📝 SummarXiv

Abstract

For nearly two decades after 2001, Afghanistan's higher education sector expanded rapidly, with Kabul University serving as a central site of women's academic participation. Drawing on administrative records of student populations from 2016-2019 (Islamic calendar 1395-1398), this study examines gender distributions across shifts, faculties, and departments, with particular attention to STEM versus non-STEM fields. At Kabul University, the morning shift refers to the main daytime cohort (including some midday classes), while the evening shift is a separate program with its own classes and students; the two cohorts are administratively and academically distinct. Results show steady growth in the overall female student population, but with marked disparities between morning and evening shifts. Women were concentrated in non-STEM and "socially acceptable" disciplines such as literature, law, and psychology, while within STEM they were relatively well represented in the life sciences but remained significantly underrepresented in technical fields such as engineering, computer science, and physics. Gender parity improved modestly across most faculties, yet the Gender Parity Index (GPI) rarely approached 1.0, and the STEM GPI consistently remained below 0.5. These findings highlight both progress and persistent structural inequalities, documenting a critical historical benchmark before the 2021 ban on women's university education.