Unfinished and Insufficient: A Co/Autoethnographic Exploration of Gender Education through Societal 'Norms' and Post-Colonial Impact

• In Event: Post-Soviet Educational Pathways: Gender, Ideological Influence, and International Mobility

Abstract

This autoethnography examines the personal and societal complexities that fuel our unending pursuit of education as females from the South Caucasus region, specifically Azerbaijan, a country with a deeply conservative culture in regions. Growing up in an environment that doubted our abilities, dismissed the value of higher education for women, and constantly reinforced the message that we would fail, we internalized a drive to prove otherwise. Despite completing two master’s degrees and engaged in two Ph.D. programs, we continue to feel an overwhelming sense of insufficiency—a need for more education to validate our worth.
Guided by a post-colonial theoretical framework, we reflect on the interplay between gender, culture, post-colonialism, and societal expectations in shaping our identity and educational journey. Our narrative traverses childhood memories of discouragement in a region where women’s roles are often restricted, the challenges of post-colonial society norms, and the enduring feelings of inadequacy that persist despite academic achievements.
This work not only interrogates the internalized oppression stemming from patriarchal norms prevalent in conservative societies like Azerbaijan’s regions during the post-colonial period, but also connects our experiences to broader issues affecting women’s education and mental health. By sharing our story, we aim to foster dialogue about the societal pressures that shape women’s educational paths and advocate for creating environments where women can pursue education without carrying the weight of inadequacy. This narrative ultimately underscores the need to redefine self-worth beyond societal standards and reclaim a sense of fulfillment that transcends academic milestones.

Author

• Gunel Alasgarova, Ohio State U