User:Anju.shaji12/sandbox

TOPIC: Gender concerns related to access, enrollment, retention, participation and overall achievement, Gender discrimination at different levels of institution.
 INTRODUCTION 

Educating girls and boys producing similar outputs in terms of earrings and future opportunities. However, educating girls will create more impacts on social and economical gains which benefit to the entire community. The millions of girls in India and their socialization and development framed by the socio-cultural environment. Education has the potential to contribute to alternative socialization, between males and females in relation to skills, and qualification, and allowing women the use of knowledge to empower themselves.

Parents has preference for male children than female. wide gender disparities in enrolment still exist in ‘educationally backward’ states, several gaps continue to exist in research on gender and education in India. Gender inequalities intensify with poverty, caste inequalities and geographical location. Sexual harassment and violence also continue to be major constraining factors preventing parents from freely sending their girls to school. Female education has long been acknowledged to have strong correlations with other dimensions of human and social development. Female education has suffered as a result of this, though it is well-known that breaking the cycle of multiple deprivations can be significantly furthered through ensuring quality education for girls and boys

GENDER DISCRIMINATION IN INSTITUTIONS

Gender discrimination often starts before a child is born. Gender equality is not only a fundamental human right but also an economic challenge. Social institutions are the main factor of influencing the development of the nation. Gender-based discrimination in social institutions impedes economic growth beyond its effect on gender inequality in outcomes. Gender discrimination in social institutions is affecting not only women’s well-being but also societies well -being.

Gender discrimination interlock with other forms of social inequality caste religion and girls are from scheduled caste. Bihar, Uttar Pradesh, Rajasthan and Orissa, which are historically known for gender discrimination. Uttar Pradesh is widely known for gender inequality in educational attainment, and Muslim girls in this state tend to be educationally disadvantaged. The lack of schooling facilities near places of residence, the absence of female teachers and the lack of a gender-friendly environment within schools affects the education of girls. Socio-cultural factors also play a role in shaping cultural expectations of schools as institutions appropriate for the participation of girlsNational Policy on Education 1986 have put more emphasis on promotion of gender equity in education by reducing the gender gap in access, retention.

The prevalence of serious discrimination in the education of disabled children, and particularly girls, the participation of disabled girls in school is much lower than of disabled boys. Human resources and infrastructure of the institution are underdeveloped, disabled girls are often doubly disadvantaged in terms of educational access. Gender bias also in the curriculum framework of institutions. Some of the major reasons for girls’ non-attendance and drop out include gender discrimination by parents and society in general; the undervaluing of girls’ education; the burden of household chores and sibling care; poverty; and the practice of child marriage.

ENROLLMENT AND PARTICIPATION: The largest factor behind the gender gap in wages is gender difference in occupational choice, with more male are pursuing financially good careers such as science and technology. In recent years we have witnessed a large increase in the enrollment of women in undergraduate engineering education in India. This article argues that there is always we can see a masculine image of science and technology. Although there is no radical shift in traditional ideology of people, the trend of growing number of women engineers are increasing. The mechanical and electrical branches are hardly weighted against women. We can see a substantial increase in women education in commerce and law

At the same time the parents who are interested to give better education to their daughters such as engineering degree because of the competition of marriage market, which means when higher education increases the value of the bride in the marriage market increases. Some parents are thinking no return on investments in daughter’s education after her marriage. Marriage and career for women are interrelated.

In addition, there is considerable evidence that gendered social experience is a major factor in discouraging female participation and learning. Some of the communities has undervaluation of female labour, the gender division of labour continues to reward women less in the workplace. Lower female education and work participation reflecting the ideological bias against considering women as winner of household sphere. In schools the lack of female teachers, concerns about safety, and social norms that promote early marriage for girls are powerful factors.

In many states there has been a significant improvement in girls’ enrolments for example Kerala TamilNadu and Himachal Pradesh. In the majority of states girls have lower enrolment rates than boys (Bihar, Uttar Pradesh, Rajasthan and Orissa). There is a significant gap between enrolment and attendance rates of children in school. Despite such impressive gains in the participation of children in schooling, a large number of girls still face difficulties in entering school and continuing their studies. REFERENCE

1.	Lailtha Bhagavatheeswaran, “The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, south India: A qualitative study, International journal of educational development(2016),49 260-270

2.	Narmata Gupta, “ Women undergraduates in Engineering education in India: A study of growimg participation, gender technology and development, 16(2),153-176

3.	Shalija Palik Dalit women educationin modern India: Double discrimination, Roultedge and talyor,2014