The Value of Higher Education for Women Homemakers: Trade-Offs, Non-Market Returns, and Intergenerational Impact

Abstract

In recent decades, higher education has increasingly been promoted as a pathway to labor market participation and economic empowerment for women. However, a growing number of women who complete tertiary education opt for homemaking rather than formal employment. This phenomenon challenges dominant assumptions surrounding educational return on investment (ROI) and raises important questions about how educational outcomes should be conceptualized when professional careers are not pursued. This study aims to critically examine the non-economic outcomes of higher education for women who choose homemaking as their primary life path. Employing a qualitative research design based on the Systematic Literature Review (SLR) method, this study follows the PRISMA protocol to identify, screen, and synthesize relevant literature published between 2021 and 2025. Data were collected from the ScienceDirect database using a combination of Boolean keywords and thematic filters. From an initial yield of 885 articles, 31 peer-reviewed open-access publications were selected for analysis after applying rigorous inclusion criteria. Thematic analysis was conducted to extract recurring patterns and interpretive insights from the selected studies. The findings indicate that higher education contributes meaningfully to homemakers’ lives by enhancing parenting practices, domestic agency, civic engagement, psychological well-being, and intergenerational outcomes. These results suggest the need to move beyond labor-centric definitions of educational success and adopt a broader framework that acknowledges unpaid and informal contributions. In conclusion, higher education should be recognized as a long-term social investment, even when it does not culminate in workforce participation. Future research should explore contextual factors shaping women’s life choices and expand frameworks for evaluating educational impact.