Pritam, Priyanka2022-04-202022-04-202021https://hdl.handle.net/20.500.14540/9946Dropping out of Girl’s from school is one of the common problems in Nepal. Some attention has been directed at understanding how patriarchal socio-cultural practices influence the girls’ attendance and why they don’t complete their education in secondary education. This study attempts to explore the girls’ experience and perception of factors influencing dropout of girls, including parents’, teachers’ views on it. This study identifies and discusses the factors leading the girls to discontinue their study and also focus on how patriarchal socio-cultural practices influence the girls’ participation and drop out of the secondary education system. Qualitative approach research method has been used and collected data from both primary and secondary sources. Theoretically, the study encompasses four lenses of theories namely self- identity, social stigma, intersectionality and anti-oppressive practice basically focusing to empowerment approach. The main findings of this study showed that the reasons for girls’ school dropout is a complex phenomenon and is a result of interaction of structural, cultural, religious, social and economic factors. In conclusion, almost all girls reported being interested in continuing school, but many factors combined to spell an end to their education and no girl returned after dropping out. Key words: girls’ secondary school attendance, affecting factors, gender inequality, intervention strategiesen-USGender inequalityAffecting factorsIntervention strategiesThesis