A Study on the Need of Women Education for Socio-Economic Development of Rural Assam

Several scholars have linked birthrate decline to female education. Educated women, they reason, generally prefer smaller families, allowing them to pursue their own interests while investing more resources and time in each child. As it turns out, the map of female literacy in India does exhibit striking similarities with the map of fertility.

Introduction: From a very past time India has the issues related to women, but we live in a time where these issues like gender discrimination are sorted out. Till, 1980s women and girls were dying just because of their health issues and social issues or they were killed soon after they were born. Today, this situation is somehow in undercontrol because of the ‘medical technology’. They are now eliminated in the womb of the mother. Government has taken many actions towards the rate of female

In contrast to a boy, school is not a requirement but helping their mothers is more useful and important than getting educated. In general, the female literacy rate is higher than that of men, but in countries where there are more rural areas it is the opposite as is the case of some Central American countries. Many solutions can be implemented to help these families attend schools but the government opposes.

Gender inequality is displayed in many countries around the globe. In India, the society begins gendering as soon as a child is born. In most cases, the birth of a daughter is unwelcome but that of a son is celebrated. The boys are brought up bold and outgoing while the girls are expected to be at home and do chores. While the other discriminations like economic or social discriminations are present outside the home, but gender discrimination is present outside and inside households. In a familial setup, the father is the head of the family and decision maker. The mother generally performs the ‘home making’. Even if the woman is employed, she is expected to do the domestic chores, in addition to her job. Even though she earns, she does not have the freedom to plan her salary or decide anything.

Consequently, this mindset, which is heavily based on tradition, prevented little girls from exploring their talents and capabilities because their fathers, brothers and sometimes even mothers decide 12 years is old enough to be women, force them to quit school and possibly even marry them off. Additionally, this form of discrimination, which is not practiced only by men but women as well, denied women certain academic opportunities. Therefore, a large number of women in those communities are hurdled from reaching their full potential and partaking in the improvement and development of our society and country.

There has been much publicity about the lives of women in India and how they are regarded. I would like to explore this topic in order to clarify and organize the abundance of information that has been in the media and in publications. I will focus this this topic comparing two countries, India and the US. Both are democratic countries and both have some forms of inequality. I will start by giving background information about both of the country’s political and cultural systems when relevant and the inequalities. This will produce the answer to which of the two states has made more improvements in the area, my dependent variable. Then I will go on to the bulk of the research in explaining the causes of the improvements or lack thereof which will be which will be the independent variables.

People in India show a strong preference to not spend time raising girls. The sex birth ratio in India is one of the worst having 112 boys for every 100 girls born. Gill and Mitra-Kahn believe the reason for this lack of girls is due to

Gender bias is a huge barrier that prevent girls from gaining knowledge at schools. That is the reason why illiteracy rate of female is increasing. In some countries, especially, in Asia, prior generations usually consider that girls don’t have to access with high education because their main responsibility is being wives. The generations argues that female’s task is housework, so they don’t need to get educational certificates in order to apply for a job. Because of the gender bias, girls have no chance to get knowledge from school and become illiterate

Abubakar stresses why education is valuable beyond the focus of intellectual development and how education influences the well-being of a society. The author provides a general overview on the dilemma of illiteracy in developing countries and statistics conveying: adult literacy rates, children out-of-school information, and figures on literacy level improvements and literate populations.

Educating woman will create a world with ethical values and peace, a sustainable living environment for the future and younger generation, a growth in the economy of the nation and communities that tries till success

Imbalance of genders occur when one gender is outstanding in number to that of the other gender; for example, if there were many more males to females. Gender imbalance is calculated by the sex ratio, that is the ratio of males to females in a population (World Health Organisation, 2015). China and India are evidence of where gender imbalance has occurred. In both countries, there are specific customs and cultural stereotypes that are strictly adhered to. China perceive males to be more valuable than female due to religious beliefs, labour, and financial support; “The Chinese have traditionally preferred sons because of their potential to financially support their parents, carry on the family name, and lead ancestor worship” (Hsu, 2008). India’s ideology of male preference is based on the education of women; “women’s education is the single most significant factor in reducing son preference” (Rohini Pande, 2006). It’s clear that China and India have experienced gender imbalance due to cultural gender preferences. The American Medical Association argues that gender imbalance is “less likely to happen in the Western world” (American Medical Association, 2003

“Learning, Livelihoods, and Social Mobility: Valuing Girls’ Education in Central India” is an article written by Peggy Froerer.

Summary and Reaction In her 2001 film, Dorothy Fadiman highlights the plight of women in rural India and brings to light the extreme gender bias they face. We are told that women are regularly barred from education and given less food. Young girls are expected to work on family farms and for long hours that cause them to become educationally stunted. These long hours also contribute to significant pain in their later years.

The discrimination of a female in the developing Indian society begins at the determination of sex. Compared to their male counterparts, at the determination of the fetus, females are more susceptible to being aborted by the mother. According to T.V.Sekher and Neelambar Hatti: “recent studies of female infanticide, new biases in sex ratios at birth and infant and child mortality rates indicate that extreme forms of daughter discrimination resulting in death have persisted (Miller 1981: Coale and Bannister 1994)” (Sekher, Hatti). This discrimination is acted through many forms during early life. Discrimination can be represented by choice infanticide and/or sex-based abortion. Within developing India there is a low

It shows that increased female education at all the stages (i.e. primary, elementary, secondary and