An Empirical Analysis of the Socio-Economic Constraints and the success attained by Women through Education: A case study in Bengaluru

Dr. U.N. Neena Rani

Assistant Professor, Dept. of Arts and Humanities and Vocational Science, Sikkim Manipal University of Distance Education, Bengaluru

*Corresponding Author E-mail: rneenawin@gmail.com

ABSTRACT:

Low economic, social and educational factors hinder the education of women and those belonging to the lower strata of society. Literacy and educational attainment are powerful indicators of social and economic development among the backward groups especially in a country like India. Higher level of literacy and education lead to greater awareness and also contribute in the improvement of economic condition. It acts as a catalyst in social upliftment of women as well as the weaker section of the society.

The objective of this study is to examine the factors affecting women’s education and those belonging to the lower strata of society. Both qualitative and quantitative study was conducted. The survey method consisted of the use of structured and unstructured questionnaires. The study population comprises of women who are of 21 years and above and belonging to the lowest economic and deprived social status of society that is scheduled caste, scheduled tribe and other backward caste groups from various educational qualification as well as occupational groups.

The study adopted the stratified random sampling technique in which each of the target population chosen for this study was picked and observed. A total number of 400 respondents comprised in the study and the findings of this study revealed that all the major indicators in this study are not separate entities but all these are interrelated and affect women’s experience.

The present study further reveals that women who belong to families of low socio – economic background, low parental education and those families who assert a negative attitude towards women’s education, perform lower than their own peers who belong to higher socio – economic background. The reason been socio – economic deprivation have strengthened the bonds of their subordination and discrimination, restricting them from enjoyment of their economic and social rights.

KEYWORDS: Socio – economic deprivation, Statistical analysis, Primary data, Education, Perceptions.

1. INTRODUCTION:

Education is both a human right and an indispensable means of realizing other human rights. It has a vital role in empowering women and girls and can lift economically and socially marginalized adults and children out of poverty and provide them with the means to participate fully in their communities. For too long, those affected by humanitarian emergencies, especially girls and young women, have been deprived of education.

Empowerment of women in developing countries has been accorded a low priority. There are economic, social and educational causes that hinder the education of women-especially those belonging to the lower strata of society. Education helps women to examine their circumstances, understand their capabilities and take independent decisions. Hence efforts have been taken by Indian Government to make education available to all. However, there is wastage and stagnation occurred in the policies introduced, due to which a gap is witnessed. A number of articles of the Indian Constitution specially reiterated the commitment of the constitution towards the socio – economic development of women and upholding their political rights and participation in decision making.¹

Bangalore is the capital city of the southern Indian state Karnataka, presently known as Bengaluru. It is situated in the Deccan Plateau, with an average elevation of 920 m above sea level and so enjoys a pleasant climate. It is India's fifth largest city. It is also known as the “Garden city” due to lush green beautiful gardens, flowers and trees which flourish its each and every street. Bengaluru Urban district came into being in 1986, with the partition of the erstwhile Bangalore district into Bangalore Urban and Bangalore Rural districts. Bangalore Urban has four taluks — Bangalore North, Bangalore East, Bangalore South and Anekal. The city of Bangalore is situated in the Bangalore Urban district. The Bangalore Urban district has 17 hoblies (Cluster of adjoining villages administered together for tax and land tenure in Karnataka), 668 villages and 9 municipal corporations.

Out of the total Bangalore population for 2011 census, 90.94 percent lives in urban regions of district. In total 8,749,944 people lives in urban areas of which males are 4,558,405 and females are 4,191,539. Sex Ratio in urban region of Bangalore district is 920 as per 2011 census data. As per 2011 census, 9.06 % population of Bangalore districts lives in rural areas of villages. The total Bangalore district population living in rural areas is 871,607 of which males and females are 464,256 and 407,351 respectively. In rural areas of Bangalore district, sex ratio is 877 females per 1000 males.

Total literate persons in Bangalore in 2011 are 7609962 of which 608655 are literate in rural areas and 7001307 are literate in urban areas. Total literacy rate in Bangalore is 88.48 literacy rate in rural areas is 78.57 and urban is 89.47. Total number of male literates in 2011 is 4146709 out of which 352228 are from rural areas and 3794481 are from urban areas. The total literacy rate of women as per 2011 census is 3463253 out of which 256427 are literate women from rural areas and 3206826 are literate women from urban area.

Socio-economic indicators provide a background to understanding the development or progress of the country. This section on Socio-economic indicators provides data on education, gender, poverty, housing, amenities, employment and other economic indicators. These indicators will help in identifying the linkages between socioeconomic indicators and achievement of the goals of the nation. The effort is to understand how caste as a social indicator and income and occupation as an economic indicator has affected the deprivation of the socially marginalized category. Though it is evident, that over the years, women has made great strides in many areas with notable progress in reducing some gender gaps. Sprawling inequalities persist in their access to education, health care, physical and financial resources as well as opportunities in the political, economic, social and cultural spheres.

1.1 MEANING OF CONCEPTS

The term education is derived from the Latin word “educare” which literally means to “bring up”. Emile Durkheim defines education as “The Socialization of the younger generation”. He further states that it is “a continuous efforts to impose on the child ways of seeing, feeling and acting which he could not have arrived at spontaneously”.

Gender Discrimination - (David Jary and Jary July, Pg. 588) defines Gender – Discrimination as “The practice where by one sex is given preferential treatment over the others”.

The 55th quinquennial round conducted between (July 1999 to June 2000) by the consumer expenditure surveys from the National Sample Survey (NSS) categorized social groups as ST,SC,OBC and Muslims .The unprivileged section or the marginalised social group which is often treated as “The Backward classes‟ or “Deprived Classes” in general consists of three main divisions:

(a) The Scheduled Tribes (Girijans)

(b) The Scheduled Castes (Dalits or Harijans)

In simple words, the term “Backward Classes” or “Deprived Classes” can be defined as a social category which consists of all the socially, economically, educationally and politically backward groups, castes and tribes.

As quoted in the article “Education of the Deprived/ Marginalized Groups” by Dr. V.K. Maheshwari states “Socially marginalized people are largely deprived of social opportunities. They are those born into marginal groupings e.g., lower castes in India, or members of ethnic groups suffer discrimination”.

Socially deprived - The Index of Multiple Deprivation (IMD) was designed „to measure deprivation at the local level, to identify priority areas and target programmes… of government policy‟. The concept originates from the mid-1980s but a review of the IMD by the University of Oxford suggests that the aim of creating an index (or indices) to measure deprivation at the local level, to identify priority areas and target programmes, has been a consistent feature of government policy since at least the mid-1960s.

The IMD identifies seven main dimensions or facets of deprivation/social exclusion rather than relying on one proxy such as social class. The components of IMD are:

• Income;

• Employment;

• Health deprivation and disability;

• Education, skills and training deprivation;

• Barriers to housing and services, and

• Crime and living environment deprivation ²

Economic marginalization” means being unimportant to the economy. Some individuals or groups can be marginalized from the rest of the economy. The sources and amount of their income varies.³

1.2 STATEMENT OF THE PROBLEM

Education is an essential means of empowering women with the knowledge, skill and self–confidence necessary to fully participate in the development process. Women experience several intersecting inequalities. Social and economic barriers produce and strengthen these inequalities. Achievement of gender equality is still denied to women either due to the customary norms prevailing or the attitude of the people across all caste. Inadequate opportunities available to women hamper their ability to progress and change their economic status. Unrecognised economic contribution leads to the significant under–representation in decision–making at all levels.

There is a gap in the availability of empirical data in the studies conducted and to justify the lower social and economic status prevailing among the deprived Hindu community comprising of Scheduled castes, Scheduled tribes and Other Backward castes (as classified by the 55th quinquennial round conducted between July 1999 to June 2000 by the consumer expenditure surveys from the National Sample Survey - NSS). Hence the purpose of this study is to find out the social and economic disabilities faced by women belonging to the Scheduled castes, Scheduled tribes and Other Backward castes. The findings of this study can try to change the intensity of certain customary practices that obstruct women’s education as well as gender discrimination and empower them. It will help the policy makers to address certain issues faced by women belonging to socially and economically deprived community.

1.3 OBJECTIVES OF THE STUDY

1. To explore the influence of socioeconomic background on education among women with special reference to demographic and status characteristics such as age, marital status, caste, education, parental education, occupation and income.

2. To analyse the role of education in empowering women of the backward castes and classes and also to know if equal opportunities are provided to them or not.

3. To analyse how improvement in the educational status of women has in turn improved family relations and decision making process and able to attain social security.

4. To analyse how poor localities of residents and inequalities of social class affects the ability to perform.

1.4 THE PURPOSE OF THE STUDY

The aim of the study was not so much to determine the extent but to understand the nature of its major focus on socioeconomic background.

The major focus of education is on improving the socio-economic background. It is indeed difficult to point the social and educational status of women, but the insights emerging from the study point to the need for future research in the area.

From the above one can conclude that concerted efforts are required in particularly for the weaker sections. This would help to meet the challenges of universal access to quality education and betterment of our downtrodden still existing in our society. The true success of Bangalore lies not only in fuelling the dreams of visionaries but also fulfilling its responsibility to give hope to the underprivileged to also attain equality along with the privileged section of the society.

1.5 LIMITATION OF THE STUDY

Though as per 2005 census, the backward community in India consist of Scheduled caste, Scheduled tribes, backward classes and Muslim community, the present study has included only the overview of the socio – economic status of the Scheduled caste, Scheduled tribes and backward classes from Bangalore and the respondents between the age group of 21 – 55 years.

2. RESEARCH METHODOLOGY:

2.1 RESEARCH DESIGN

The study has adopted Descriptive analysis. Both Primary and secondary data was gathered for conducting this study. Primary source of data could include Observation, Interview schedule, Questionnaire. The survey method consisted of the use of structured and unstructured questionnaires. Secondary data are collected from books, Government records like gazetteers, census and National Social Survey, articles, newspapers and so on.

2.2 STUDY AREA

This study is concentrated on women population in Bangalore (Bengaluru) the capital of Karnataka. The responses to the questionnaire were collected through mailed and self – administered questionnaires. Around 550 questionnaires were distributed but received only 452. But out of this, 52 questionnaires had some questions unanswered hence had to be rejected. 256 respondents filled in all questions from urban areas and 144 respondents filled in all questions from rural areas in Bangalore. Data was collected from women respondents both rural and urban population belonging to the deprived groups such as scheduled caste, scheduled tribe and other backward caste.

2.3 PERIOD OF STUDY

The study refers to the brief explanation of the educational changes that has occurred among the target group of marginalised community after independence, it also highlights changes that have occurred from 2001 to 2011. The data collected for the study focuses on the socio – economic status of Scheduled Caste, Scheduled Tribe and Other Backward Community for the last 10 months.

2.4 STUDY POPULATION

The study population comprises of women who are of 21 years and above and belonging to the lowest economic and deprived social status of society that is scheduled caste, scheduled tribe and other backward caste groups from various educational qualification as well as occupational groups.

2.5 PARAMETERS USED IN THE STUDY

The present study is devoted to analyse the socio-economic conditions of the target group. The indicators used in the study are namely the demographic status of the selected area of study that is the over- all population as well as the gender – wise population, the social status is analysed by considering the educational status of the respondents, age though a biological trait and socially recognized as one of the important indicators of social status. The respondents are between the age group of 21 – 55 years, rural – urban status of the target population, the social status of the parents, caste status of the respondents belonging to marginalised community such as scheduled caste, scheduled tribe and backward community as well as the attitudes of the family members towards the respondents. The economic status of the target group concentrates on the occupational and income status of the parents as well as the respondents will also be considering the earlier economic status of the respondents that is poverty rate of marginalised community such as scheduled caste, scheduled tribe and backward community.

2.6 SAMPLING DESIGN

Sampling Techniques and Procedure

The study adopted the stratified random sampling technique in which each of the target population chosen for this study was picked and observed. In stratified sampling, the population is partitioned into non-overlapping groups called strata and a sample is selected by some design within each stratum.⁴

Stratified random sampling is used when the researcher wants to highlight a specific subgroup within the population. It is also used when the researcher wants to observe existing relationships between two or more subgroups. This technique has high statistical precision.

This study is concentrated on women population in Bangalore (Bengaluru) the capital of Karnataka.

The responses to the questionnaire were collected through mailed and self – administered questionnaires. Around 550 questionnaires were distributed but received only 452. But out of this, 52 questionnaires had some questions unanswered hence had to be rejected. 256 respondents filled in all questions from urban areas and 144 respondents filled in all questions from rural areas in Bangalore. Data was collected from women respondents both rural and urban population belonging to the deprived groups such as scheduled caste, scheduled tribe and other backward caste.

2.7 DATA COLLECTION TECHNIQUES

The following research data collection instruments were used for this study:

Questionnaire

The major instrument used for this study was the questionnaire which sought information about the socio-economic, demographic and gender discriminatory aspects of respondents. The questionnaire items used both closed-ended and open-ended formats to generate both qualitative and quantitative data as intended. It was administered as a face to face interview to some of the respondents. Apart from ensuring a high response rate, the possibility of misinterpretation was eliminated as their queries were clarified and sometimes when necessary were interpreted to them in their local dialect. However information from the oral interview is seen as useful in corroborating the data gathered from questionnaire. Before participating in the survey, respondents were informed about the nature and purpose of research. Maintaining anonymity of their identity was also promised. Data from questionnaires was compiled, sorted, edited, classified and coded into a coding sheet and analysed using a computerized data analysis package known as Statistical Package for Social Science.

Interview

Both structured and unstructured interviews were conducted to gather data on the subject under study. The structured interviews were obtained by modifying the data generated from the respondents. At the same time, through the use of unstructured interviews the respondents could explain what they really meant by their responses to generate a qualitative research for this study.

2.8 DATA PRESENTATION PROCEDURE

The information gathered during the collection of data are produced and presented through appropriate graphical and tabular means. Data analysis is designed to establish frequencies and correlation of findings. The analysis of the data was carried out using the statistical program. The data gathered were coded and arranged in the manner that the reader could easily understand and also the findings of the study are adequately stated.

The social and economic life was studied in order to acquire knowledge on how education has helped to empower the women community for research purpose. Primary data was collected using different techniques. A total of 66 questions based on the objectives and hypothesis was framed. The questions focused on social and economic life of the marginalised women, Educational status, problem of gender discrimination and demographic profile of the target population. Subjective as well as objective questions were framed in the questionnaire. Interview schedule method was also administered and the data’s were codified and tabulated. Numerical symbols were assigned to the responses in the interview schedule comprising a total of 66 variables. The major findings were described under 4 main headings as demographic profile of the respondents, educational background and achievements, social and economic life, and gender discrimination. These findings incorporate the gender inequality faced by the marginalised community and education empowerment achieved by them.

2.9 DATA ANALYSIS

The data can be collected from women belonging to the economically and socially deprived classes. Information could also be gained from educated women who come from economically as well as socially backward caste and classes and who are both employed as well as unemployed. Since, the main attention here is to analyse the importance of education in their life.

The area of study selected is respondents from Public and Private Sectors as well as other sectors in both rural and urban areas in Bangalore.

Reliability and Validity:

The content and construct of the questionnaire was checked by respective experts and the questionnaire construction is supported by related literature. Reliability test was conducted using SPSS 21 package and Cronbach’s alpha value was found to be .844 for the questionnaire on education as an agent of betterment, .947 for the questionnaire on problem of gender discrimination and .846 for the questionnaire on problem faced due to social and economic deprivation. Which is above the recommended reliability of 0.7 (Kaplan and Saccuz, 1993) ⁵

For rating responses five point Likert scale was used to analyse on their “agreement” and “occurrences” of the answers. Scale questions were used to collect opinion data from the respondents regarding their educational achievement, problem of gender discrimination and socio – economic deprivation.

ANALYSIS AND RESULTS

2.9.1 Demographic profile of the respondents

This section on the demographic profile of the respondents provides data about their age, caste status, educational qualification, marital status employment status, locality to which they belong to, family background like parents educational qualification, occupational status and number of siblings. All these factors though are seemingly independent variables but inter- dependent and in turn influence each other. Examining each of this will clearly help us relate to their family status and identifying the linkages between each variable.

Age: Age, though being included in the demographic profile of the respondents, is a biological trait that determines ones social status. It is a vital factor in determining an individual’s attitude and outlook during various stages in one’s life.

Table no 1 Age as a variable of the respondents

Age as an variable	Respondents	Percentage
21 - 30	220	55
31 - 40	140	35
41 - 50	32	08
51 and above	08	02
Total	400	100

Source: Primary Data

The table above shows that the study could collect response more from the age group of 21 – 30 years, that is 55%, the reason been they were more vibrant and able to reflect the positive effect of educational empowerment more because the current thought, influence, or activity there are efforts to provide equal opportunities and inclusion of all in the process of education as well as causes that hinder the education of children coming from lower strata of society. The group with younger age is able discover the pathways through which education leads to better social gains. The second highest response was collected from the age group belonging to 31 – 40 years that is 35% the reason been, evidence suggests that cultural inhibitions towards educating women was more as the stereotyped notion of receiving less social gains was strong among the respondents of this age group which became the widely accepted as the norm of the society and was not challenged. The third highest response was received from age group belonging to 41 – 50 years that is 8% relatively because they never felt that educational empowerment of women came in with the enormous responsibility put forward by the people around them also. For age group belonging to 50 and above years the response received was only 2% as it was an unsearched topic with this generation group if women empowerment through education was a necessity.

Caste:

Historically marginalized „social groups‟ such as the Scheduled castes (SC), Scheduled tribes (ST) and Other Backward caste comprise a quarter of India’s total population. The existence of caste system is a peculiar feature of Indian Society and in fact become a way of life among Hindu community in India. These communities have historically suffered from social stigma due to untouchability and thus been socially excluded, though physically they have always been a part of mainstream society. The 55th quinquennial round conducted between (July 1999 to June 2000) by the consumer expenditure surveys includes Scheduled castes (SC), Scheduled tribes (ST) and Other Backward caste as its marginalized groups.

As per, data obtained from 2011 primary census abstract data highlights released on 23rd May 2013 by T.K. Anil Kumar, director of census operations, Karnataka 2011 census report, the total number of Scheduled Caste population in Bangalore urban is 1305184. The total number of Scheduled Caste population in Bangalore rural is 2259455. The total number of Scheduled Tribe population in Bangalore urban is 84130 and the total number of Scheduled Tribe population in Bangalore rural is 226896. ⁶

Women, particularly those from marginalized sections, have been denied the right to education for quite a long time.

The response received from various caste groups clearly depicts that the social and geographical exclusion faced by them historically has been the reason why they suffer such social and economic deprivation.

Table 2 Caste as a variable of the respondents

SL.NO	Caste as a variable	Respondents	Percentage
1	Schedule Caste	200	50
2	Schedule Tribe	80	20
3	Other Backward Caste	120	30
	Total	400	100

Source: Primary Data

The above table indicates that the response received is mostly from the Other Backward Caste (OBC) that is 30%, the next highest category of respondents belong to Scheduled caste category with 50% and the respondents of Scheduled tribe category with 20%. The study shows that women from deprived caste had faced negative attitude towards them attaining educational empowerment by people responsible to encourage them. They also have higher risk of low performance than their own peers who belong to higher caste groups, due to lack of private tutoring, inability of parents to provide better educational facilities as well discrimination which they have inherited from birth. Restructuring educational systems towards the goal of promoting equity is necessary. It is essential to redress these failures and added to this illiteracy becomes yet another aspect for their disempowerment.

Education – An agent of betterment –

The United Nations Development Programme has set so-called Millennium Development Goals (MDG) in order to “monitor” the implementation of the goal for human development. Their Target 3. A of their Goal 3 being to eliminate gender disparity in primary education preferably by 2005, and in all levels of education no later than 2015. Some of their targets been:

· In many countries, gender inequality persists and women continue to face discrimination in access to education, work and economic assets, and participation in government.

· Poverty is a major barrier to secondary education, especially among older girls.

· Women are largely relegated to more vulnerable forms of employment. ⁷

But in order to create an environment conducive for women empowerment, a well build system of education should be developed so that the values inculcated through this would respect women, their roles in society, assign them with better responsibility, help to access information, to express themselves better, to participate in decision – making process, to communicate within a larger circle and simultaneously recognize their contribution to society.

These indicators in the above table used to measure the impact of education on empowerment of women from the socially and economically deprive community highlights the following results:

Education is needed to compete and thrive in today’s global economic marketplace which help us to acquire ample opportunities. The survey states that 57% “agree” and 43% “strongly agree” that education has enabled them to acquire ample opportunities to utilize their abilities. The mean derived for this indicator is 4.43 and standard deviation is .496.

Improvement in girls education, improves their social status. When exposed to quality education, they acquire information and skills. By reducing their social isolation and getting exposure to the world around them can enhance their aspirations, autonomy and contribute to their self – development. To this indicator 56.5% of the respondents “agree” and 43.5% “strongly agree” that education provided them a better social status. The mean derived for this indicator is 4.44 and standard deviation is .496

The future of a nation is safe in the hands of the educated. Education is important for the social development and economic growth of a nation. To this indicator 56.5% of the respondents “agree” and 43.5% "strongly agree‟ that education has helped them to play an important role in contributing to the progress and prosperity of the society. The mean derived for this indicator is 4.44 and standard deviation is .496.

Female employment will contribute to social protection. Reducing inequality and gender discrimination is an economic necessity as every country strives for it. Greater the economic empowerment of women, greater the gender equality. Quality education can go a long way to achieve greater mobility as well as career growth. We are weighed in the market on the basis of our educational skills and on how well we can apply them. To this indicator 57% of the respondents “agree” and 43% “strongly agree” that English education is necessary to acquire better employment opportunity. The mean derived for this indicator is 4.43 and standard deviation is .496.

Better technological skills will help women especially those belonging to socially and economically deprived community to sharpen their skills further in order to enrich their future prospects. To this indicator 56.5% of the respondents “agree” and 43.5% of the respondents “strongly agree” that emergence of IT plays an important role in women’s higher education. The mean derived for this indicator is 4.44 and standard deviation is .496.

The socially and economically deprived community are often denied a decent standard of living. Variance in socioeconomic status, including disparities in the distribution of wealth, income, and access to resources, affects everyone. However, women are from the lower strata of society and those living in poverty are the more affected. They are often denied equal access to quality education due to their low financial status and in recognising their rights as individuals from a distinct minority community. To this indicator 57% of the respondents “agree” and 43% of the respondents “strongly agree” that education has helped them to acquire better standard of living. The mean derived for this indicator is 4.43 and standard deviation is .496.

Education helps women take advantage of their opportunities that could benefit them and their families. Charles Duncan McIver (1860-1906), the founder and first president of the University of North Carolina at Greensboro, is often credited for saying, “When you educate a man, you educate an individual; when you educate a woman, you educate a family”.⁸

Educated women helps in rendering education to their family members also. To this indicator 67.3% of the respondents “agree”, 30.8% “strongly agree”, 1.5% are neutral about their opinion and 0.5% disagree to the fact that education has helped in educating family members. The mean derived for this indicator is 4.28 and standard deviation is .513.

Social factors influence attitudes and behaviours of the individuals. Positive attitudes are required in order to motivate an individual. These attitudes arise out of core values and beliefs an individual is accustomed to. Education to a great extent can help people to reform their attitude and change in attitude can also change values and beliefs and vice versa. To this indicator 68% of the respondents “agree”, 30.3% “strongly agree”, 1.3% are neutral about their opinion, 0.3% “disagree” and 0.3% “strongly disagree”, to the fact that education has helped in changing their values and attitudes. The mean derived for this indicator is 4.28 and standard deviation is .521.

English language comes to our aid in our communication throughout the world. It has become the link language in today’s world. It helps us to express our opinions. To this indicator 49.3% of the respondents “agree”, 48.8% “strongly agree”, 1.5% are neutral about their opinion, 0.5% “disagree” that English education has become a necessity in today’s life. The mean derived for this indicator is 4.46 and standard deviation is .556.

Self- confidence is an important component to equip individuals to accomplish challenging tasks. It plays an important role in achieving the goals set, to cope with mistakes, disappointment as well as failures. To this indicator 61.3% of the respondents “agree”, 36.8% “strongly agree”, 1.5% are neutral about their opinion, 0.5% “disagree” to the fact that self – confidence has improved by them acquiring better education. The mean derived for this indicator is 4.34 and standard deviation is .535.

The summary of the response received through “yes/no” questions were as follows:

The mobility gained through education helps in moving independently to greater distances, as well as leads to better socio-economic mobility to enter new spheres of work and new roles in public spheres. To this indicator of the survey, it was a 100% “yes” response to the fact that education has helped to bring changes in life.

Governments as well as NGO’s plays an important in promoting gender equality, not just by monitoring the gender dimension when crafting and evaluating policies, but also by ensuring equality of opportunity in their public services by providing basic necessities as well as education. To this indicator of the survey, it was a 14.5% “yes” response to the fact that they have received financial grants to pursue their education and 85.5% has not received financial grants either because the service are mainly considering only people from urban and not rural areas or absence of information regarding the magnitude of deprivation suffered by this community, hence grants are not made available for them.

Constitution has been instrumental in providing rights and implementing policies and programmes in favour of Human rights. But there exist a wide gap between commitments and implementation. Especially for women from marginalized sections of society, illiteracy becomes yet another facet of their disempowerment. Literacy interventions that are located in an empowerment paradigm can play a critical role in enabling women to understand their rights as citizens. To this indicator of the survey, there was a 98.5% “yes” response to the fact that they were aware of their rights in family and society and 1.5% “No” response because family members or communities they belong to are not very supportive of them asserting their rights, hence are even discouraged in knowing it. Moreover caste rules are very rigid and do not allow them to go against it.

Education nurtures us into matured individuals who will be capable of planning for the future, and taking the right decisions in life. It helps us form opinions and develop a point of view. To this indicator of the survey, there was a 98.5% “yes” response to the fact that they were aware of their rights in family and society and 1.5% “No” response either due to patriarchal nature of the society, customary norms followed by some families feel that being outspoken is a crime and women need to be subordinates.

The study summarized in this section as measured through some of these indicators highlights that the opportunity to acquire sustainable levels of literacy especially for women belonging to marginalized sections has been wavering. It therefore becomes critical to examine women’s literacy as a governance issue. Moreover the existing customary norms, patriarchal nature of society and caste rules are making women conform to unreasonable standards.

2.9.3 Social and Economic Deprivation

Illiteracy has become yet another facet of disempowerment for the minority community. Education is an important avenue for upgrading their economic and social conditions. Literacy interventions that are located in an empowerment paradigm can also play a critical role in enabling women to understand their rights as citizens. This section of the analyses views on the how marginalized section viewed education and the rights and opportunities thus acquired by them.

Summary of the response provide “yes/no” questions were as follows:

Article no 14, 15 and 16 of the Indian constitution provides equality to men and women disregard of their caste, class, religion, gender and so on. The process of women empowerment requires equal and active share for women in all fields and this has to be inculcated in the minds of everyone as well as be a part of their socialization process from their very childhood. To this indicator, 47.3% of the respondents disclose that they are „often‟ given equal status in par with other members in society, 26% of the respondents disclose that they are “sometimes” given equal status in par with other members in society, 12.8% of the respondents disclose that they are “always” given equal status in par with other members in society. But 8.8% of the respondents disclose that they are “rarely” given equal status in par with other members in society and 5.3% of the respondents disclose that they are „never‟ given equal status in par with other members in society. The mentality regarding women as well as the basic social attitude of the people in society needs a change. The mean derived for this indicator is 3.54 and standard deviation is .998.

Low social status is a product of caste disabilities accompanied by customary practices, religious norms and rigid family rules. These social conditions brands the marginalized communities as less competitive, orthodox and unequipped to cope with situations which undermine their status in society and hence social exclusion becomes an impediment to their social status. To this indicator, 35.8% of the respondents disclose that „sometimes‟ their social status has become a hurdle for group life, 29.5% of the respondents disclose that “often” their social status has become a hurdle for group life, 15% of the respondents disclose that „always‟ their social status has become a hurdle for group life. But 13% of the respondents disclose that their social status has become a hurdle for group life „rarely‟ and 6.8% of the respondents disclose that their social status has “never” become a hurdle for group life. Social processes like rapid industrialization, urbanization, educational progress and globalization has to a great extent been successful in in reducing the intensity of caste rules and thus improve social status. The mean derived for this indicator is 3.33 and standard deviation is 1.090.

Education can instil more exposure and transform behaviour. In recent years, education has undergone a significant expansion and hence a significant increase in the overall literacy rates of the marginalized community. Government policies and programs have also contributed to the increase in their enrolment ratio in education. To this indicator, 36.3% of the respondents disclose that “sometimes” their educational qualification has helped in improving their caste disabilities, 21.5% of the respondents disclose that “often” their educational qualification has helped in improving their caste disabilities, 11.5% of the respondents disclose that “always” their educational qualification has helped in improving their caste disabilities. But 19.3% of the respondents disclose that their educational qualification has helped in improving their caste disabilities “rarely” and 11.5% of the respondents disclose that their educational qualification has “never” helped in improving their caste disabilities. Women proclaim that they not only face caste violence imposed on them by the dominant caste, but are deprived of better status and are excluded on the basis of caste, ethnicity and economic disability . The mean derived for this indicator is 3.02 and standard deviation is 1.153.

Financial aid rendered either by government or by NGO‟s seeks to redress the inequities suffered by socially and economically deprived community. These financial aid or scholarships enhance the status of these communities by enabling them to acquire better education as well as earning capacity. To this indicator, 44% of the respondents declare that scholarship have benefitted for their further studies “sometimes”, 50.8% of the respondents declare that scholarship have benefitted for their further studies “often”, 5.3% of the respondents declare that scholarship has benefitted for further studies “sometimes”. The disparity in response is because the respondents feel that most of the time this aid is crabbed by those who are undeserving and are immensely benefitted. They are snatching away the privileges of the deserving poor. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.61 and standard deviation is .586.

Low social status and material deprivation have been linked to the presence of low social profile. Only education can enable them to create powerful social networks, which can improve their social standing. To this indicator, 42.8% of the respondents disclose that low economic status has “sometimes” been a barrier to establish better social networks, 53% of the respondents disclose that low economic status has “often” been a barrier to establish better social networks, 4.3% of the respondents disclose that low economic status has “always” been a barrier to establish better social networks. The disparity in response is because the respondents feel that lower socioeconomic status and low literacy levels pose barrier to seeking an effective participation in social and cultural life. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.62 and standard deviation is .568.

Material dispossession accompanied by low socioeconomic status results in conflict and has disturbing psychological mark on an individual. The low socioeconomic status impacts negatively on the emotions of the individuals. This is associated with increased stress caused by living in poverty. To this indicator, 43.3% of the respondents disclose that low economic status has “sometimes” resulted in disturbing psychological effects, 51.5% of the respondents disclose that low economic status has „often‟ resulted in disturbing psychological effects, 5.3% of the respondents disclose that low economic status has “always” resulted in disturbing psychological effects. The disparity in response is because the respondents feel that variance in socioeconomic status, including disparities in the distribution of wealth, income, and access to resources. The better the status better is their mental balance. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.62 and standard deviation is .584.

Gains in higher social status reduce social inequalities and problems of access to resources. This is possible only by Education which has given women enlightenment and a vision. Low economic and social status has been the root cause of discrimination and inequality especially among the marginalized communities. To this indicator, 43.8% of the respondents disclose that low economic and social status has “sometimes” been the root cause of discrimination and inequality, 53% of the respondents disclose that low economic and social status has “often” been the root cause of discrimination and inequality, 3.3% of the respondents disclose that low economic and social status has “always” been the root cause of discrimination and inequality. The disparity in response is because the respondents feel that Education which is powerful tool in empowering woman makes them able to compete and combat any situation. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.60 and standard deviation is .554.

Women coming from a disadvantaged socio-economic background witness a greater negative effect and experience greater inequality with gender. Respondents feel that factors that strongly interact with gender disparities in developing countries are due to being poor and living in remote areas. To this indicator, 40.8% of the respondents disclose that “sometimes” gender inequality arose from pre – existing social and economic inequality, 52% of the respondents disclose that “often” gender inequality arose from pre – existing social and economic inequality, 7.3% of the respondents disclose that “always” gender inequality arose from pre – existing social and economic inequality. The disparity in response is because the respondents feel that Education which is powerful tool in empowering woman makes them able to compete and combat any situation. Acquiring gender equality is an ethical right and it encompasses many social and cultural dimensions. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.67 and standard deviation is .607.

An equitable education system can restore the effect of broader socio – economic inequalities and would help them to take full – advantage of education and training irrespective of their background. The family background of the women have an effect on their academic performance and future achievement. To this indicator, 43.8% of the respondents declare that educational progress of women is closely linked to her social and economic status “sometimes”, 51% of the respondents declare that educational progress of women is closely linked to her social and economic status “often”, 5.3% of the respondents declare that educational progress of women is closely linked to her social and economic status “always”. The disparity in response is because the respondents feel that women from lower social and economic background have higher risk of low performance than their own peers who belong to better social and economic background. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.62 and standard deviation is .585.

Gender gap is apparent in participation, attainment and performance of women especially from marginalized community in economic activity. The relatively weak participation of women in economic activity is a barrier to no power in decision making process. The extent to which education is valued by family and any other active influencer plays an important part considering the decision taken up by the women. To this indicator, 45.8% of the respondents declare that “sometimes” lack of full participation of women in economic activity also has become an hurdle to lack of decision making process, 51% of the respondents declare “often” lack of full participation of women in economic activity also has become an hurdle to lack of decision making process, 3.3% of the respondents declare that “always” lack of full participation of women in economic activity also has become an hurdle to lack of decision making process. The disparity in response is because the respondents feel that women still face multiple obstacles in enjoying these rights. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.58 and standard deviation is .557.

Women from the marginalized community are thrice discriminated, treated as untouchables and as outcastes, due to their caste status, gender discrimination being women and finally economic impoverishment due to unequal wage disparity, with low or underpaid labour. To this indicator, 42.5% of the respondents disclose that they “sometimes” experience disparity in the wages they receive at workplace when compared to men, 53.3% of the respondents disclose that they „often‟ experience disparity in the wages they receive at workplace when compared to men, 4.3% of the respondents declare that they “always” experience disparity in the wages they receive at workplace when compared to men. The disparity in response is because the respondents feel that caste discrimination inherited by birth leaves them to face multiple oppressions that violate their economic, political, social and cultural rights. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.62 and standard deviation is .567.

The poor are susceptible to discrimination than any other group. Economic and social factors sometimes lead to a situation where individuals are denied to enjoy a decent standard of living. Majority of them are unable to express their freedom, dignity and self – esteem. To this indicator, 43% of the respondents disclose that “sometimes” economic and social factors acts as a barrier in the enjoyment of a decent standard of living, 52.8% of the respondents disclose that “often” economic and social factors acts as a barrier in the enjoyment of a decent standard of living, 4.3% of the respondents disclose that “always” economic and social factors acts as a barrier in the enjoyment of a decent standard of living. The disparity in response is because the respondents feel that alleviating the hardships endured by poor and marginalized population is possible only when they are empowered economically and socially. But at the same time, no data was received for a “rarely” and “never” response. The mean derived for this indicator is 3.61 and standard deviation is .568.

Poverty is viewed as an indicator where there is lack of access to economic resources such as land, household, finances and other assets. This denies their access to poverty and unequal access of wealth in society. To this indicator, 40.8% of the respondents declare that “sometimes” they are given access to and control over natural and economic assets, 56% of the respondents declare that they are given access to and control over natural and economic assets “often”, 3.3% of the respondents declare that they are “always” given access to and control over natural and economic assets. The disparity in response is because the respondents feel that the historical nature of exclusion and continuation of the same in the present is one of the reason for the severe deficiency and poverty suffered by them. Addressing inequality implies tackling many social, economic, political concerns. But at the same time, no data was received for a “rarely” and “never” response. Better education has taught them to be better equipped with their rights and this has made them realize that they also have equal share in property. The mean derived for this indicator is 3.63 and standard deviation is .548.

Article 46 states that: “The State shall promote with special care the educational and economic interests of the weaker sections of the people and, in particular the Scheduled Caste and Scheduled Tribe and shall protect them from social injustice and all forms of exploitation.”

Though the system of reservations meant to uplift the weaker sections, but it has succeeded only in the upliftment of very few people from the marginalized groups. To this indicator of the survey, there was a 95.3% “No” response to the fact if they had received reservation in the field of education due to social status and 4.8% „yes‟ response to the fact if they had received reservation in the field of education due to social status, The reason for this disagreement being the policy is prone to misappropriation. Due to the fact that fake caste certificates produced and undue accession of various communities irrespective of their social, economic and educational backwardness are events related to reservation.

Adequate scholarships with the particular reference to disadvantage and marginalized groups are introduced by the government of India. These programmes was launched to raise their levels of participation in education and promote equity. To this indicator of the survey, there was a 73.8% “No” response to the fact if they had received reservation in the field of education due to social status and 26.3% “yes” response to the fact if they had received reservation in the field of education due to social status, The reason for this disagreement being the lack of information, and availability of information from a concerned authority. This results in low and improper utilisation of funds reserved for scholarships.

These disadvantaged groups with low attainment in social and economic field do exist within the overall population. Education play an important role in fostering equal chances for everyone irrespective of their caste, class, gender, region or religion to which they belong to.

Economic independence and education of these marginalized women will go a long way in attaining autonomy for women. Empowerment, awareness, education, competitiveness, confidence, self-motivation, encouragement from family and society is essential for their economic empowerment. The success achieved by these women will help them to attain comprehensive growth process in India. Reducing poverty and attaining better social status would pave the way towards their empowerment.

From the statistical analysis presented above, it is evident that educating women is an important goal not only as human rights concern but can also enhance women’s potential. The major objective of this study was to explore the indicators that was responsible for degrading the status of the marginalized women community.

In order to analyse these determining factors multi variant analysis and Pearson’s correlation coefficient was implemented based on the primary data collected from Bangalore – rural as well as urban areas. The study shows that women with low socio – economic background and those who experienced discrimination of gender failed to perform up to the mark. Encouragement from family members as well as society is also an added factor to their empowerment.

Interview method was conducted by using open ended questions in order to generate data for this specific study. The respondents could explain what they really meant by their responses to generate a qualitative research for this study. Perceptions of the respondents on related issues were recorded

Perception regarding Education and Empowerment based on the survey by the respondents

Gender inequalities in access to the key resource of education have already been discussed in the earlier chapter. In this chapter, indicators that arrest women’s ability to empowerment is discussed with the assistance of responses received during the survey.

Perceptions regarding quality and relevance of educational interventions

Quality education can enhance girls and women’s aspirations, autonomy and decision-making ability, which contribute to their capacity to visualize and plan for their future. Today women are of the opinion that they are more educated than the women earlier. They today are employed as pilots, in armed forces, as criminal lawyers, mechanics, law makers, civil servants, space researches, women cabinet ministers and many more.

But they say their progress is hampered by a society that has been slow to evolve with them. This is due to the presence of predominant customary gender norms and values that has led to political, legal, economic and educational inequalities that perpetuate women’s lack of access to resources, control over decision making and participation in public life. Women are subjected to inhuman exploitation, discrimination in society as is evident from the recent prevailing number of crime’s increasing in the records.

The prospect to acquire better education and master skills is needed, whether an effort is made towards it or not but it need to be linked to the larger educational processes in order to obtain empowerment. The more a women is educated the better is the opportunities she could acquire.

Perceptions regarding the views of the family and the community

The respondents are of the opinion that Indian family system favours a house wife rather than a working women As a result, professional objectives and commitments of a women are comprised for her familial and personal goals. As per the responses received from many women respondents, claim that though they are well qualified they continue to work as housewives in order to fulfil their familial role. They also feel that they could have cherished an entirely different future if they were employed. Unmarried women are of the view that they need to be given better autonomy in deciding their carrier, deciding choice of partners in marriage and opinion in home matters.

But at the same time, educated women feel that they hold a quite satisfactory role in their family as they are been able to educate their children, decide matters at home, some of they are of the opinion that their husbands consult them while taking up decisions in the family. Among the respondents those who had long years of education had a positive impact on Empowerment.

Hence the need for education and literacy among women should be thought seriously and this would enable women and girls to critically analyse their situations, raise questions about their discrimination and help them make better choices. Otherwise the productivity of the entire economy will be affected.

Perceptions regarding the rights they enjoy equally with men and not as second class citizens

The empowered women understands the freedom of movement and expression on par with men. But still there is a discrepancy between the existing Constitutional laws and glaring reality of degradation especially among women of the marginalized community. And still worse is those belonging to rural areas. Women lack awareness of her legal rights.

The respondents are of the opinion that they lack awareness and insight in to their circumstances, since law is custom bound which is magnifying their problem of powerlessness. Women respondents of the selected area of study feel that she can appreciate her strengths and weaknesses and seeks self –improvement if she is aware of her rights. She can lead, organize and serve other women if she is also aware of her rights as a citizen and protects them actively.

Attitudes towards working women

Economic independence and education of especially the tribal women will go a long way in attaining self-reliance for women. Women who are able to engage in any kind of employment will allow them to attain financial autonomy. In fact they have also achieved remarkable success in what was once considered the male domain. This can make them feel more secure, develop a sense of independence, mobilize change in status, gain better awareness, be more competent and hence empower them.

India has the lowest female participation rate, with only 29% of women over the age of 15 working. ⁹

NSSO (National Sample Survey Organization) survey of 2009–10 to interpolated population figures from censuses 2001 and 2011 shows that total female employment actually declined at an annual rate of 1.72 percent between 2004-05 and 2009-10. Clearly, this is a significant and potentially very disturbing result, especially given that women’s work participation rates are already quite low in India compared to most other parts of the developing world. This is one of the indicators of women’s overall status in society and of gender empowerment. ¹⁰

The respondents are of the opinion that they at times stay back over- time in offices in order to meet their deadlines, but then they face role – conflict of managing both home and office. Added to it they are underestimated and criticized for working over- time. They feel that outdated attitudes that “women can never be successful wives if they are carrier oriented” need to be altered. Attitudinal changes are necessary and should be pursued in the right direction. Work, home – matters, criticism, underestimation and unrecognized work exhausts them physically and mentally. This is the reason why women avoid raising in the carrier ladder.

But the respondents are also of the opinion that the emergence of industrialization and globalization has created job opportunities and they are able to earn for their living and work in equal status with men.

Regularizing employment and avoiding discrimination of work and wages can increase the percentage of women working, because most of the studies have proved that employment is an essential indicator of women’s overall status in society and of gender empowerment.

Perceptions regarding greater incidence of self – confidence and self – esteem

Being educated or literate leads to greater self-confidence and self-esteem. Self – confidence or self – esteem cannot be attained or even developed through training, but there must be a positive condition which can evolve it. Social status and long – standing poverty fail to perceive their goal or strive to change their situation. It is however, important to recognize that while being literate or educated is necessary for empowerment it does not automatically ensure it.

The respondents are of the opinion that they possess low efficacy and they lack belief in their own ability and confidence about their outcomes and performance. Some of them also feel that with the education that they have acquired there is a possibility of gaining an insight and realising the ability would help her to change the perception of oneself. They are also of the view that self – empowerment can gain them better autonomy, fully engage themselves in the social, political, economic decision – making.

Perceptions regarding gender discrimination

Discrimination on the basis of gender, ethnicity, race, religion or social exclusion has created social hierarchies.

Gender Discrimination is rooted in day – to day family practices, due to rule of a patriarch, customary beliefs followed from ages, religious myths, gender division of labour, customs followed during marriage ceremony and so on.

Respondents feel that empowerment for them needs a sea change in the perception of the people around them. Men need to accept to the fact that women also deserve an equal status along with them.

They are also of the view that education has provided them the opportunity to discover their own identity, strengths and interests regardless of their traditional gender expectations.

Empowerment is a public process and thus involves the induction of policy makers to seriously create laws and implement it wisely along with the changing mind – set of the people. Thus it is a socio – political term.

Perceptions of empowerment among women in urban and rural areas

Socio – economic segregation is partially due to residential segregation. There is a growing debate in rural areas to educate the children in regional languages and this has an impact on their competency level as well as the opportunities available for them in the employment market.

In the present study, the respondents from rural areas are to suffer from various disadvantages. Majority of them were from Kannada medium and later on changed their medium of education from Kannada to English for socio – economic empowerment.

They feel that education is one of the most powerful ways to improve their social outcomes and also to foster social and economic progress among them.

In conclusion, these responses reveal that women are aware of the indication that there are obstacles towards their empowerment. Reorienting educational policies towards the goal of promoting equity will redress this disparity and enable women to empower.

The relationship between the views of various scholars with the research

The close connection between views of various scholars and research is emphasized and implied in the response of the findings mentioned. The data analysis as well as the perceptions that the respondents had quoted during the data collection in the present study more or less adopts the same view as mentioned by the scholars on education and empowerment of women.

The response collected explains inter - relation between the various factors like women educational improvement and the discrimination they face internally as well as externally. The study also explains that low social and economic status occupied by women has a direct impact on their educational achievement as well as their empowerment.

The present study reflects on these ideas and also implements methodological tools in order to analyse various factors affecting women’s educational advancement.

3. THE FINDINGS OF THIS STUDY:

The results of the analysis of the study are as follows:

Education as an agent of betterment has helped

· Women to fully utilize her abilities by grabbing the opportunities available. It has provided her with better employment opportunity and thus improving her social status and higher standard of living. Women gained personal empowerment from being able to use their income to assist their families. They have contributed financially to educate their sibling’s. As educated women they have been able to share the knowledge that they have acquired to their sibling’s.

· Deep seated cultural perceptions among themselves and stereotyped negative attitude towards women prevailing among the family members has changed to a certain extent. Women’s returns to education are more profound to family development.

· There is a positive shift in women’s knowledge of their rights in family and society. 98.5% of them had a ‘yes’ answer to this question.

· Education is critical in determining women’s decision making process. Mostly women from urban areas had a better say in financial issues regarding home matters. Women’s education has a significant outcome more for higher than lower education.

· With an advancement in educational attainment, there is an increase in participation in domestic decisions and in mobility. A significant outcome of this study was some of the responses were ‘never’ or ‘rarely’, this is because they consult other family members also to give an agreement mainly a ‘patriarch’. Majority of them are of the opinion that they are pressurized to obey to others views.

· The study also proved that education does not have a significant negative impact in reducing the women’s work at home. Majority of them are of the opinion that they had to balance education and tasks at home.

· On social and organizational front, the study proves that participation rate of these marginalized women is low. Again this at times depends on their educational level, and occupational status. 38.5% are of the opinion that social status has been a hurdle for their group life and 53% are of the opinion that low economic status has been a barrier to establish better social networks.

· The study reported experience of discrimination. Higher the discrimination faced, women showed less commitment and enthusiasm towards their job. 53% reported that low economic and social status has been the root cause of discrimination and inequality. This meant that higher the gender discrimination, higher was the level of the stress and psychological disturbance faced and 51.5% of the respondents commented on this.

· Though financial grants was allotted to the marginalised group of women to advance in their education, sometimes it was allotted to the creamy layer of the society as there was no proper data available and misuse of funds also prevailed.

· The study also reported the respondent’s experience of humiliation due to their social status and this mainly prevailed in rural areas and low occupational groups. Unfair treatment and favouritism was also reported especially in the wages they received. Majority of the respondents expressed displeasure in the wages they received in comparison with the men of the same position.

· Daughter’s education had a strong negative effect due to significant relationship of preferring son. Preference given to sons in the family is lower at higher levels of education among parents than at lower levels.

· The study reported that women felt empowered when they were appreciated at work, when they could improve their life and gain more self – confidence due to education they received. The study also highlighted how they overcame hardships and discrimination in order to maintain conformity.

· The study reported that women had no much control on the economic resources and other assets. Economic independence can make them self – reliant.

· Women who have spent more years in education has acquired better social and economic status in society. Majority of them agree that they could play an important role in contributing to the progress and prosperity of the society.

4. CONCLUSION:

From the above findings of the study the following conclusions are drawn. Attaining socio – economic empowerment for marginalized women is challenging and involved many variables. Analysing and understanding these variables is important to formulate strategies to overcome the existing forms of discrimination and disadvantages.

The result of the statistical analysis was conducted in Bangalore among the socially and economically deprived women. The study was a descriptive one and both primary and secondary data was collected. The reliability test was conducted by using the statistical package for the social science 21 and Cronbach’s alpha value was found to be .844 for the questionnaire on education as an agent of betterment, .947 for the questionnaire on problem of gender discrimination and .846 for the questionnaire on problem faced due to social and economic deprivation. The analysis revealed that gender discrimination existed among them. The obstacle to their empowerment was social exclusion, economic deprivation, patriarchal authority and powerlessness this in turn would nurture gender inequalities. Thus it is proved that these marginalised women are not empowered economically as well as socially.

The indicators measured in the study highlight a significant constraints on women’s progress due to gender discrimination. All the major indicators in this study are not separate entities but all these are interrelated and affect women’s experience.

The qualitative analysis also explored the perceptions of the respondents regarding the quality and relevance regarding educational intervention, views of family and community towards women, rights enjoyed by women, attitude towards working women, regarding self – confidence and self – esteem, gender discrimination faced, perceptions of empowerment among women in urban and rural areas. Thus the data analysis, approaches, perceptions and theory supports in understanding the study.

The key challenge is to overcome the gender related inequalities, rigid customary norms prevailing, lack of decision making power and free women from the deeply rooted socially and culturally determined status. This transformation would necessitate change in women’s psychology and help them to become more assertive. But unless this transformation starts from the grass root level, attaining gender equality, empowering women and universalization of education is impossible.

5. SUGGESTIONS:

From a sociological perspective, socio – economic status is determined by education level attained by an individual. Education is an important avenue for upgrading the economic and social conditions of the marginalised community comprising of Scheduled Caste, Scheduled Tribe and Other Backward Caste as per the present study. It provides better life chances to an individual. Social discrimination is appeared to be closely and positively associated with economic discrimination and vice versa.

Based on the findings and the conclusions of the study, the following suggestions are derived:

Regarding Government Policies and Programs

· Funds allocated for upliftment of the marginalized community should be effectively and equitably distributed among the needy and those who fall under this category.

· Government should generate policies which are favour of marginalised women community.

· Decentralized process should be followed not only in governing women’s issues and in strengthening them but also in funding organization for the upliftment of these women.

· Empowering women should mean concentrating more on lower class and caste women.

· More staff should be recruited in handling funds and designing programs which will aid the government to implement the program effectively even at the grass root level.

· The Government should also have regular training conducted for the staff implementing these programs as well audit should be carried out on the expenditure of funds.

· Inspection should also be carried out to assess the progress of the program implemented in empowering women.

· Availability of relevant data which are specific to the issues women are facing.

Regarding Non – Governmental Organizations

· Non – Governmental Organization should start more in rural areas than urban areas.

· Non – Governmental organizations should be affiliated to Government policies so that the policies reach the once who are in actually need of it.

Regarding responsibilities as the citizens to the society and family

· Change the mind – set of the people not only educate women but also men on empowering women.

· Encourage the enrolment of more women leaders in politics to speak and work on behalf of the issues faced by women.

Regarding the role of Media

· Media can play an important role in their coverage of women’s problem not by adding news but by educating the masses about the seriousness of the issue.

Regarding the role of Government

· Empowering girls through education should begin from primary level. Good quality pre-school education is particularly beneficial for children from low socio-economic background, but the accesses to such education is lacking among them.

· Implementing strict laws by the Government against crimes committed on women.

· Conduct talks, seminars, street plays on gender sensitization. And also encouragement from the Government in their efforts to continuously work for women.

· Create more employment opportunities for women at all levels.

By identifying and highlighting different indicators responsible for the low socio – economic status occupied by the marginalised women the study is trying to provide information to the policy makers to strengthen their commitment to improve the social and economic status of this community. Enhancement of their socio – economic status can reduce gender discrimination and achieve gender equality in the years to come.

6. REFERENCES:

1. https://onlinecourses.science.psu.edu/stat506/node/27

2. www.odpm.gov.uk, 2004

3. http://www.vkmaheshwari.com/WP/?p=569

4. https://onlinecourses.science.psu.edu/stat506/node/27

5. http://www.alibris.com/search/books/isbn/9781133492016

6. http://censuskarnataka.gov.in/presentation-PCA-2011-Press %20 Release.pdf

7. http://www.un.org/millenniumgoals/gender.shtml

8.http://www.barrypopik.com/index.php/new_york_city/entry/if_you_educate_a_woman_you_educate_a_nation

9. http://qz.com/176658/india-has-the-lowest-workforce-participation-rate-of-women-among-the-brics/

10. http://www.thehindubusinessline.com/opinion/columns/c-p-chandrasekhar/womens-work-has-anything-changed/article2337066.ece - August 9th 2011 – Business Line – Women’s work: Has anything changed? – C.P. Chandrasekhar/jayati ghosh - retrieved on 23/10/2013

Variable	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree	Mean	Std. Deviation
Education has enabled me to get ample opportunities to utilize my abilities	172 (43%)	228 (57%)	Nil	Nil	Nil	4.43	.496
Education provided me with a better social status	174 (43.5%)	226 (56.5%)	Nil	Nil	Nil	4.44	.496
Education has helped me to play an important role in contributing to the progress and prosperity of my society	174 (43.5%)	226 (56.5%)	Nil	Nil	Nil	4.44	.496
English education is necessary to acquire better employment opportunity	172 (43%)	228 (57%)	Nil	Nil	Nil	4.43	.496
Emergence of IT plays an important role in women’s higher education	174 (43.5%)	226 (56.5%)	Nil	Nil	Nil	4.44	.496
Education has helped me to acquire better standard of living	172 (43%)	228 (57%)	Nil	Nil	Nil	4.43	.496
Education has helped in educating family members	123 (30.8%)	269 (67.3%)	06 (1.5%)	02 (0.5%)	Nil	4.28	.513
Education has helped in changing values and attitudes	121 (30.3%	272 (68%)	05 (1.3%)	01 (03%)	01 (03%)	4.28	.521
English Education has become a necessity in today’s life	195 (48.8%)	197 (49.3%)	06 (1.5%)	02 (0.5%)	Nil	4.46	.556
Self – confidence has been improved by this transformation	147 (36.89%)	245 (61.3%)	06 (1.5%)	02 (0.5%)	Nil	4.34	.535

Variable	Yes	No
Education has helped to bring changes in life	100 (100%)	Nil
Financial grants received from any organization	58 (14.5%)	342 (85.5%)
Are you aware of your rights in family and society	394 (98.5%)	06 (1.5%)
Freedom to express your opinion, exercise your rights as an individual and a women	394 (98.5%)	06 (1.5%)

Variable	Always	Often	Sometimes	Rarely	Never	Mean	Std. Deviation
Given equal status in par with other members in society	51 (12.8%)	189 (47.3%)	104 (26.0%)	35 (8.8%)	21 (5.3%)	3.54 .998
Social status has been a hurdle for group life	60 (15.0%)	118 (29.5%)	143 (35.8%)	52 (13.0%)	27 (6.8%)	3.33	1.090
Educational qualification helped in improving caste disabilities	46 (11.5%)	86 (21.5%)	145 (36.3%)	77 (19.3%)	46 (11.5%)	3.02	1.153
Scholarship has benefitted for further studies	21 (5.3%)	203 (50.8%)	176 (44.0%)	Nil	Nil	3.61	.586
Low economic status been a barrier to establish better social networks	17 (4.3%)	212 (53.0%)	171 (42.8%)	Nil	Nil	3.62	.568
Lower economic status resulted in disturbing psychological effects	21 (5.3%)	206 (51.5%)	173 (43.3%)	Nil	Nil	3.62	.584
Low economic and social status has been the root cause of discrimination and inequality	13 (3.3%)	212 (53.0%)	175 (43.8%)	Nil	Nil	3.60	.554
Gender inequality stems from pre-existing social and economic inequality	29 (7.3%)	208 (52.0%)	163 (40.8%)	Nil	Nil	3.67	.607
Educational progress of women is closely linked to her social and economic status	21 (5.3%)	204 (51.0%)	175 (43.8%)	Nil	Nil	3.62	.585
Lack of full participation of women in economic activity also is a hurdle to no or less power in the decision making process	13 (3.3%)	204 (51.0%)	183 (45.8%)	Nil	Nil	3.58	.557
Are you facing disparity in the wages you receive at workplace when compared to men	17 (4.3%)	213 (53.3%)	170 (42.5%)	Nil	Nil	3.62	.567
Economic and social factors sometimes leads to a situation where individuals are unable to enjoy a decent standard of living	17 (4.3%)	211 (52.8%)	172 (43.0%)	Nil	Nil	3.61	.568
Have you given access to and control over natural and economic assets (land, household finances, other assets)	13 (3.3%)	224 (56.0%)	163 (40.8%)	Nil	Nil	3.63	.548

Variable	Yes	No
Received reservation in the field of education due to social status	19 (4.8%)	381 (95.3%)
Educational institutions provided scholarship for further studies	105 (26.3%)	295 (73.8%)

SL.NO	Employment as a variable	Respondents	Percentage
1	Private Sector	216	54
2	Public Sector	80	20
3	Self Employed	60	15
4	Others	44	11
	Total	400	100

SL.NO	Residential Status as a variable	Respondents	Percentage
1	Urban Area	256	64
2	Rural Area	144	36
	Total	400	100

SL.NO	Marital Status as a variable	Respondents	Percentage
1	Single	220	55
2	Married	152	38
3	Divorce	26	6.5
4	Widowed	02	0.5
	Total	400	100

SL. NO	Educational Qualification as a variable	Respondents	Percentage
1	Below SSLC	12	03
2	SSLC	36	09
3	PUC	52	13
4	Graduation	160	40
5	Post - Graduation	60	15
6	Diploma	44	11
7	Doctorate	36	09
	Total	400	100

SL.NO	Educational Qualification of the father of the respondents	Response	Percentage	Educational Qualification of the Mother of the respondents	Response	Percentage
1	Below SSLC	96	24	Below SSLC	108	27
2	SSLC	92	23	SSLC	96	24
3	PUC	104	26	PUC	88	22
4	Graduation	84	21	Graduation	76	19
5	Post-Graduation	16	04	Post-Graduation	32	08
6	Others	08	02	Others	-Nil-
	Total	400	100	Total	400	100

SL. NO	Employment Status of the father of the respondent	Response	Percentage	Employment Status of the mother of the respondent	Response	Percentage
1	Private	188	47	Private	76	19
2	Public	76	19	Public	24	06
3	Self - employed	100	25	Self - employed	32	08
4	Others	36	09	House - wife	256	64
5	----	----	----	Others	12	03
	Total	400	100	Total	400	100

Income as an variable	Respondents	Percentage
2000 - 11000	188	47
12000 - 21000	76	19
22000 - 31000	100	25
31000 and above	36	09
Total	400	100