Women are globally underrepresented in science, technology, engineering, and mathematics (STEM) fields, with disparities intensified in areas facing socio-political instability. This qualitative study explores the intersectional challenges encountered by women pursuing PhD degrees in STEM in the conflict-affected region of Kashmir. Based on semi-structured interviews with 24 female PhD scholars from five regional higher education institutions, the study uses thematic analysis to show how institutional resource gaps, sociocultural norms, workplace microaggressions, political instability, and infrastructure deficiencies all hamper academic advancement. Participants reported barriers such as research interruptions caused by militarisation, severe weather conditions, and internet outages, as well as gender-specific pressures to prioritise caregiving and marital responsibilities over professional progression. The results underscore the widespread disregard for work-life balance, as researchers compromise their physical health and family relationships to fulfill academic obligations. The results emphasise the multifaceted challenges encountered by women in STEM academia in regions affected by political instability and point to the critical necessity for institutional and policy measures to promote fair access to doctoral education. To address these inequities, the study advocates for a multi-stakeholder approach, including gender-responsive policies, digital resilience strategies, and trauma-informed mentorship networks connecting women to global peers in other parts of the world. Community partnerships to challenge patriarchal norms and SDG-aligned initiatives for climate-resilient infrastructure are also critical. By bridging institutional reforms, technological adaptation, and cultural advocacy, this work charts pathways to transform systemic barriers into opportunities for equitable STEM participation in politically volatile regions.
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Nazeer et al. (Mon,) studied this question.
www.synapsesocial.com/papers/69a765ccbadf0bb9e87da7ce — DOI: https://doi.org/10.1007/s42330-026-00448-7
Nuzhat Nazeer
Ajit Kumar Bohet
Canadian Journal of Science Mathematics and Technology Education
University of Delhi
Jamia Millia Islamia
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