Gendered Habitus Influencing Educational Mobility among Students in Stratified Social Contexts Globally

Abstract

This study explores how gendered habitus influences students’ educational mobility in stratified social contexts globally. Portrayal on qualitative analysis of purposively sampled peer-reviewed articles, ethnographies, and theoretical analyses, the study examines how internalized gender norms, expectations, and dispositions shape academic aspirations, engagement, and trajectories. Thematic analysis identified eight major themes: family socialization, peer influence, curriculum content and epistemic bias, teacher expectations and pedagogical practices, intersectionality of gender with socio-economic status and culture, institutional structures, student agency and resistance, and global comparisons of educational mobility. Findings reveal that gendered habitus, shaped by early socialization and reinforced through educational and cultural systems, mediates students’ participation in non-traditional subjects, access to leadership opportunities, and long-term academic outcomes. Intersectional factors exacerbate or mitigate these effects, whereas students’ agency enables negotiation of restrictive norms in varying contexts. Comparative perspectives highlight the persistent influence of internalized gendered dispositions even in progressive educational systems. The study underscores the need for policies and pedagogical interventions that address both structural and cultural barriers, promote inclusive curricula, and empower student agency. These insights contribute to understanding the mechanisms through which gendered