City Desk :
In Bangladesh, where traditional gender roles are deeply entrenched, transgender people face extraordinary challenges in achieving educational and economic success.
A study conducted by researchers from the Dhaka University highlights the critical barriers transgender people face as they strive for academic attainment, reports UNB.
The study, led by Sadikul Islam, Brihonnola, Muhammed Mahbubur Rahaman and Md Arifur Rahman from the Institute of Education and Research, focuses on the untold experiences of transgender students, bringing to light a story of perseverance, aspiration, and systemic failure.
The study, published in Teacher’s World: Journal of Education, focuses on eight adult transgender participants, most of whom identify as Hijra, a gender identity that has existed in South Asia for centuries.
Despite an unquenchable thirst for education, the study reveals that transgender individuals in Bangladesh face widespread discrimination within educational institutions.
Common challenges include being forced to falsify their sex identities, harassment from peers, and ignorance or indifference from teachers.
These barriers severely hinder their ability to integrate into academic settings, resulting in diminished educational aspirations.
The researchers utilised in-depth interviews and interpretive phenomenological analysis to assess the extent of the problem.
Economic hardship and poverty compound the difficulties faced by transgender individuals, forcing many to abandon their studies prematurely.
Although Bangladesh officially recognised transgender people as a third gender in 2014, and granted them the right to vote in a separate category in 2020, these legal recognitions have not translated into meaningful changes within educational institutions.
According to the study, societal stigmas remain deeply rooted, perpetuating a cycle of exclusion for the transgender community.
The study highlights the critical role of both families and educational institutions in either supporting or undermining transgender people’s aspirations.
The experiences shared by the participants indicate that the lack of acceptance from families can be just as damaging as the exclusion faced in schools.
Without family support, many transgender individuals struggle to overcome the societal barriers that prevent them from pursuing an education.
For the authors, creating an inclusive environment within both social and educational settings is essential for breaking the cycle of marginalisation.
They argue that educational reforms alone will not suffice; broader societal acceptance of transgender rights is necessary to ensure that transgender students can access safe, supportive learning environments.
The researchers call for greater understanding, empathy and policy changes to foster a system where transgender individuals can thrive without the constant threat of discrimination.
Another study, Employability of Transgender in Bangladesh: Problems and Prospects by Fariha Abedin and Md Atiqur Rahman Sarker, investigates the employment challenges faced by transgender individuals in Bangladesh.
The study discusses the limited employment opportunities available to transgender people, who remain largely excluded from formal job markets due to their lack of education and professional skills.
Despite the hardships, there are glimmers of hope. The government, along with organisations like the SME Foundation, the Bangladesh Small & Cottage Industries Corporation and the National Skill Development Council, have initiated programmes aimed at improving the skills and employability of transgender individuals.
These initiatives, which include financial and technical support for entrepreneurship, are helping to create pathways for transgender people to participate in the workforce.