The Social Isolation of Afghan Girls
A Systematic Review and Bibliometric Analysis of the Effects of Denied Education on Social Integration
Bibliographic Data
| ID | 12912868 |
|---|---|
| Authors | Babar Nawaz Abbasi (0000-0002-2298-339X, Jiyang College of Zhejiang A&F University), Yan Zhang (0000-0001-8460-2671, Hangzhou Normal University), Shuhua Liu (0000-0002-0088-6177, Zhejiang International Studies University, corresponding author) |
| Year | 2025 |
| Volume | 19 |
| Issue | 11 |
| Publication date | 2025-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociology Compass (JOURNAL) |
| Journal identifiers | ISSN: 1751-9020 • E-ISSN: 1751-9020 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/soc4.70136 |
| OpenAlex | W7106573632 |
| Language | EN |
| References cited | 49 |
This study investigates the impact of denied education on the social integration of girls in Afghanistan by analyzing relevant literature from 2001 to 2025. The research focuses on the effects of education denial on social life, friendships, and future marriage prospects. A thorough literature review and bibliometric analysis were conducted using the Scopus and Web of Science databases to better understand the field. The findings reveal that the ban on girls' education has had severe negative consequences, including social exclusion, unemployment, poverty, violence, forced marriages, psychological distress, and illiteracy. This has been especially evident since the Taliban's return to power in August 2021, when education for girls beyond grade six was banned. Afghan men generally hold more conservative views on gender roles than women, with factors such as education, ethnicity, urbanization, and generational change influencing these attitudes. Although Afghanistan's civil code provides certain rights for women in marriage, these rights are often undermined by cultural and traditional practices, leaving women vulnerable to abuse and discrimination. Furthermore, the majority of research methods employed are systematic reviews and discourse analysis, with limited use of bibliometric studies, interviews, and surveys. Existing studies primarily focus on gender inequality in education and women's access to ICT. However, there is a significant gap in research on the effects of denied education for girls, particularly concerning social life, friendships, and future marriage prospects. Moreover, although research in this area remains limited and has progressed slowly, 2024 stands out as the most productive year, indicating an emerging field that requires further scholarly investigation. The authors Karimy et al. and Hoodfar lead in publications and citations, respectively. In terms of institutional contributions, Yazd University and Concordia University rank highest for publications and citations. The United States emerges as the leading country for both the volume of publications and citations, followed closely by Afghanistan. The journals Research in Comparative and International Education and Journal of Development Studies are the top performers in terms of article count and citations, respectively
Afghan · Denial · Higher education · Inequality · Power (physics · Scopus · Social inequality · Social integration · Islamic Studies and History · Legal, Health, Environmental and COVID-19 Challenges · Politics and Conflicts in Afghanistan, Pakistan, and Middle East
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| Highly cited | No |
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