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 Dhaka University highlights the critical barriers transgender people face as they strive for academic attainment.
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 utilized 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 recognized 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 marginalization.
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 organizations like the SME Foundation, the Bangladesh Small & Cottage Industries Corporation, and the National Skill Development Council, have initiated programs 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.
While these initiatives offer some hope, the overall picture remains grim. The majority of transgender individuals in Bangladesh remain uneducated, unemployed, and marginalized.
The researchers point out that even those transgender individuals who manage to secure jobs are often relegated to blue-collar positions, with limited prospects for career advancement.
The underlying issue is that societal perceptions of transgender people have yet to shift significantly, and as a result, their contributions to the formal economy are undervalued.
The authors of both studies argue that more needs to be done to ensure transgender individuals can access education and employment on an equal footing with their cisgender peers.
For example, although some transgender people have begun working in sectors such as the beauty industry, hospitality, and ready-made garments, these are exceptions rather than the rule. The inclusion of transgender people in Bangladesh's economy and educational institutions is still in its infancy.
The participants in the employability study expressed a common plea: to be treated with respect, provided with opportunities, and allowed to live and work as full members of society.
As one respondent, referred to as P3, poignantly stated, "Please, give us the platform, give us hope and respect. Allow us to be enlightened. We are as normal as you, and we can definitely work and live a normal life."
The research underscores the importance of creating targeted policies that address the specific needs of the transgender community, from education to employment.
Although transgender people in Bangladesh were officially recognized as a third gender, the researchers emphasize that legal recognition alone is insufficient to change traditional societal attitudes.
They call for the government, policymakers, and civil society to take a more active role in promoting transgender rights and ensuring their social inclusion.
The studies highlight the long road ahead for Bangladesh in terms of creating an inclusive society where transgender individuals can fully participate in educational and economic life.
The existing initiatives, while encouraging, are still far from sufficient. For real change to take place, society must confront its biases and create opportunities for transgender people to contribute to the nation's development.
