Empowering voices: the role of tertiary education in advancing gender equality through feminine writing in Bangladesh

Purpose This study investigates how tertiary education in Bangladesh can promote gender equality by integrating feminine writing into the academic environment. It examines feminine writing as a vehicle for empowering female students, encouraging critical thinking and challenging societal norms that perpetuate gender inequality. Design/methodology/approach This study follows a quantitative research methodology. A cross-sectional survey was conducted among 672 students from various educational institutions across Bangladesh. Based on a research framework driven by critical pedagogy theory, the data analysis employed descriptive and inferential statistics to explore relationships among variables. Findings The findings indicate that 76.8% of female students engage in personal narratives and 54.9% in feminist essays, showing a significant preference for feminine writing. Female students (70.1%) exhibit greater awareness of…