Gender based knowledge difference on social-environmental risk: a study on secondary school students of southwest coastal areas of Bangladesh - UTU Research Portal

A1 Refereed original research article in a scientific journal

Gender based knowledge difference on social-environmental risk: a study on secondary school students of southwest coastal areas of Bangladesh

Authors: Sony, M M Abdullah Al Mamun; Mahzebin, Musammat; Arif, Taimia Binte; Roy, Sukanto; Shuvo, Md Atekul Islam Nur; Rashid, Md Mamunur

Publisher: Elsevier BV

Publication year: 2025

Journal: Social sciences & humanities open

Article number: 101981

Volume: 12

eISSN: 2590-2911

DOI: https://doi.org/10.1016/j.ssaho.2025.101981

Publication's open availability at the time of reporting: Open Access

Publication channel's open availability : Open Access publication channel

Web address : https://www.sciencedirect.com/science/article/pii/S2590291125007090?via%3Dihub

Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/500447529

Self-archived copy's licence: CC BY

Self-archived copy's version: Publisher`s PDF

Abstract

This study examines gender-based differences in the understanding of social and environmental risks among secondary school students in the southwest coastal region of Bangladesh, a disaster-prone and socioeconomically vulnerable area. Drawing on survey data from 514 students across Khulna, Bagerhat, and Satkhira districts, the study employed independent sample t-tests and chi-square tests to assess differences in knowledge and information sources by gender. The analysis revealed that girls exhibited relatively higher awareness of social risks and mental health issues, while boys demonstrated slightly greater understanding of environmental risks and made more use of digital platforms. School-based learning was the primary source of information for both groups; however, boys more frequently cited online sources, while girls relied more on teachers and family members. The findings underscore how structural inequalities and sociocultural norms shape gendered access to knowledge. The study calls for educational and policy interventions that promote equitable information dissemination, strengthen inclusive risk communication, and address intersectional vulnerabilities in disaster-prone regions.

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