Community Support and Higher Education Aspirations of Emirati Women: Navigating Academic and Career Pathways

This study investigates the key factors shaping Emirati women’s academic decisionmaking and professional preparation in the United Arab Emirates (UAE). Adopting a phenomenological design, the research captures participants’ lived experiences through a combination of online surveys and semi-structured interviews, enabling both breadth and depth of qualitative insight. Guided by Bourdieu’s (1986) theory of social and cultural capital, the study interprets how women mobilize familial, peer, and institutional support as forms of capital that influence their educational and career pathways. The thematic analysis revealed that parental encouragement, peer networks, and mentorship relationships constitute pivotal resources through which women negotiate gendered expectations and educational aspirations. By integrating phenomenological inquiry with Bourdieusian theory, this research demonstrates how individual experiences of learning are embedded in wider social structures and community networks. The findings contribute to ongoing debates on gender and higher education in the Gulf, offering actionable implications for educators, policymakers, and community stakeholders seeking to enhance women’s participation and leadership in knowledge-based sectors.