Gender Inequality and Feminist Theory

In many educational institutions across the globe, gender inequality is an underlying issue. Girls have been discriminated against in terms of various aspects as compared to their male counterparts. The primary aspect, in terms of gender inequality, which has been experienced as a recurring issue, is in participation. The students are required to participate in number of areas in educational institutions according to the prescribed curriculum. It has been observed especially in India that girls were provided with less participation opportunities as compared to their male counterparts and hence, it led to prevalence of gender inequality. In rural communities, this problem has been more severe as compared to urban communities. 

Gender inequality in education is regarded as the major impediment within the course of overall progression of the system of education. Therefore, it is vital to formulate measures and programs that are focused upon making provision of equal rights and opportunities to girls, not only within the course of acquisition of education, but also in the implementation of other job duties. The parents at home and teachers in school need to provide equal participation opportunities to girls. The main areas that have been taken into account are, factors causing gender inequality in education, factors influencing educational attainment, and programs promoting women’s education.(Researchgate, 2019)

Feminist theory aims to understand the mechanisms and roots of gender inequality in education, as well as their societal repercussions. Like many other institutions of society, educational systems are characterized by unequal treatment and opportunity for women. Almost two-thirds of the world’s 862 million illiterate people are women, and the illiteracy rate among women is expected to increase in many regions, especially in several African and Asian countries (UNESCO 2005; World Bank 2007).

Gender Inequality in education is a persistent problem within the Indian society, especially for the girls, belonging to economically weaker sections of the society. In rural communities, there has been prevalence of the viewpoint among individuals that girls are meant to carry out the household chores and school education is not meant for them. They eventually get married and in their marital homes, they would not have any opportunities to make use of their educational skills, but carry out the household responsibilities. However, these perspectives are changing and girls too are encouraged to get an education. (Researchgate, 2019)

My college life offered many unforgettable experiences. My closest friend was the college topper. She had great aspirations and dreams. The moment she graduated, she was married off to a businessperson. When I raised my objections in her favor, she calmly indicated that she was very much grateful to her parents for allowing her to at least graduate. Her situation was in fact far superior to her cousins who were married off the moment they turned 18 and some before that. Today, the same girl is a woman, whose major role is to cook three meals a day, take care of her large family and follow traditions. She hardly has time for her own parents and friends. When I enquired after her wellbeing, she replied, “All I do is make 50 rotis a day and cook dal. Cleaning, dusting and furniture arrangement is where I experience some creativity, I am exhausted”.

My philosophy of Integral education is formed with the subtle purpose of uplifting the humanity by holistic education and considers “Gender inequality” as a detrimental issue. Being from India, where most social evils are directed towards women, I find “Feminist Theory” aligning with my philosophy of education. If women are constantly deprived of education, how can education become Holistic?

Another friend whose family was impoverished had to give up her education in order for her brothers to receive it in her stead. She was a better student but none of the brothers showed sympathy towards her condition not objected.

My own mother was a victim of this gender bias. She and her sister were far more qualified to study in English medium but my grandfather decided to place only his sons in such a school due to the fees being higher. His decision was an influence of the social conditioning where girls have to be married as soon as possible. My father was a liberal man and offered assistance and support at length to her education and helped her to graduate. My mother opted for English as the medium of instruction in college but the damage had been done by the lack of English language in school life. It was a struggle for her to have to suddenly migrate from mother tongue to an English medium of instruction. My mother and her sister have shown exceptional progress in their education than her brothers and trained themselves vigorously, and graduated. If my grandfather would have recognized this potential, their progress could have been phenomenal but he only dismissed them as girls who are fit to be married off and raise a family.

There are many other parts of a school life where the whole curriculum is ignorantly designed to perpetuate Gender bias. For instance, the school curriculum might have a field trip in peak summer. The boys would happily wear shorts but the girls will be heavily clothed as per Indian norms of school uniform. Many girls would consciously miss the field trip.

UNESCO’s educational aims are to:

·         Support the achievement of Education for All (EFA);

·         Provide global and regional leadership in education;

·         Strengthen education systems worldwide from early childhood to the adult years; and

·         Respond to contemporary global challenges through education.( UNESCO education strategy 2014-2021)

As an advocate of Holistic education, I find myself observing the disparity between the reality of education in India and the global purpose of education. Progress and development is happening no doubt but it is at a snail’s pace not equal to the transitioning times. We need 21^st century skills and reforms to fight the social evils that have seeped in our classrooms and corridors. As teachers, educators, counselors and administrators, I implore you all to join hands, fight for all the women out there and contribute in your own way to end this gender bias. Let there be no more of degrading incidents, experience and loss of opportunity for us and for our sisters.