Impact of Benazir Income Support Program (BISP) on Voting Behavior of Women in District Sanghar

Authors

  • Ronaque Ali Behan Area Study Centre, Far East and Southeast Asia, University of Sindh, Jamshoro, Pakistan
  • Mukesh Kumar Khatwani Area Study Centre, Far East and Southeast Asia, University of Sindh, Jamshoro, Pakistan

DOI:

https://doi.org/10.52223/jess.2024.5316

Keywords:

BISP, Voting behaviour, Political empowerment

Abstract

This paper, based on the findings of the research project sponsored by Sindh Higher Education Commission, attempts to study the impact of BISP on the voting behaviour of women in district Sanghar, Pakistan. Sanghar is one of the largest districts of Rural Sindh in terms of population and area, which is comprised of 6 talukas. The population of district is more than 2 million and around half of the population of district is female. There are mainly two large political parties in district Sanghar which secure most of the seats of national as well as provincial assemblies. However, after the launching of Benazir Income Support Program (BISP) in 2008, the results of elections have turned in favour of one party. In last general elections 2018 Pakistan People’s Party Parliamentarians (PPPP) bagged 6 out of 9 seats as compared to 0 seats out of 9 in 2002. Thus, the study has selected the Sanghar district as model to assess the impact of BISP on voting behavior. Mixed method research approach was employed to collect data for this study. Total of 1079 face-to-face structured questionnaires were administered and 12 focus group discussion (FGDs) were conducted in six talukas of the district.  The results demonstrate major change in the voting behavior of voters in district Sanghar. The findings of the study suggest the significant impact of BISP on the voting behavior of women in Sanghar district.

Downloads

Published

2024-09-29

How to Cite

Behan, R. A., & Khatwani, M. K. (2024). Impact of Benazir Income Support Program (BISP) on Voting Behavior of Women in District Sanghar. Journal of Education and Social Studies, 5(3), 140–149. https://doi.org/10.52223/jess.2024.5316

Issue

Section

Research Articles