates the effectiveness of an educational intervention tailored for refugee women within a transdisciplinary framework incorporating STEM (Science, Technology, Engineering, & Math) and social science disciplines. This intervention aims to enhance subjective well-being, particularly by fostering sustainable entrepreneurship, facilitating integration into host societies, and fostering long-term contributions to climate change adaptation and resilience. Employing a mixed-methods approach, the study yields quantitative findings suggesting positive shifts in participants’ overall well-being post-intervention, albeit not reaching statistical significance. Qualitative analysis reveals four central themes: pre-program feelings of isolation and detachment, personal growth, supportive ecosystems, and increased sense of belonging. The qualitative findings serve to complement and enrich our understanding of the intervention’s effectiveness, offering valuable insights that may not be fully captured through quantitative measures alone. From these findings, it is evident that a gender-focused approach is essential for providing tailored integration support. These insights are valuable for policymakers, educators, and stakeholders alike. By recognizing and addressing the specific challenges faced by refugee women during resettlement, this intervention not only facilitates their integration into host societies but also enhances their overall well-being.

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Introduction.

The global refugee crisis has reached unprecedented levels, with around 110 million individuals forcibly displaced from their homes, including 26 million refugees who have crossed borders and 82 million internally displaced persons (UNHCR 2021 , 2022 ) Footnote 1 . Refugees are individuals who have been forcibly displaced from their home countries due to serious human rights violations and persecution (Duthie, 2011 ), armed conflicts (Bradley, 2017 ), political instability (Lischer, 2017 ), or environmental degradation (Atapattu, 2009 ; Naser, 2011 ), seeking safety outside their borders where their own government fails to protect them (Boswell, 2003 ; Ferwerda and Gest, 2021 ; Parkins, 2010 ; Phillips, 2013 ). Clark ( 2020 ) suggests that mass migration poses intricate and multifaceted challenges for both refugees and the host countries they seek refuge in. The influx of refugees can strain host countries’ limited resources, leading to chronic dependence on governmental assistance, eroding their skills, and hindering their contribution to sustainable development (Irvine and Rome, 2007 ). Moreover, refugees contend with a myriad of challenges encompassing societal, political, and socioeconomic aspects, which impede their ability to establish a satisfactory standard of living within the host society (Mangrio and Sjögren Forss, 2017 ; Segal and Mayadas, 2005 ; Silove et al., 2017 ; Vasey and Manderson, 2012 ).

The challenges persist throughout the journey and continue upon arrival in host countries, where the refugees face additional obstacles to integration and well-being. Their physical well-being is at risk during the arduous journey, as they face dangerous travel conditions, exploitation by human smugglers, or the threat of violence and conflict (Arsenijević et al., 2017 ; Koser, 2011 ). The psychological impact is profound (Kirmayer et al., 2011 ; Li et al., 2016 ; Schweitzer et al., 2006 ). Additionally, refugees often encounter significant barriers in accessing basic necessities such as food, clean water, healthcare, and education in the host countries (McBrien, 2005 ; Morris et al., 2009 ). Connor ( 2010 ) highlights that refugees are educationally disadvantaged compared to other types of immigrants. Regardless of education level and skill set, most refugees face employment challenges in the host society and barriers to inclusion in local economies. The high skilled men and women have limited pathways to get their credentials evaluated and certified. Some research findings from Sweden (Bevelander, 2011 ) and Canada (Picot et al., 2019 ) suggest that even after controlling for various individual characteristics, such as age and education, country-of-origin effects persist and significantly impact the labor market outcomes of refugee men and women. It is also common for host countries to impose additional restrictions on the access of refugees to the labor market (Ruiz and Vargas-Silva, 2017b ; Zetter and Ruaudel, 2016 ). Most theories define successful integration for newcomers, including refugees, as equitable access to opportunities and resources, participation in the community and society, and feelings of security and belonging in their new homes (Ager and Strang, 2008 ; Hynie et al., 2016 ; Phillimore and Goodson, 2008 ; Scott Smith, ( 2008 )). However, despite changes in immigration status and employment, many refugees still feel isolated within their ethnic communities and lack integration into the host society. This lack of social integration is attributed to factors such as limited interaction outside their communities due to job nature or unemployment (Crisp, 2004 ). Language barriers (Kletĕcka-Pulker et al., 2019 ), cultural differences, and legal complexities (Kubal, 2013 ) further compound these challenges, making it difficult for refugees to establish a sense of belonging (Boda et al., 2023 ; Fuchs et al., 2021 ). Moreover, refugees may face discrimination, racism, and social exclusion (Taylor et al., 2004 ), which can further hinder their integration and overall well-being.

The integration of refugees is a multifaceted process. It requires them to adapt to the host society while maintaining their cultural identity, and for host communities to welcome and support them (Phillimore, 2021 ). Recent studies have identified education as a key dimension of refugee integration and social inclusion (Crea and McFarland, 2015 ; Dryden-Peterson, 2022 ; Hek, 2005 ). According to United Nations High Com- missioner for Refugees (UNHCR) Footnote 2 , tertiary education is recognized as a fundamental human right for refugees, contributing to personal development, empowerment, and socioeconomic integration. Along with education, entrepreneurial capacity can facilitate social mobility and effective integration by providing refugees with the skills and opportunities needed to succeed in their new environment (Atasü-Topcuoğlu, 2019 ; Khoudour and Andersson, 2017 ; Meister and Mauer, 2019 ; Shneikat and Alrawadieh, 2019 ; Verme and Schuettler, 2021 ). A study shows that refugees often turn to entrepreneurship, particularly informal ventures for their economic integration and well-being (Zehra and Usmani, 2023 ). Entrepreneurship not only boosts the labor force and drives consumer market demand but also has the potential to enhance productivity and catalyze structural changes in the host society (S. Braun and Kvasnicka, 2014 ; Hornung, 2014 ; Paserman, 2013 ; Peters, 2017 . Meister and Mauer ( 2019 ) study the development of the refugee incubator model through participatory focus group workshops and semi-structured interviews with refugee entrepreneurs and incubator stakeholders. They emphasize the need for a customized incubation model specifically tailored to the needs of refugee entrepreneurs. Furthermore, refugees engaged in entrepreneurial endeavors can spur innovation, leading to the creation of new patents (Moser et al., 2014 ) and the establishment of start-up enterprises (Akgündüz et al., 2018 ; Altındağ et al., 2020 ). Additionally, such initiatives may facilitate trade relations with their countries of origin (Ghosh and Enami, 2015 ; Mayda et al., 2017 ; Mayda et al., 2017 ; Parsons and Vézina, 2018 ) and contribute to sustainable development of the host country. It is essential to underscore the notable scarcity of prior research investigating the role of entrepreneurship in fostering the integration of refugees (Shneikat and Alrawadieh, 2019 ). Specifically, there is a lack of studies focusing on targeted programs that combine elements of education and entrepreneurship within the refugee integration context.

In delving deeper into the existing dearth of initiatives concerning the pivotal roles of education and entrepreneurship in refugee integration, it becomes evident that a crucial dimension has been overlooked: the gender perspective. Young and Chan ( 2015 ) emphasize the historical gender-blindness in refugee research and stress the need to consider gender dynamics to understand the unique challenges faced by both men and women during migration and resettlement. Researchers have noted that recent refugee arrivals tend to be more women than men (Connor, 2010 ). According to the UNHCR ( 2021 , 2022 ) Footnote 3 , 50% of refugees, internally displaced, or stateless populations are women and girls. Liebig and Tronstad ( 2018 ) point that refugee women face a potential “triple disadvantage”, combining challenges related to gender, immigrant status, and forced migration, which may compound or reinforce each other. They face marginalization, sexual exploitation, gender-based violence and, forced and child marriage (Davies and True, 2017 ; Hossain et al., 2021 ; Pittaway and Bartolomei, 2000 ; Roupetz et al., 2020 ) at the origin as well as host country. In general, female refugees face limited autonomy, restricted mobility, and diminished agency, hindering their ability to make decisions about their own lives and well-being (Catolico, 1997 ; McMichael and Manderson, 2004 ; Murphy, 2004 ; Simich et al., 2010 ). Refugee women have lower education levels and fewer basic qualifications compared to other migrant women and refugee men (Liebig and Tronstad, 2018 ). They often come from countries with high gender inequality and low female employment rates which can additionally impact their state in the host country (Ruiz and Vargas-Silva, 2017a ). Additionally, they typically possess lower proficiency in the host-country language during the initial years after arrival (Marshall, 2015 ). Refugee women also face prolonged challenges in entering the labor market compared to refugee men (Dumont et al., 2016 ; Minor and Cameo, 2018 ). Employment rates for refugee women, particularly in countries like Germany, are notably lower, with only 29% employed compared to 57% of men Footnote 4 .

It is noteworthy to mention that despite challenges, refugee women show resilience and a strong determination to rebuild their lives and contribute to their communities (Warriner, 2004 ). In contrast to findings linking refugee status with country-of-origin effects, several studies indicate that refugee women in countries such as Sweden demonstrated higher levels of labor market participation than in their countries of origin (CO-OPERATION, O.-O.F.E., & DEVELOPMENT ( 2015 ); Gutiérrez-Martínez et al., 2021 ; Khoudja and Platt, 2018 ). Customized support measures can reduce obstacles to workforce engagement among refugee women. Research indicates that higher qualifications and mentorship programs lead to increased employment and social networks for these women (Liebig and Tronstad, 2018 ). Many of them are desperate to work and become more educated but do not know how. They understand that employment is key for improving lives for themselves and their families (Glastra and Meerman, 2012 ). According to a recent study (Kabir and Klugman, 2019 ), refugee women have the potential to contribute to $1.4 trillion to the annual global GDP of the top 30 refugee-hosting countries provided all income gender gaps are addressed beforehand. Stempel and Alemi ( 2021 ) highlight a case where empowering female Afghan refugees was key to realizing significant economic growth and sustainable development. These women receive less integration support than their male counterparts; especially with respect to employment-related measures (Cheung et al., 2019 ; Hernes et al., 2019 ). The combination of education and economic support prove to be particularly beneficial for female refugees, highlighting the importance of targeted interventions for this vulnerable population (Young and Chan, 2015 ). Al-Rousan et al. ( 2018 ) emphasize that a scholarship program has a significant positive effect on the overall well-being of female refugee youth, enhancing their feelings of peace, security, and agency. Balaam et al. ( 2022 ) highlight that women value interventions that adopt a community-based befriending or peer support approach, as these approaches cater to a more comprehensive range of women’s needs. Recognizing and addressing their specific needs can help in establishing stronger, more prosperous, and equitable communities while advancing United Nations’ Sustainable Development Goals (UNSDGs) of promoting livelihoods and economic inclusion for refugees (Cf, 2015 ). The UNSDGs offer a framework to address the social, economic, and environmental challenges faced by refugee women. Emphasizing inclusivity, equity, and targeted support for vulnerable populations, the SDGs are crucial for refugee integration. Specifically, SDG 5 focuses on gender equality, SDG 8 on decent work and economic growth, SDG 10 on reducing inequalities, and SDG 13 on climate action. Integrating these goals allows for a holistic approach to developing interventions that will address the specific needs of refugee women, empowering them to become resilient to climate change, contributing to sustainable development.

While existing literature examines the challenges faced by refugee women during migration and in host societies, there is a significant gap in research on targeted, interdisciplinary interventions to address these issues. Specifically, studies focusing on gender-specific interventions that combine educational and entrepreneurial training to empower refugee women and enhance their integration into the labor market are scarce. To address this gap and align with the UNSDGs (Cf 2015 ) Footnote 5 , the “Building Entrepreneurial Capacity for Refugee Women” (BECRW) program was developed. BECRW was tailored to the needs of the selected refugee women Footnote 6 residing in the southwestern United States (U.S). The specific challenges faced by refugee women in this region include broader community integration, access to education and employment, digital literacy, and language barrier. By situating our study in this context, we aim to provide insights that are both locally relevant and globally applicable (refer to “Institute Framework”, “Intervention Framework”, “Study Population”). This program was conducted over a period of 6 weeks through a virtual platform under the auspices of the Summer Institute for Sustainability and Climate Change (SISCC) in the College of Engineering at Purdue University. BECRW employed STEM and social science disciplines, adopting a transdisciplinary framework. Engineers, researchers, and social scientists collaborated to design a comprehensive and context-specific framework tailored to the unique needs of the refugee women, ensuring a holistic approach to addressing their challenges. Studies (Davaki, 2021 ; Murray et al., 2023 ) highlight the significance of interdisciplinary collaboration between STEM and social science disciplines in addressing complex challenges such as forced migration, climate change, and sustainable development. The aim of the BECRW program was to assist 20 refugee women to personally and professionally advance by providing them with a meticulously curated curriculum that combines elements of research, innovation, sustainability, and entrepreneurship. The objective of this study is to emphasize the non-traditional framework of the program while assessing the effectiveness of the intervention. Employing a mixed methods approach, we investigated the influence of this program on participants’ personal and professional development, state of being, and social inclusion. The following sections of this paper will delve into the design (“Design”), the methods (“Method”), the results (“Results”) and the discussion (“Discussion”) that substantiate the research question and hypothesis regarding the intervention’s effectiveness.

Institute framework

The SISCC, held over a period of six weeks, provided an immersive online learning experience as shown in Fig. 1 . The institute placed a strong emphasis on addressing critical challenges associated with energy & sustainability, climate change & global warming, social inclusion & gender equality, and sustainable entrepreneurship & small business. Its primary goal was to bring together individuals from diverse educational backgrounds and academic stages, creating an inclusive and transdisciplinary community. Participants encompassed high school students, undergraduate and graduate students, and refugee women. Including refugee women in the SISCC was crucial to the goal of the institute. By including refugee women we not only address the specific needs and vulnerabili- ties of this population but also recognize their potential contributions to sustainable development efforts. Refugee women bring unique perspectives, knowledge, and lived experiences that enrich the discourse on climate change adaptation, mitigation, and resilience. The structure of the institute comprised of daily lectures and discussions on the research fundamentals. All participants were given a choice to select a particular research group and projects they were interested in. This provided a valuable platform for knowledge exchange and collaboration. It encouraged interdisciplinary dialog and meaningful connections among participants through a variety of interactive activities. These activities included project-based learning, workshops, seminars, and innovation using various scientific tools, which allowed them to apply their knowledge and skills to real-world scenarios. This structure was established through a diverse mentorship model. Participants received guidance and support from a range of mentors from multiple disciplines and varying academic levels. This included graduate mentors (PhD students and postdocs) and esteemed faculty members from renowned national and international institutions. The Summer Institute also provided opportunities for participants to showcase their work and receive feedback. Poster competition, research presentations and business pitches allowed participants to present their projects and receive valuable input from peers and experts. Additionally, participants were given stipends and reimbursements to support their research and participation.

Overview of the Summer Institute for Sustainability and Climate Change.

An integral part of the SISCC was the conference on Blue Integrated Partnerships and the 2050 Workforce of Tomorrow Footnote 7 . This four-day conference brought together academia, government agencies, and industry leaders to address climate change-related challenges. The conference provided a platform for participants to engage with federal government officials and scholars, learn about the latest advancements in sustainability, and explore potential collaborations with historically black colleges, universities/minority serving institutions (HBCUs/MSIs) and minority-owned companies. The combined design of the Summer Institute and the conference reflected a holistic and comprehensive approach to addressing climate change and sustainability. SISCC framework aligned with multiple United Nations’ Sustainable Development Goals (Cf 2015 ) Footnote 8 , reflecting its commitment to addressing climate change (Soergel et al., 2021 ), promoting gender equality (Esquivel and Sweetman, 2016 ), providing quality education (Webb et al., 2017 ), fostering innovation (Denoncourt, 2020 ), building sustainable communities (Griggs et al., 2013 ) and fostering partnerships (Hübscher et al., 2022 ) for sustainable development.

Intervention framework

SISCC initiated a collaborative effort merging STEM and social science disciplines, forming a partnership between the University of Texas at El Paso (UTEP) and Purdue University. This collaboration resulted in the establishment of the BECRW program, which recruited 20 refugee women. The design of this six weeks long educational and entrepreneurial initiative was tailored to address the specific gender needs identified by these women, shaping every aspect accordingly. The primary aim of the program was to support the personal and professional advancement of refugee women, with a particular focus on entrepreneurship. By emphasizing research, innovation, sustainability, and entrepreneurship, the program sought to enhance the economic capacity of participants, contribute to sustainable development, and improve overall well-being. Recognizing the importance of long-term solutions and economic self-sufficiency, the program aimed to provide opportunities for participants to rebuild their lives, gain independence, and actively contribute to their local communities through entrepreneurship.

The BECRW program was structured around a comprehensive four-phase framework as shown in Fig. 2 . The first phase centered on recruitment and enrollment. It is important to note that refugee women often fall within the category of “difficult to access” or “hard to reach” populations due to various challenges such as socio-cultural barriers, trauma-related mental health issues, legal obstacles, and stigma (Read and Fenge, 2019 ). In recruiting participants for our study, we utilized a combination of convenience sampling and snowball sampling techniques to engage with diverse groups of refugee women in El Paso, Texas, and Phoenix, Arizona. Convenience sampling allowed us to leverage existing connections with centers supporting refugees and women in both regions, facilitating easy access to potential participants (Spring et al., 2003 ). Our team member, who had established connections with these centers, distributed flyers featuring her contact information to stakeholders and community members frequenting these facilities. This approach ensured that interested refugee women could easily reach out to inquire about the project and determine if they met the inclusion criteria. Additionally, our team member’s affiliation with the Valleywise Refugee Women’s Clinic Footnote 9 in Phoenix provided an avenue for recruitment, offering a trusted environment where refugee women could learn about the study and express their interest in participation. Interested individuals reached out to our team member, and utilizing a snowballing technique, referrals from initial participants expanded our pool of potential candidates. Through informal interactions and focus groups held at these centers, we engaged with refugee women who met the inclusion criteria: being 18 years old and older, having entered the U.S. as an asylum seeker or refugee, speaking basic English, and demonstrating interest in entrepreneurship and sustainability.

Intervention Framework and Mixed Methods Design.

The second phase of the BECRW program encompassed the completion of the six-week summer institute, during which participants were immersed in a carefully crafted curriculum integrating theory-driven and research-based approaches. The curriculum ensured inclusion of content related to the diverse educational backgrounds, skills, and aspirations of refugee women. This included addressing specific challenges such as language barriers, cultural differences, and family responsibilities, while also integrating subjects that built capacity in areas like professional skills training, financial literacy, and environmental sustainability. Modules addressing gender bias, the impact of migration on women, and issues of gender-based violence, discrimination, and harassment were also incorporated. Synchronous and asynchronous online courses were provided, allowing participants to join live sessions or watch recorded courses at their convenience. The program recognized that refugee women often faced dual challenges: significant family caregiving responsibilities affecting their access to education and hindering their professional aspirations (Cole et al., 2013 ; Crawford et al., 2023 ; Sansonetti, 2016 ; Wight et al., 2021 ). The study revealed that many participants juggled childcare and family care daily, limiting their time for personal development. To address this, the BECRW program offered flexible schedules, supportive services, and a learner community chat group. This tailored approach enhanced accessibility and relevance, boosting participation and success rates among refugee women, enabling them in fulfilling the multiple roles they play.

As part of this intervention, all 20 female participants were mandated to attend or watch specialized lectures on entrepreneurship and small businesses as well as to submit assignments and presentations. These activities aimed to equip them with the knowledge and skills necessary to develop their entrepreneurial ventures. The program offered a flexible learning format to accommodate the diverse responsibilities and constraints faced by refugee women, such as childcare or household duties. Furthermore, the program also created a safe and inclusive learning environment, considering potential trauma and psychological challenges experienced by participants. This involved trauma-informed teaching practices, flexible attendance policies, trigger warning policies, and peer support groups. Each participant was paired with a graduate mentor to provide support throughout the duration of the program, ensuring adaptability and responsiveness to their requirements. Additionally, the program focused on capacity- building for participants by facilitating networking opportunities, peer support groups, and access to resources such as laptops and financial support. Involvement of the local community and potential employers further enhanced inclusivity, breaking down stereotypes and creating tailored business opportunities for refugee women. Encouraging a sustainable approach, participants were prompted to explore entrepreneurial ideas with an eco-friendly focus, fostering a culture of environmentally responsible business practices.

In the third phase, the BECRW program implemented a robust evaluation and post-program follow-up process. This involved a pre-and post-test study design with the 20 participants taking a survey before and after their participation in the program. This survey aimed to measure the impact of the program on participants’ emotional, social, and psychological well-being as well as life satisfaction. Furthermore, a qualitative evaluation was conducted three months after the program’s conclusion, allowing participants to reflect on how their engagement in the SISCC and BECRW had influenced their lives, personally and professionally. The final phase of the program involved post-program evaluation, data analysis, and the generation of a comprehensive final report. By collating and analyzing the data collected, program’s effectiveness and impact were assessed, providing valuable insights for project improvement and future dissemination. In this context, the effectiveness metric, referred to how well the BECRW program achieved its intended outcomes in real-world settings among refugee women participants. It assessed the program’s ability to improve participants’ personal and professional development, well-being, and social inclusion within their actual experiences and environments. This evaluation was conducted with a feasible degree of control, aimed at minimizing the influence of external factors on the results. Furthermore, the anonymous feedback provided by the participants served as a key resource for understanding their perspectives and experiences, further refining the program’s design and delivery.

Study population

The BECRW program engaged a group of 20 refugee women, recruited from the cities of El Paso, Texas, and Phoenix, Arizona in the U.S. While the demographic characteristics of these participants were diverse, they were representative of the population in the southwestern U.S. Nonetheless, these characteristics may not fully encompass the diversity of refugee women globally, as different regions may present distinct challenges and resources for refugee integration. For instance, Texas, as one of the largest refugee resettlement centers in the United States, has welcomed over 44,000 refugees in the last ten years, whereas Arizona has welcomed over 20,000 refugees in the same period. American Immigration Council Footnote 10 indicates varying levels of consumer power among refugees, with Texas boasting a consumer power of $5.4 billion compared to Arizona’s $1.0 billion. Among the 20 participants in the BECRW program, half entered the US as asylum seekers, while the remaining half arrived as refugees. Throughout the program duration, all participants maintained permanent residency status in the U.S. It is essential to underscore that both refugees and asylum seekers encounter profound challenges in their host countries, stemming from their escape from war, violence, or persecution in their home countries. While refugees benefit from recognized status and certain rights, asylum seekers grapple with the uncertainty surrounding their legal standing, which can impede their access to vital services and protection (Davaki, 2021 ; Fonteneau, 1992 ). The challenges faced by refugees and asylum seekers have a lasting impact, persisting even after resettlement. Adjusting to a new country, navigating cultural differences, and rebuilding one’s life after displacement are complex processes requiring time and support. Barriers such as language, discrimination, and trauma persist even after obtaining permanent residency or being employed (O’Donnell et al., 2020 ). During the pre-program informal meetings with the participants, all of them expressed the lack of their ability to integrate into the host society irrespective of their employment status. In the BECRW program, the participants represent a diverse refugee women population with different migratory journeys, backgrounds, country of origin, education, age, employment, and marital status and number of years in the U.S. as shown in Table 1 . It is important to note that one participant discontinued their participation midway, and the demographics discussed above pertain to the remaining 19 participants.

Grand research question

Can a gender-focused educational intervention, exemplified by the BECRW program, effectively enhance the subjective well-being and empowerment of female refugees, particularly in the context of fostering sustainable practices, integration into host societies, and long-term contributions to climate change adaptation and resilience? This study expands upon several key points, including:

Developing targeted interventions to foster advancement among refugee women.

Investigating the potential of refugee women as agents of change and resilience within their host communities, while identifying effective strategies and approaches to enable their meaningful contributions to sustainable practices and solutions.

Analyzing the intersectionality of gender and immigration status and its implications for climate change adaptation among refugee women.

Investigating the synergistic relationship between STEM and social science disciplines in building the capacity of refugee women to engage in climate change adaptation efforts.

Providing recommendations for policymakers, educators, and stakeholders on inclusive and empowering interventions that address the specific needs and potential of refugee women in the context of climate change adaptation.

Inspired by the United Nations’ Sustainable Development Goals (Cf 2015 ) Footnote 11 , particularly Goal 5: Gender Equality, Goal 8: Decent Work and Economic Growth, Goal 10: Reducing Inequalities and Goal 13: Climate Action, this study emphasizes the importance of empowering women and addressing climate change impacts through an intersectional lens. The intersectionality between gender and migratory status adds layers of complexity to the challenges faced by refugee women. This intersectionality influences their vulnerability and capacity to adapt to climate change. They often experience compounded discrimination and marginalization, which affects their ability to access resources and participate in adaptation strategies effectively (Davies and True, 2018 ; Liebig and Tronstad, 2018 ). Understanding these intersections is crucial for developing inclusive and effective adaptation programs.

The present study investigated the effectiveness of the BECRW educational program for refugee women’s empowerment through a sequential explanatory mixed methods design (Ivankova et al., 2006 ). Empowerment in this context refers to equipping participants with tools and resources to achieve economic independence, community integration, and control over their circumstances, given their limited access to formal employment and entrepreneurial opportunities. Drawing from Adams ( 2017 ), empowerment involves individual and collective efforts to maximize quality of life, build capacity for strength, confidence, and financial independence. It encompasses both self-empowerment and professional support to overcome isolation, powerlessness, and lack of influence while facilitating access to resources. In this study, the mixed methods design was embedded within the intervention program as shown in Fig. 2 . The design involved two phases: quantitative data collection and analysis followed by qualitative data collection and analysis. The rationale behind this design was to first establish a general understanding of the research problem through quantitative data, and then explain the quantitative results by exploring participants’ views through qualitative data. The quantitative phase utilized a pre-and post-program survey to gather numerical data on participants’ well-being, while the qualitative phase involved semi-structured interviews to gain in-depth insights into participants’ experiences. The survey scales and interview questions were purposefully selected and designed to align with the study’s conceptualization of how the educational program facilitated the empowerment of the refugee women participants. The sequential mixed methods design was chosen for its strengths in providing a more comprehensive understanding of the research question. By integrating quantitative and qualitative methods, the research team aimed to gain a deeper insight into the experiences, perspectives, and outcomes of the refugee women participating in the educational program (Fetters et al., 2013 ). This allowed for a nuanced and multifaceted evaluation of the research objectives, capturing the complexity of the participants’ experiences within the program. The subsequent sections will provide a detailed overview of the study’s quantitative and qualitative research designs.

Quantitative study design

The hypothesis of this study posits that the designed BERCW program is effective in improving the participants’ satisfaction with life, emotional, social, and psychological well-being and confidence, facilitating their integration into the host society. To investigate this hypothesis, surveys were employed as the primary mode of data collection. Surveys offer several advantages, including statistical analysis, scalability for a large number of participants, and the potential for anonymous responses that encourage openness and honesty (Braun et al., 2021 ; Mathers et al., 1998 ). A pre-, post-test study design was administered to the 19 participating refugee women. The surveys were collected through an online medium. The pre-program survey served as a baseline assessment. The survey consisted of closed-ended questions. Following the completion of the program, the same group of participants completed the post-program survey. The post-program survey mirrored the pre-program survey, enabling a direct comparison of participants’ responses before and after the program.

This study utilized validated scales to measure various aspects of participants’ well-being and life satisfaction. The Satisfaction with Life Scale (SWLS) was employed to assess participants’ overall life satisfaction. The SWLS consists of five items answered on a Likert-type scale ranging from 1 (strongly disagree) to 7 (strongly agree). Higher scores on the SWLS indicate greater life satisfaction. The SWLS has demonstrated adequate psychometric properties, including discriminant validity (Diener et al., 1985 ). The Mental Health Continuum Short Form (MHC-SF) was used to measure participants’ emotional, psychological, and social well-being. The MHC-SF comprises 14 items answered on a Likert-type scale ranging from 0 (never) to 5 (every day). The scale provides three scores: hedonic well-being, eudaimonic well-being, and social well-being. Higher scores on the MHC-SF indicate greater well-being. The MHC-SF has been validated for use in individuals aged 12 years and older, demonstrating satisfactory psychometric properties across diverse samples (Lamers et al., 2011 ).

The utilization of the SWL and the MHC-SF scales in this study was highly relevant to examine the hypothesis. The SWL scale directly measures the program’s impact on participants’ satisfaction with their lives, which is an essential indicator of the intervention’s effectiveness in enhancing their overall well-being and integration as defined earlier in “Institute Framework”. The MHC-SF scale complements the SWLS by capturing multiple dimensions of well-being, including emotional, psychological, and social well-being (Tiberius and Hall, 2010 ), which are closely associated with participants’ confidence and empowerment that facilitate their integration. Notably, these scales serve as valuable measures of empowerment, a crucial factor in determining the program’s effectiveness as discussed in “Method”. The psychological well-being dimension of the MHC-SF scale assesses aspects such as personal growth, purpose, and meaning in life, which are essential for empowerment and self-confidence. Additionally, the social well-being dimension captures participants’ social relationships and connections, which contribute to their empowerment by overcoming feelings of isolation and fostering access to resources. Together, the SWL and MHC-SF scales provide a comprehensive evaluation of the program’s effectiveness in improving participants’ satisfaction with life, emotional, social, and psychological well-being, confidence, empowerment, and facilitating their integration into the host society.

In this one-group pre-and post-test design, several limitations were encountered by the researchers. This study can be categorized as a pre-experimental design due to the absence of randomization in sampling, lack of a control group, and inability to control for potential confounding variables arising from small sample size, high variability in demographics, and challenges in recruiting from vulnerable populations such as refugee women (Agadjanian and Zotova, 2012 ; Steel et al., 2009 ). Pre-experimental designs, typically exploratory in nature, are employed when resources, time, or participant access are limited (Campbell and Riecken, 1968 ). While such studies offer preliminary insights into variable relationships and trends, they are less robust in establishing causal relationships compared to true experimental designs. Previous studies have accounted for demographic characteristics as control variables that have a confounding effect on the dependent and independent variables of the study (Cheung and Phillimore, 2017 ). In this study, variables such as age, employment status, education level, and, years in the US could potentially confound the relationship between the BERCW program intervention and outcomes like satisfaction with life and overall well-being. Therefore, for future true experimental designs, it is imperative to control for these variables to accurately assess the intervention’s effects. Additionally, incorporating random sampling and a control group is essential to enhance generalizability, allowing findings to be extended to broader populations or contexts beyond the study’s specific sample or setting.

As previously noted, the limitation of a small sample size and substantial variability in demographics underscores the need for future research to ensure adequate representation across demographic categories. According to established literature guidelines (Hertzog, 2008 ), having a minimum of 30 samples in each category is considered good practice to mitigate biased outcomes regarding intervention effectiveness. Based on calculations considering factors such as confidence level (95%), margin of error (5%), population size (approx. 6000 female refugee population in Texas and Arizona in 2023 Footnote 12 ), and standard deviation, it is recommended that future studies aim for a sample size of 350–400 participants to conduct a robust analysis. This larger sample size would better facilitate meaningful insights and statistical significance in evaluating intervention effectiveness. Given the exploratory nature of our study, an a priori power analysis was not conducted; instead, our focus was on identifying trends to inform subsequent qualitative investigation. Paired samples t-tests (De Winter, ( 2013 )) were conducted to explore differences between pre-and post-intervention SWLS and MHC- SF scores. Statistical significance was set at alpha 0.05. In “Results”, the descriptive data is presented as means and standard deviations for overall pre- and post-program comparison and as means across different demographic and background categories, for the continuous data. Descriptive data is presented as proportions for categorical data in “Study Population”. The data analysis was conducted using SPSS version 28.

Qualitative study design

The research question guiding the inquiry and exploration in the qualitative study design is: Is the BECRW intervention effective in improving the participant’s satisfaction with life, emotional, social, and psychological well-being and confidence, facilitating their integration into society? While the quantitative study provided valuable numerical data and statistical analysis, it did not capture the context, personal experiences, and subjective perspectives of the participants (Sandelowski, 2010 ). The aim for using both approaches was to complement each method’s limitations and provide a more comprehensive understanding of the research objective as discussed in “Grand Research Question”. The sample size used in qualitative research methods is often smaller compared to quantitative research methods and does not tend to rely on hypothesis testing but rather is more inductive and emergent in its process (Boddy, 2016 ). A sample size of 20–30 participants is the common average sample size required to reach saturation and redundancy in qualitative research that utilizes in-depth interviews. In this study, 19 refugee women were interviewed.

In qualitative research, the selection of an appropriate interview technique is crucial to effectively capture the data that aligns with the study’s objectives. Cohen and Manion ( 1994 ) identified four interview techniques: structured, semi-structured/unstructured, non-directive, and focused. For this study, the investigative team purposefully chose semi-structured, open-ended interviews as the data collection method. Semi-structured, open-ended interviews were selected due to their flexibility and ability to gather rich and detailed information from participants. This interview format provided participants with the freedom to express their thoughts, experiences, and emotions openly, allowing for a deeper exploration of their perspectives. The open-ended nature of the interviews enabled participants to provide in-depth and comprehensive responses, shedding light on their lives before and after their involvement in the BECRW program.

A demographic questionnaire and observation through field notes were utilized alongside the interviews. The data collection process prioritized the protection of participants’ privacy. The informed consent form emphasized the confidentiality of the data and outlined the measures taken to safeguard participants’ identities. Participants were assured that only the team would have access to the data. They were assigned a participant study identification number (PXX) to de-identify the data, that were securely stored on a password-protected computer and accessible only to approved researchers. The semi-structured, open-ended interviews were conducted both virtually and in person, lasting approximately 60 min. A Zoom audio recording and auto-mated transcription were generated. The demographic questionnaire aimed to gather basic information about participants such as name, place of origin, education, and marital status. The team employed the active or moderate participatory observer role as defined by Spradley ( 2016 ) to generate a context for the interview paying attention to the participant’s setting, clothes, and body language.

The interview questions in this study were thoughtfully developed, drawing insights from the observations and field notes collected throughout the program, and the preliminary quantitative outcomes. The aim was to design questions that would comprehensively explore multiple dimensions of the participants’ experiences. The questions sought to gain insights into their daily routines, highlighting any changes observed during and post the program. Participants were encouraged to share their experiences of interacting with STEM researchers and graduate students, providing a deeper understanding of the program’s impact on their engagement with the academic community. Questions delved into the resources available to the participants for project development which allowed the investigative team to gain insight into the practical support and opportunities provided by the program. Participants were also prompted to reflect on how the program had influenced them personally and how it had affected their immediate family. These questions aimed to uncover the transformative potential of the educational program on both an individual and familial level. The interview questions explored the participants’ sharing of their program experiences with others in their communities and their role as potential agents of change. Finally, the questions invited participants to reflect on the whole program, providing an opportunity to share their thoughts and emotions about their overall experience. This allowed the team to capture the immediate and lasting effects of the program, as well as the participants’ perspectives on future participation in similar initiatives. To ensure the quality and rigor of this qualitative descriptive research, several trustworthiness criteria were employed. Four criteria were utilized: credibility, transferability, dependability, and confirmability. Credibility was established through prolonged engagement with participants, persistent observation, and peer debriefing (Sandelowski, 2000 ), which involved a thorough review and discussion of the findings. Transferability was achieved through a detailed description of the research process, allowing readers to assess the applicability of the results to other settings. Dependability and confirmability were ensured through audibility (Khatib, 2013 ), maintaining a clear trail of decision-making and research progression. Strategies such as coordination between investigators, cross-checking codes, and external auditing were employed to enhance the quality and rigor of the research (Creswell and Zhang, 2009 ; Sandelowski, 1986 ).

The researchers acknowledge that their positionality influences the research process and outcomes. Their backgrounds and experiences shape their interactions with participants and data interpretation. Recognizing the power dynamics inherent in working with a vulnerable population of refugee women, they adopted a participatory approach to ensure that the women’s voices are central to the analysis. One team member, having lived as a refugee, provided valuable insights that helped bridge the gap between researchers and participants. Each team member engaged in self-reflection aligning with Van Manen ( 2016 )’s “reflective journaling” to set aside biases. This practice, supported by Creswell and Poth ( 2016 ) and Patton ( 2014 ), aimed to create a balanced and authentic representation of the participants’ experiences.

The data analysis process involved a recursive and iterative approach, closely tied to the data collection phase. The analysis process for this qualitative study involved a systematic approach to derive emerging themes from the transcribed verbatim data as shown in Fig. 3 . After the Zoom automated transcription, the research team carefully reviewed and compared the transcriptions with the audio files to ensure accuracy. The analysis followed an inductive and bottom-up approach, focusing on understanding the meaning held by the participants. The researchers engaged in multiple reexaminations of the data, seeking a deeper understanding and making interpretations of the larger meaning. Marginal comments were placed on the text during these readings, and color-coded categories were created on a spreadsheet to record potential themes that emerged from the data. Both interview and observational data were considered during this process. The researchers further examined and discussed the developing themes among themselves, seeking agreement and refining the speculative themes. Additional perspectives from the research team members were sought to reevaluate, modify, or eliminate themes. This iterative process of analysis allowed for a thorough exploration and interpretation of the data, resulting in the identification of meaningful and representative themes.

Model of Qualitative Data Analysis, Creswell and Creswell ( 2017 ).

Quantitative results

The quantitative results of the study indicate that there were slight improvements in the scores of participants’ subjective well-being measures after the implementation of the BECRW program as shown in Table 2 . Specifically, the scores on the SWLS increased from 5.15 to 5.17, although this change was not statistically significant ( t (18) = −0.11, p  = 0.91). Similarly, there were improvements in eudaimonic well-being, both in terms of social well-being and psychological well-being, but these changes did not reach statistical significance. Social well-being increased from 4.55 to 4.77 ( t (18) = −1.62, p  = 0.12), and psychological well-being increased from 4.92 to 5.19 ( t (18) = −1.79, p  = 0.08). On the other hand, there were no significant changes in hedonic (emotional) well-being, which remained relatively stable throughout the study period ( t (18) = 0.00, p  = 1.00). In the presented results, the standard deviation values for each characteristic were relatively high, indicating considerable variability in participants’ scores. This variability suggests that participants’ experiences and responses varied widely, which could be influenced by individual differences or external factors. It is important to note that while the observed changes were not statistically significant, they provide some indications of positive shifts in participants’ well-being following their participation in the BECRW program. Table 3 shows the effect size (Cohen’s d) and statistical power for the outcomes. It indicates small to medium effects across the scores, with notably low statistical power, highlighting the need for caution in interpreting the results due to potential under-powering of the study. Table 4 illustrates variations across different demographic and background variables. It highlights the influence of factors such as age, education, years in the USA, and employment status on participants’ subjective well-being. As explained earlier, with a larger sample size and by accounting for the control variables, the uncertainties can be reduced and significance of this study can be increased. These quantitative findings are complemented by qualitative results, that will be discussed in “Qualitative Results”.

Qualitative results

The qualitative analysis revealed that participants felt isolated and detached before the program, but after the program they experienced personal transformation, felt empowered by the supportive environment, and developed a sense of belonging within the community. These themes suggest that the BECRW program was effective in fostering societal integration by addressing challenges, enabling personal growth, and cultivating community connections. The analysis of the data centered on three primary areas at two distinct time points, namely, before and after the program. These areas served as the basis for identifying the four emerging themes that capture the participants’ experiences in this study as shown in Fig. 4 . The key domains for theme extraction were as follows:

personal /daily schedule & activities,

academic/professional development, and

state of being

Emerging Themes and Sub-themes.

The four emerging themes were categorized into two phases: pre-program and post-program. These themes are presented and examined as follows:

Pre-program emerging theme

Isolation and Detachment . The participants candidly shared their pre- program experiences, offering insights into their daily routines, social interactions, and life in the United States. These narratives collectively unveiled a prevailing theme of isolation and detachment, which stemmed from their refugee journeys, as detailed in Table 5 . Within this thematic exploration, participants eloquently recounted the hurdles they encountered while navigating unfamiliar terrain and striving to reconstruct their lives as refugees. They described the daily routines and solitude that consumed their lives, leaving little time for social interactions and meaningful connections. They expressed feelings of loneliness and the struggle to establish relationships in their new surroundings. The participants also faced uncertainty and ambiguity in pursuing their goals, lacking clarity and direction due to their circumstances. Overall, this theme highlights the profound impact of displacement and the challenges faced in building a sense of belonging in their new environment.

Post-program emerging themes

Personal Transformation . The second theme centers on personal transformation, underscored by the journey of growth and empowerment through the program as highlighted by the participants in Table 6 . They shared how the program equipped them with valuable business and sustainability knowledge and skills, resulting in a profound sense of pride, accomplishment, and boosted confidence. This newfound confidence fostered a growth mindset, motivating them to pursue entrepreneurial aspirations. Moreover, the program instilled a sense of purpose and motivation, propelling them to address sustainability challenges within their business ventures. Ultimately, this theme highlights the program’s transformative influence on the participants’ personal and entrepreneurial paths.

Empowering Ecosystem . The third theme revolves around the program’s empowering ecosystem, as revealed by the participants in Table 7 . They emphasized the invaluable support provided by the program, providing emotional and financial support, which created a safe and nurturing learning environment. The one-to-one mentorship and the sense of belonging to a supportive community were particularly highlighted. Furthermore, participants highlighted key milestones in their journey, such as participation in the conference and business pitch presentations, as pivotal sources of confidence and advancement. They praised the program’s non-traditional and personalized curriculum, which equipped them with practical knowledge and critical thinking skills, specifically tailored to address sustainability and climate change challenges. The transdisciplinary educational structure, merging STEM and social science disciplines, broadened their perspectives and aligned seamlessly with their career aspirations. In sum, this theme underscores the program’s role in providing a comprehensive and empowering ecosystem that significantly contributed to the participants’ growth and positive experiences.

Sense of Belonging . The final theme delves into participants’ profound sense of belonging, encompassing various dimensions as outlined in Table 8 . This study explores three critical facets of belonging: personal, professional, and within the broader host community. Participants described the meaningful connections and networks that flourished both within and beyond the program, enriching their experiences and facilitating personal growth. Moreover, they consistently expressed a deep commitment to social responsibility, a fervent desire to empower others, and a strong aspiration to make a positive impact in their communities. This sense of purpose and altruism further solidified their connection to the host community. The program’s supportive structure and nurturing learning environment played a pivotal role in creating a profound sense of safety, stability, and security among the participants. This theme serves as a poignant reminder of the paramount importance of fostering belonging and empowering individuals to chase their entrepreneurial dreams while actively contributing to the betterment of their communities.

The findings of this study illuminate the critical need for tailored and gender-specific interventions at the intersection of educational and entrepreneurial capacity building for refugees. Moreover, it emphasizes the importance of integrating an intersectional perspective in policies and programs for refugee women. By acknowledging the unique intersections of gender, migratory status, and climate vulnerability, interventions can be better tailored to address their specific needs and challenges. Thompson-Hall et al. ( 2016 ) highlight the importance of intersectional research in climate change adaptation, advocating for inclusive strategies that consider the diverse and overlapping vulnerabilities of different social groups. Similarly, Crenshaw ( 2013 ) underscores the need to empower those who are marginalized due to their intersecting identities, such as the refugee women population. To the best of our knowledge, there is a gap in the existing literature on the social integration and empowerment of refugee women into the host society through such targeted approaches. This study contributes to the refugee integration and refugee empowerment literature by developing and evaluating the effectiveness of a gender-specific, culturally sensitive, and community-focused program (BECRW). The non-traditional and transdisciplinary framework employed in this study focuses on the overall well-being, personal growth, and professional development of refugee women. It aligns with the broader key United Nations Sustainable Development Goals (UNSDGs), particularly those related to climate change, sustainability, and gender equality. By equipping these women, it empowers them to become valuable contributors to the host society and actively participate in building climate resilience within their communities.

In their systematic review article, Gower et al. ( 2022 ) emphasize the scarcity of intervention-focused studies in refugee integration, particularly those lacking a gender dimension. Among the 12 studies they reviewed, only three utilized a mixed methods approach, with three based in the U.S. Notably, five peer mentoring programs were tailored specifically to women, yet the majority of these studies involved fewer than 20 female refugee and migrant participants. They acknowledge difficulty in reaching the refugee community for participation in such initiatives. Only two programs combined group workshops with individual mentoring sessions, and nearly all interventions were conducted in person. In contrast, the BECRW program stands out as an educational, gender-focused intervention empowering refugee women with entrepreneurial skills. This program employs a mixed methods approach, capturing both numerical trends and qualitative insights. It targets refugee women in the U.S., recognizing and addressing their unique challenges such as limited employment opportunities and social isolation. One of the strengths of the BECRW program lies in its structure and curriculum, which combines theory-driven and research-based approaches. This program distinguishes itself through the synergy between STEM and social sciences disciplines. Notably, the BECRW program organized a conference where refugee women participants had the opportunity to showcase their work alongside scientific communities from various disciplines and levels, highlighting the program’s inclusivity and impact. The program was flexible and incorporated group activities, one-on-one mentoring, and hands-on experience. The entire BECRW program was conducted online, with support offered to those who wished to attend the conference in person.

Cheung and Phillimore ( 2017 ) conduct a pioneering quantitative analysis of integration outcomes among refugees in the United Kingdom (U.K.), focusing on broader integration and social outcomes. In contrast, this study specifically targets empowerment and well-being among refugee women by providing tailored instructional training and mentorship to address their specific needs and equip them with the skills and knowledge necessary for building entrepreneurial capacity. Street et al. ( 2022 ) explore the impact of refugee women entrepreneurs serving as mentors to others in the U.K., while Senthanar et al. ( 2021 ) investigate the motivations and challenges of entrepreneurship among Syrian refugee women in Canada, highlighting systemic barriers and gendered contexts that shape their entrepreneurial endeavors in industries like food/catering and tailoring. Similarly, Mangrio et al. ( 2019 ) and Spehar ( 2021 ) primarily discuss the challenges and barriers faced by refugee women without proposing solutions. In contrast, this study not only identifies these barriers but also contributes to the literature by proposing a solution through the development of the BECRW intervention. This intervention addresses both the technical and socio-cultural dimensions of entrepreneurship for refugee women by adopting a gender-focused, culturally embedded approach.

The mixed methods approach employed in this study was meticulously designed to address the unique needs and complexities of the study population, comprising the refugee women. Quantitatively, our findings indicate modest improvements across various dimensions of well-being and empowerment among participants following their participation with the BECRW program. However, it is crucial to acknowledge the inherent limitations in establishing a causal relationship between the intervention and these positive outcomes. While the pre-post intervention design offers insights into changes over time, the absence of a control group, lack of randomization, not accounting for confounding variables and the small sample size warrant caution in attributing observed improvements solely to the intervention’s impact. Furthermore, the demographic heterogeneity within the study group, coupled with limited sample sizes across categories, poses challenges in drawing definitive inferences about which subgroup benefited most from the intervention. The surveys being conducted in English could have contributed to the high variability in responses among participants with similar demographic and background categories, possibly due to language barrier. Although no clear trends emerge from the quantitative data, this component lays a foundational understanding of the study population and justifies the mixed methods approach adopted.

Complementing the quantitative findings, the qualitative insights lend credibility and depth to the study’s outcomes and establish the effectiveness of the intervention. Participants’ narratives vividly illustrate the transformative impact of the BECRW program on their lives. Themes of empowerment, increased self-confidence, and a sense of belonging emerge prominently, reflecting the intervention’s success in fostering holistic well-being and empowerment, facilitating social integration among refugee women. Developing a sense of belonging is pivotal for the mental health, social connectedness, and well-being of refugee women, who have experienced displacement and trauma (Baumeister and Leary, 1995 ; Goodenow, 1992 ; Hagerty et al., 1992 ; Levett-Jonesand and Lathlean, 2008 ; Walton and Cohen, 2011 ). As they strive to establish a new life in the United States, overcoming emotional, financial, social, and cultural barriers, fostering a sense of belonging is crucial for their integration, adaptation, and ability to contribute to the host society. It is important to note that measuring integration success remains challenging due to the lack of standardized indicators. While research varies, both subjective feelings of belonging and objective factors like employment and education are essential. This study combines these elements, following Ager and Strang’s model (Macuchova and Rauhut, 2023 ), for a comprehensive view of integration. The qualitative findings indicate that refugee women aged between 28 and 50 years, with high English proficiency, college education, at least 5 years of residency in the U.S., and either employed or self-employed, benefited the most from the BECRW intervention. Out of the 19 participants who completed the program, 9 individuals fitted this profile. However, it is important to note these findings cannot be generalized beyond this study. Crucially, the qualitative data provide nuanced insights into the unique challenges and aspirations of participants, shedding light on the contextual factors influencing their experiences. Through the convergence of quantitative and qualitative data, this study offers a comprehensive understanding of the intervention’s multifaceted effects on refugee women.

Despite the promising findings and positive impacts of the BECRW program, it is essential to acknowledge several limitations that should inform future iterations and interventions. Firstly, the pre-program leveling educational opportunity primarily focused on digital fluency, potentially overlooking other essential skills needed for entrepreneurship. Expanding the pre-program preparation to encompass a broader range of educational aspects, such as business planning, financial literacy, and market analysis, would provide a more comprehensive foundation for participants. Secondly, the small sample size of the study poses a significant limitation, hindering the generalizability of the findings and the ability to draw robust quantitative conclusions. A larger and more diverse sample would enhance the reliability and validity of the results. Thirdly, utilizing testing instruments in the native languages of the participants would have minimized potential language barriers and enhanced the accuracy and reliability of the collected data. Furthermore, the scheduling of the program did not fully accommodate participants’ diverse time zones and work/family schedules. Adjusting the program’s daily schedule to better align with participants’ local time would have facilitated their full engagement and participation. In terms of geographic scope, the recruitment of participants from specific cities in Texas and Arizona limited the generalizability of the findings. Expanding the program to include participants from a wider range of locations would provide insights into the unique challenges faced by refugee women across different regions. Additionally, the limited follow-up period of three months after the program’s conclusion restricted the assessment of the program’s long-term impact on the participants. Extending the follow-up period would offer a more comprehensive understanding of the sustained effects of the intervention. Lastly, economic factors, such as access to capital and market opportunities, pose constraints on the program’s focus on entrepreneurship and sustainable business ventures. Addressing these economic barriers and providing ongoing support for participants’ business ventures beyond the program’s duration would enhance the program’s long-term impact and sustainability.

The BECRW program holds substantial promise for adaptation to address challenges faced by populations encountering unemployment, limited access to education or resources, discrimination, and socio-cultural barriers. Just as BECRW adopts a gender-focused approach to provide customized training, and mentorship, tailored to the specific needs of refugee women, interventions aimed at other marginalized groups should similarly consider the distinct circumstances, backgrounds, and needs of the target demographic. Immigrants, ethnic minorities, underserved communities, and those affected by conflict or natural disasters could particularly benefit from adapted versions of the BECRW. By leveraging the framework and methodologies of BECRW, tailored interventions could equip these populations with the necessary skills, resources, and support to initiate entrepreneurial ventures, fostering sustainable recovery and empowerment. Through careful identification of common challenges and adaptation of interventions to suit unique contexts, similar programs can be developed and implemented to advance economic empowerment, social inclusion, and sustainable development on a broader scale. Further research and collaboration across sectors are essential to refine and scale up these interventions, ultimately contributing to positive outcomes for marginalized populations worldwide.

This study explores the multifaceted challenges faced by female refugees and investigates the effectiveness of targeted interventions in fostering their integration and well-being within host societies. With the global refugee crisis escalating, understanding the unique needs of refugee women is imperative. Despite their resilience, refugee women encounter numerous obstacles, including limited access to education, employment, and social inclusion. In response to this pressing issue, the BECRW program was developed, aiming to empower refugee women in the southwestern United States through a transdisciplinary framework integrating STEM and social sciences disciplines through an educational-entrepreneurial intervention. This study evaluates the impact of the BECRW program on participants’ personal and professional development, employing a mixed methods approach to assess its effectiveness in enhancing well-being and social inclusion. By addressing the gender-specific aspects of refugee empowerment and integration, this research contributes to advancing United Nations’ Sustainable Development Goals while providing valuable insights for policymakers, educators, and stakeholders seeking inclusive and empowering interventions for refugee women.

Data availability

The data supporting this study’s findings are not publicly available due to privacy concerns and the confidentiality agreements made with participants. These restrictions are in place to protect participant identities and ensure that their information remains secure. However, access to de-identified data will be considered on a case-by-case basis for researchers who meet the criteria for access to confidential data, and with the appropriate ethical approvals in place. Requests for data access should be directed to MK at [email protected] or TP at [email protected], who will evaluate the requests in accordance with ethical guidelines and institutional policies.

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Acknowledgements

Funding for both the program and research study was provided by the Office of Naval Research (ONR) and the National Aeronautics and Space Administration (NASA). Project ID: OR20220308/226351925A.

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Maissa Khatib, Rushabh Shah & Maricarmen Vizcaino

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MK, TP, and LC conceptualized the project. MK and TP collected quantitative and qualitative data. TP and MK conducted qualitative data analysis. TP, RS, and MV conducted quantitative data analysis. TP and MK wrote the original draft. TP and MK edited the manuscript. MK and LC supervised the project. MK and TP contributed equally. All named authors read and approved the manuscript.

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Khatib, M., Purwar, T., Shah, R. et al. Empowerment and integration of refugee women: a transdisciplinary approach. Humanit Soc Sci Commun 11 , 1277 (2024). https://doi.org/10.1057/s41599-024-03723-w

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DOI : https://doi.org/10.1057/s41599-024-03723-w

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