IT IS ALL ABOUT UNIT 4 OF B.Ed. 210 ACCORDING TO IPU SYLLABUS.

1. Course Title: Gender, School and Society
Course Code: BED210
GEETA DHASMANA
ASSISTANT PROFESSOR
FIMT
NEW DELHI
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Objectives of the Course:
• To develop understanding of some key concepts and
terms and relate them with their context in understanding
the power relations with respect to Educating and
Education
• To develop an understanding of the paradigm shift from
Women studies to Gender Studies based on the historical
backdrop.
• To reflect on different theories of Gender and Education
and relate it to power relations.
• To analyse the institutions involved in Socialisation
processes and see how socialisation practices impact
power relations and identity formation

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Unit IV: Gender Issues in Curriculum
• Social Construction of Masculinity and Femininity
• Patriarchies in interaction with other social structures and
identities
• Reproducing Gender in School: Curriculum, Text-books, Classroom
Processes and Student-Teacher interactions
• Overcoming Gender Stereotypes
• Working towards gender equality in the classroom: Need and
Strategies
• Empowerment of Women: Strategies and Issues

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Patriarchy
Patriarchy is a social system in which males hold primary power and
predominate in roles of political leadership, moral authority, social
privilege, and control of property. In the domain of the family,
fathers hold authority over the women and children. A patriarchal
system is a social system in which the father is the head of the
household. This, however, is not confined to the household alone. It
can be extended to the entire society where males dominate in all
social, political, economic, legal and cultural roles. For instance, in
most patriarchal societies women were very much confined to the
domestic sphere, where they were completely cut off from the
realities of the society.

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Let us take some examples to clarify the way in which patriarchy is
evident in our daily life.
•When a man raises his voice in the course of an argument and
insects on his point of view, without letting others especially women
get to utter a single word, his actions are likely to be described as
“aggressively patriarchal”.
•If a women complains of sexual harassment at her work place, and
all the men in her office deny that this could ever happen. The
reasoning of men can be described as being “ typically patriarchal”.
Matriarchy
Matriarchy is a social system in which females hold primary power,
predominate in roles of political leadership, moral authority, social
privilege and control of property at the specific exclusion of men, at
least to a large degree. A matriarchal system is a social system in
which the mother is the head of the household. In a matriarchal
society, the governance of the society is also in the hands of women.

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When examining the human history, there is very little evidence of
matriarchal societies, because most confuse an egalitarian society or
matrilineal society to a matriarchal society.
MASCULINITY AND FEMININITY:
Masculinity (also called boyhood, manliness, or manhood) is a set of
attributes, behaviors and roles generally associated with boys and
men. Masculinity is made up of both socially-defined and
biologically-created factors, distinct from the definition of the male
biological sex. Both males and females can exhibit masculine traits
and behavior. Those exhibiting both masculine and feminine
characteristics are considered androgynous. Masculinity varies for
each man dependent on personality, family and culture. The
common thread is a set of characteristics that allow men to feel
masculine.

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Femininity (also called girlishness, womanliness or womanhood) is a
set of attributes, behaviors, and roles generally associated with girls
and women. Femininity is made up of both socially- defined and
biologically-created factors. This makes it distinct from the definition
of the biological female sex, as both males and females can exhibit
feminine traits. Modern conceptualizations of femininity also rely
not just upon social constructions, but upon the individualized
choices made by women.
There are differences in “masculine” and “feminine” ways of
influencing others: getting others to do what we want them to do or
think the way we want them to think.
Masculine uses a style of influence that is “dominance,” while
Feminine style is “persuasion.”
The foundational difference between the “masculine” and
“feminine” view of “self in the world” is this:

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Masculine sees himself as an individual in a hierarchy, while
Feminine sees the world as a network of relationships.
In a hierarchy people at higher levels have more power than those at
lower levels.
In a hierarchy those higher in status tell those below them what to
do. They may speak politely, but they express what they want clearly
and directly.
Masculine “leads from the front,” choosing and showing the way to
the goal.
Gender Empowerment:
The subject of empowerment of women has becoming a burning
issue all over the world including India since last few decades. Many
agencies of United Nations in their reports have emphasized that
gender issue is to be given utmost priority. It is held that women
now cannot be asked to wait for any more for equality. Inequalities
between men and women and discrimination against women have
also been age-old issues all over the world. Thus, women’s quest for
equality with man is a universal phenomenon.

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Women want to have for themselves the same strategies of change
which men folk have had over the centuries such as equal pay for
equal work. Their quest for equality has given birth to the formation
of many women’s associations and launching of movements.
A long struggle going back over a century has brought women the
property rights, voting rights, an equality in civil rights before the
law in matters of marriage and employment (in India women had
not to struggle for voting rights as we find in other countries). In
addition to the above rights, in India, the customs of purdha (veil
system), female infanticide, child marriage, sati system (self-
immolation by the women with their husbands), dowry system and
the state of permanent widowhood were either totally removed or
checked to an appreciable extent after independence through
legislative measures.

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Social Construction of Masculinity and Femininity
Social construction is a social process in which both individual and
other social processes are intrinsically related. Every construction or
image of the world is influenced by the individual’s experience of the
society and his/her interaction with various social processes.
The culture, norms, ideologies, and values of the dominant group are
used to justify and sustain a particular form of social construction.
Hence, gender is the product of such social construction.
Socialization theory argues that masculine and feminine identities
are the consequence of
a process of socialization that starts in childhood.
This framework defines masculine as behavior characterized by
assertiveness, and being action-oriented and lively, whereas
femininity is conceived as being passive, cooperative and gentle.

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This approach contends that training in one or the other set of gender
attributes starts right at birth, for example, when the babies are
dressed in pink or blue. Toys, activities, language, levels of
boisterousness, television programmes and reading material are
carefully chosen and monitored to suit the gender. Girls are
encouraged to play with kitchen sets and boys with guns
in preparation for their roles in adulthood. The media further
reinforces these ideas through its images of women as sexually
attractive and glamorous and hence popular; the men are portrayed
as successful and powerful individuals. This approach is concerned
with the creation of stereotypes in the field of education as well
where it is assumed, for instance, that boys would be better suited
for the pursuit of science and technology. This reinforces the sexual
division of labor with more girls opting for arts and other related
streams. This approach holds institutions such as the family, media,
and indeed, education guilty for the creation and perpetuation of
masculine and feminine subjects.

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Answers to questions like why can’t a girl go out late at night for a
stroll or plough the field might be answered with ‘it is not done
amongst us’. Faced with this answer, it is difficult to challenge such
beliefs and practices that, in a certain sense, form the foundation of
the identity of specific communities. For most women in India,
despite the fact that the identity of being a secular citizen is available,
it is the identity conferred upon them by their families that is the
most significant and abiding. This identity is controlled and created by
putting together elements from culture, custom and religion –
elements that determine what it means to be a woman (or a man),
and what are the appropriate roles, activities and aspirations for the
woman so defined.

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Patriarchies in interaction with other social structures and
identities:
Other social structures are:
Family
Social media
Print media
Religious groups
Schools and educational institutions
workplaces
politics

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Indian society has layers of social structure which in reality
strengthen the patriarchal values in every sphere of life. For
instance, women’s education is no longer banned in India but
certainly controlled and women’s seclusion is hardly practiced but
their access to work, health care, law and education is always
controlled (Ray 1988).
Indian society is comprised of such contradictions in which women
are portrayed as powerful yet they are oppressed and
domesticated in the family.
School as a part of the entire social system is also not free from
such gender conflicts and contradictions. Historically, schools were
created to educate the boys since girls were idealized in society in
roles of mothers, wives and daughters-in-law.

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Raka Ray in her article “Class and gender in schooling in India” has
narrated gender biases that existed in the schools of 19th century
Calcutta. She presented the case of girl’s schools started in 1800’s and
the main purpose was defined as “The existence of intelligently
educated mothers..., is essential to the training of a race of intelligent
and high-spirited sons and brothers and husbands. (As quoted in
Borthwick, 1984:65). These schools started getting the support by mid
1800s since western educated young boys began to feel that the
condition of their women didn’t fit the new liberal ideas of the 19th
century. Thus, the educated men supported their women to be
educated so that they could function in a rational manner. However,
this effort was not so much towards women’s empowerment but
rather creating a class of educated women who could balance both the
private and the public domains. Schools began to stress that “women’s
education did not mean greater freedom of behaviour, nor did it
override a woman’s primary duty to her husband” (Borthwick, 1984:
39)” (cited in Ray 1988: 389).

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This example shows how school as a form of institution was created on
the basis of the gendered understanding of society. Boys are educated
to become wage earners and the intellectual class and girls have the
right to education but they are trained to become good daughters and
diligent wives. In this sense, school is like any other social institution
which believes in reasserting the patriarchal values or gender
stereotypes.
Certain programmes and courses have underlying gender stereotyping,
for instance, certain courses such as arts and education, and home
science are designed keeping in mind the domestic role of women
rather than emphasizing their productive roles.
Because of gender profiling and stereotyping women tend to
participate more in programmes and courses that relate to their
reproductive responsibilities so much so that the discipline of science
and technology, and vocational training are primarily perceived as male
dominated spheres (Nair 2010).

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Families are also less likely to educate the girl child due to various
social and normative considerations and further, other social factors
like class; region and ethnic identities also play a key role in limiting
women’s access to education.
A report by the International Programs Centre for the U.S.
Department of Commerce (Velkoff, 1998) lists some of the significant
barriers to women’s education in India includes: inadequate sanitary
facilities, absence of female teachers and gender bias in curriculum.
This data also supported by a BBC news report by Kaushik Basu (2004)
that emphasized the lack of infrastructure in school and its
relationship with the low participation of a girl child in school
education.

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He said, a study of 188 government-run primary schools in India
found that 59% of the schools had no drinking water and 89% had
no toilets. Another report in the Times of India (2005) cites a
2003/2004 data by National Institute of Educational Planning and
Administration that reported only 3.5% of primary schools in Bihar
and Chhattisgarh had toilets for girls. In Madhya Pradesh,
Maharashtra, Andhra Pradesh, Gujarat, Rajasthan and Himachal
Pradesh, the rates were 12-16%. These studies show that the lack of
toilets can be detrimental to girl’s school education and attendance
(cited by Nair 2010). So far, we have discussed how culture and
social norms significantly affect a girl child’s access to school in
various parts of India. Similarly, absence of basic infrastructural
facilities in schools, poverty and attitude of the people negatively
impact women’s participation in primary and secondary education.

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Reproducing Gender in School: Curriculum, Text-books,
Classroom Processes and Student-Teacher interactions .

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Education is a means of reinforcing gender relations from the initial
stages of life. In any society, women and men are expected to
perform certain roles due to the socialization process. Social
relations were established between men and women in society
because of the performance of different roles and the established
norms of the society. The roles of men and women were considered
as static till nineteenth century in the western society. The role
differences and role enforcement between sexes created unequal
power relations, making one group advantaged and the other group
disadvantaged. The inequality between men and women further
manifested and it led to the regulation of all relations and social
formations in society. The biological differences between male and
female determined socio-cultural differences. This was not
challenged in the beginning.

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There are gender biases that exist in different forms in the
curriculum, textbooks, and schools and in the entire education
system. Let us look at some these biases expressed through poems,
stories and research articles.

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A Poem about gender constructs in text books:
In my textbooks, I learned that only men are kings and soldiers.
Till I read a book in which famous, queens ruled and fought against
enemies.
In my textbooks, I learned that only men are doctors.
When I went to a doctor I saw that she was a woman.
In my textbook, I learned that only men do farming in my country,
until, on a train journey
I saw women working in the fields.
I have learned that I have a lot to learn by seeing.
Pooja, Ramya, Anuj, Utkarsh (students of class VII, Baroda, Adapted
from Position Paper National Focus Group, NCERT).

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This small poem subtly explains the existing gender constructions
which are represented in different text books of India. When you
carry out a small study on gender audit of textbooks you may come
across many such representations expressed through language,
pictures and statements. The National Focus Group on Gender
Issues in Education, NCERT has deliberated upon these issues in
details to make the schools in India more gender inclusive in
nature. As a result, gender is adopted as a significant
variable/component in the current curriculum of NCERT.

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Gender Biases and Its Representations in Textbooks:
Gender biases in textbooks is a universal phenomenon and its
pattern is also consistent across countries. Blumberg (2008)
describes the pattern and degree of gender biases present in
learning materials of both developed and developing countries.
The author cites academic literature pertaining to gender biases in
textbooks in countries like Syria and India. Alrabaa (1985) analyzed
28 textbooks from Syria from a gender perspective. These books
were taught to students of 8th to 12th standards. The study shows
that these books have centered around males in its content and
language. For example, male-centric language such as ‘mankind’,
‘he’ is used for both male and female. These books have
represented a traditional pattern of gender division of roles for
instance, male as the master of the home and women are often
described in relation to housework. Functions within the family:
household budgeting and controlling the children are seen to be
managed by the men-folk of the family.

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Women in the textbooks are projected as victims, passive, silent
actors who lack decision-making power even within the family.
Blumberg also cited works of Ellis and Ahmed who have considered
the issue of gender biases in textbooks in India. An article by Ellis
(2002) concerning school textbooks in the state of West Bengal with
reference to history and geography texts for years three and four of
middle school (Parts 1 and 2, published in 1992 and 1996,
respectively). This study found out that gender stereotypes are
expressed through pictures and expression of content. Out of 52
pictures, 50 (96%) are of males in one of the textbooks. Women are
shown in pictures in relation to the traditional gender roles. To cite,
“no women are shown in the chapter about ‘‘Main Ways of Earning
a Living’’, nor in an illustration of people receiving land titles from a
male government officer.” (Ellis, cited in Blumberg 2008, pp.348-
349).

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The work of Ahmed (2006) provides a national perspective on
reducing gender discrimination in education with special emphasis
on the policy formulation and implementation. Since 1982–83, the
National Council of Educational Research and Training (NCERT) ‘‘has
been laying stress on removing gender disparities-specifically
emphasizing the elimination of sex stereotypes and sex biases from
textbooks’’ (cited in Blumberg 2008). He concludes that women are
still shown and described in stereotyped roles and ‘‘lessons…are
male-centric’’ in nature. A survey conducted by the Friends of
Education shown that in six primary textbooks on mathematics, not
a single woman is depicted in roles such as: a shopkeeper, a
merchant, a seller, an executive or an engineer (Blumberg, pp. 348-
349). Let us take some more examples particularly in the context of
women in science in which a lot of research has been done on the
representation of women scientists in books. McArthur (1998)
conducted a study of science books for junior readers which are
generally read by the children aged between 7 to 13.

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The books were selected from the general science section, books
containing biographical information and sketches and some books
were on discrete biographies. It was observed that in those books
containing scientific experiments the images were primarily
portraying human arms and equipments which do not communicate
the gender of any person and many books had the portrayal of
children including both girls and boys. However, there were a few
books such as Exlorabook: A Kids’ Science Museum Book by John
Cassidy (1991) which showed the images of boys only and women
were represented for using housekeeping appliances (p. 249). How
Science Works: 100 Ways Parents and Kids Can Share the Secrets of
Science (Haan 1991) is a classic example of a book in which girls and
boys from different racial and ethnic backgrounds were portrayed in
an inclusive manner, involved in scientific activities. Books on
popular histories of science like The Usborne Book of Scientists-
from Archimedes to Einstein which is a forty-seven-page book and
in that the section on Women in Science only contains two pages

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from 44 to 45 pages. Women scientists like Marie Curie and Rosalind
Franklin were briefly mentioned in page numbers 37 and 39. These
are a few examples which show that how our books often do not
portray gender inclusive images in the discussion of science,
technology, engineering and mathematics (STEM) subjects. You may
be aware of such forms of gender constructions in various textbooks
in India as well. In certain books, gender constructions are
represented in a paradoxical manner. For instance, an education
activist from Pune observed that in one text book women are
represented as equal yet in another chapter the same
representation gets changed. Therefore, it is important to construct
alternative knowledge framework to be able to make our schools
and educational system gender inclusive in nature. For instance, the
very curriculum needs to be redesigned within a Gendered
Framework of Knowledge Construction.

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The position paper 3.2, NCERT shows how one can develop a gender
sensitive curriculum by attaching gender inclusive meaning to the
existing concepts. The paper writes, “The curriculum’s presentation
of gender relations is frequently based upon popular assumptions or
upon ideas perpetuated by dominant groups. And it normally posits
the male as the normative epistemic subject” (NCERT, 2006: p. 30). It
is therefore important to expand the concepts from a gender
perspective. Certain assumptions like “men are physically stronger
than women”, here the notion of ‘physical strength’ needs to include
the stamina or physical strength of women as well. Other ideas like
“men do not cry”, need to change and communicate that men or
boys are equally vulnerable and emotional (NCERT, 2006: p. 30).
Other concepts like visible and invisible work, paid and unpaid
labour, gender division of labour in the household, sexual
harassment, gender based violence need to be introduced and
explained through curriculum and textbooks.

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Overcoming Gender Stereotypes

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Culturally Responsive Classroom Management (CRCM)
Culturally responsive classroom management (CRCM) is an approach
to running classrooms with all children in a culturally responsive way.
More than a set of strategies or practices, CRCM is a pedagogical
approach that guides the management decisions that teachers make.
It is a natural extension of culturally responsive teaching which uses
students' backgrounds, rendering of social experiences, prior
knowledge, and learning styles in daily lessons. We need to run
classrooms in a culturally responsive way even though classroom is
multicultural. CRCM was not about running the class room based on
certain rules and practices. It was a pedagogic approach. Pedagogic
approaches guide teachers to take decisions in a scientific and
managerial way. Once the teacher decides to run the classroom in a
CRCM way, the teacher needs to know the students’ backgrounds,
their experiences, their prior knowledge and learning capability in
her/his daily teaching.

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Along with considering the above said knowledge about the
students, teachers themselves reflect on their own background and
prior knowledge, when they teach. They might reflect their own
biases and values and how these biases and values reflect and
influence their teaching and interactions with students has been
noted. Teachers would come to a conclusion that it is not controlling
and feeding the students rather it is to provide necessary information
and knowledge and free flow of discussion and provide equal and
equitable opportunities.

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Weinstein, Tomlinson-Clarke and Curran (2004) developed a five-part
concept of CRCM derived from the literature. According to them
“The five point concepts were : culturally responsible pedagogy,
multicultural counseling and caring: recognition of one’s own cultural
lens and biases, knowledge of students’ cultural backgrounds,
awareness of the broader social, economic and political context,
ability and willingness to use culturally appropriate management
strategies, and commitment to building caring classroom
communities. In turn, the goal of classroom management was to
create an environment in which students would behave
appropriately from a sense of personal responsibility, not from a fear
of punishment or desire for a reward. As such the environment must
acknowledge and be responsive to who were the students
(cognitively, socially and emotionally), and create a safety net that
equitably responds to what teachers knew about their students”.
Creating potential of positive behaviour and providing support to
establish the same was the CRCM strategy.

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Teachers and schools need to concentrate on the following if they
want to establish culturally responsive and gender sensitive
classrooms : Curriculum ; School reading material; Subject preference
and choice; Motivational and Psychological issues; School
Environment; Teacher attitudes; Assessment; Curriculum transaction
strategy; Gender sensitive training to the teachers; Popularizing
biomedical research on the biology of human beings among
students; Recognizing the contribution of women scientists among
the students; Creating an environment to break gender stereotypes
among girls and boys in the school premises.
Ahmed’s overall conclusion was that: “Despite the NCERT having
developed a set of guidelines for the elimination of gender
stereotyping in textual material and disseminated to the authors and
publishers, not much has changed.”

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The content analysis of the NCERT text books discussed in her 1986
book showed that the figures of men occupied 75 percent of the
lessons. 87 percent of the biographies (47/54) were also about men.
Language of the text books was predominately male centric. Women
were completely excluded from 344 occupations (74 percent of 465
occupations in the texts). She argued that this “hidden curriculum” in
textbooks moulds children’s gender-related values, especially if
reinforced by the teacher. Along with depicting male centric pictures,
lack of gender neutral language and stereotyping the roles of women
is a great concern.

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Now, we will see how media and films reinforce and shape gender
relations by discussing few movies and short films and media reports.
Films and media might challenge existing social relations or they
might reinforce gender relations. They have the capacity to influence
public opinion. Commercial media targets children while advertising
products. It considers ways to make adults buy products through
children. At the same time commercial movies and short films and
media reports challenge patriarchy and are also educative. Recently
Microsoft produced and released a short film to educate children
about the contribution of women scientists. The film started with a
child sitting in a library asking questions about who invented what
and the names of the scientists. Children were able to quickly
mention the names of the male scientists and were unable to identify
women scientists. The short film ended with a note of the
contribution of women scientists. Films in India are produced in Hindi,
Tamil, Telugu, Kannada, Malayalam and many other Indian languages.

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They have a great mass appeal and they influence masses in the
decision making about stereotyping. Some films in India deviated
from regular stereotypes and tried to reverse the gender norms, roles
and relations. An important film to challenge the gender stereotype
was “Pink”. It acknowledged the women’s capacity to make decisions.
It challenged the existing stereotyping about women in many
respects. The movie “Ki Ka” brought the possibilities of changing
gender roles. The following case study has been taken from the report
“Good Practices in gender mainstreaming- case Studies” by UNDP,
2008. The Bollywood film “Chak De India” was another successful
commercial movie to challenge gender relations. The films talked
about the biases Indian girls have faced in sports. Due to patriarchy
and reinforcement of gender roles and norms, society expects women
to perform certain roles and confine them to private spaces. The
leading bollywood actor Shah Rukh Khan acted as a hockey coach in
this film.

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Shah Rukh Khan trains the female Indian hockey team and decides to
restore the lost reputation of the women hockey team in the country.
The members of the Indian Hockey Association have very patriarchal
attitudes and think that women should stay at home to take care of
the house and family. They feel that the women’s hockey team has no
chance of success. “Chak De! India” challenges prevailing attitude
towards gender, by subtly throwing in key facts about the prevalent
gender discrimination in the country The film relies on its characters
to break established notions about girls in India. Komal Chautala is a
young girl from Haryana, who manages to break out of the traditional
role given by the society, designated for Indian girls and makes it to
the national-level hockey team, despite her father’s protests. Her
rivalry with the other striker in the team, Preeti Sabarwal, shows to
the audience the internal rivalries that exist within a team. Preeti,
from Chandigarh has come from a very different background and had
many secret ambitions.

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She is not particularly loud or expressive like her team-mates, but is
nonetheless working furtively because she seeks retaliation against
her cricketer boyfriend, who always discounted her career, her goals
and her commitment to the game. She wanted to take home the title
of number one striker, so that she could show her arrogant and
chauvinistic boyfriend that she was a successful player, one that the
country could be proud of. Through the film, Komal and Preeti were
shown to be equal in the number of goals the two have scored.
Before the final match, however, Komal learnt the real reason why
Preeti was desperate to score the highest number of goals and she
gave up her chance to score a goal and gave Preeti the opportunity
that would make her the highest striker. Preeti returned Komal’s
gesture by offering Komal the chance of the critical penalty shootout,
thus demonstrating the solidarity that exists among girls and among
the ‘sisterhood’.

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Preeti’s response to her boyfriend’s marriage proposal reflected the
current struggle for gender equality in India. She declined his
elaborate and public proposal on the national television. This reflects
the arrival of a new voice of an Indian girl, who was determined to
find and establish her identity, irrespective of obligations placed on
her by a patriarchal society. Patriarchy too is discussed in the movie. It
divides women. This was discussed using the character of Bindiya
Naik in the movie. Vidya Sharma’s character is very encouraging and
spirited. She is an experienced hockey player, who is married and has
come to the national hockey camp against the wishes of her in-laws.
She is portrayed to give an unconditional importance to the career
she has chosen; despite repeated discouragement from all sides, she
is shown determined to participate in the World Cup, even at the cost
of risking her marriage. She embodies the self-confidence that
women need to continue the fight.

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It re-established that women all over India are looked at through the
same lens, one that saw them as being incapable of dealing with the
world outside the home. While the sports theme symbolized the
celebration of togetherness and achievement, it could be translated
into real life by showing that women could be used the strength of
the collective, thus enabling them to explore within for new
possibilities. The film has initiated Indian entertainment industry’s
first step in bringing about a change in gender perceptions in India.
http://egyankosh.ac.in/bitstream/123456789/46091/1/BES-129B1E.pdf

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Working towards gender equality in the classroom: Need and
Strategies
It is critical for children to recognize gender inequalities and
grow without stereotypes or prejudices in order to create a more
equitable society. Teaching equality, in a cross-curricular way, from
different subjects to areas of the school, is the first step to combat
inequality.
As young as the age of six, girls start to perceive themselves as less
intelligent than boys, according to a research led by New York
University, University of Illinois and Princeton University and
published by Science magazine, which had studied over 400
children between ages five and seven.
This misconception has a detrimental impact on girls’ decisions
upon completing elementary school, and it explains why there are
less women than men pursuing education in areas such as Physics,
Engineering or Philosophy.

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An Adecco report that surveyed more than 2,000 students between
ages 4-16 brings to light how sexism is present from a shockingly
early age.
More than 50% of the children in this survey considered women
responsible for housework. Moreover, according to this report,
children continue to have their aspirations set on roles that
conform to traditional gender stereotypes.
How would you assess the state of equality in your classroom? Do
girls and boys play together and under non-stereotyped roles? Do
you use inclusive language in and out of school? Do you show
inspiring female figures in your lessons?

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Playing never fails
Use inclusive game-based activities avoiding roles
and including mixed teams. No matter if you are in the
classroom or the playground, make playtime free of
stereotypes, since these are also great moments for learning.
Active monitoring
We must look out and make sure that sexist behavior or
misconduct do not take place. If they do, introduce activities to
reflect on gender equality.
Be a role model
Children learn by imitation. Behave appropriately with other
teachers and students and be coherent with your discourse.
Make your own behavior a role model for others to follow!
Division of tasks
You can create an environment of equality and respect in the
classroom by making boys and girls share responsibilities
and work together to complete tasks or solve problems.

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Support straight-talk
Answer students’ questions about personal relationships, sexual
orientation, roles, capacities or differences among people. On
top of keeping students informed, being upfront can also help
de-stigmatize taboos to prevent students from perpetuating
stereotypes and misconceptions.
Woman visibility
Invite women as guest lecturers who can speak about their
career and experience to set an example for
students. Students will learn on firsthand the responsibilities,
commitments, skills and efforts achieved by women and will
develop reasoned ideas of their role in society.
Choose the correct school material
Select teaching materials that reinforce the notion of equality.
For example, textbooks and workbooks may include messaging
encouraging students to feel open to explore different
professions.

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Activities that add value
Find ways to incorporate these topics in your curriculum; plan a
workshop on gender equality and help children fight against
sexist behaviors from a very early age. These workshops can
help children adopt an equalitarian attitude through games and
resources.
Involve families
Make families aware of the importance of continuing at home
the gender equality education given at school.
https://www.elesapiens.com/blog/strategies-to-promote-gender-equality-in-the-classroom/

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Women Empowerment: Issues and Strategies

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In the ancient Indian society women were adored and worshiped as
goddesses. However in the middle age, the status of women got
down to a great extent. Women are considered in the society only to
perform duties like bring up children, caring every family member,
and other household activities. There is old and traditional faith of
people coming out for years that men are for thy field whereas
women are only for the home. Now-a-days, women are breaking all
the barriers of social issues and problems against them in the
society.
Earlier to this women were facing a lot of problems because of male
dominated, patriarchal society system, practice of old traditional
believes, etc. Women were only responsible to the traditional roles
like child bearing and child rearing. In the modern world, where
women status has been improved a little while, still they are facing
problems.

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They have to perform both family and professional responsibilities
together without the help of their husbands. In some cases, the
condition of women becomes more embarrassed when they get
tortured by their family members instead of getting help. Sexual
harassment is more common at homes as well as in the offices by
the family members, relatives, neighbors, friends, boss, etc. They
have to suffer a lot in their daily life to nourish their career as well as
saving their family relationships.
Concept of Empowerment
Empowerment refers to policies and measures designed to increase
the degree of autonomy and self-determination in the lives of
people and in communities in order to enable them to represent
their interests in a responsible and self-determined way, acting
(again) on their own authority. Empowerment refers both to the
process of self-empowerment and to professional support of people,
which enables them to overcome their sense of powerlessness and

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lack of influence, and to recognize and eventually use their
resources and chances. Empowerment is a multidimensional
process, which should enable women or group of women to realize
their full identity and power in all spheres of life (Surekharao and
Rajamanamma, 1999). It consists of greater access to knowledge
and resources, greater autonomy in decision making to enable them
to have greater ability to plan their lives, or to have greater control
over the circumstances that influence their lives and free from
shocks imposed on them by custom, belief and practice. Generally
development with justice is expected to generate the forces that
lead to empowerment of various sections of population in a country
and to raise their status specially in case of women.
“Empowerment comes from Women’s groups who seek to empower
themselves through greater self-reliance. They have right to
determine their own choices in life. They also seek to gain control
and access to resources”.

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Empowerment is process, which helps people to gain control of their
lives through raising awareness, taking action and working in order
to exercise greater control. Empowerment is the feeling that
activates the psychological energy to accomplish one’s goals
(Indiresan, 1999). The term ‘empowerment’ has till-date not been
very explicitly defined and it may be assumed that based upon
context the term may be interpreted contextually &situational.
However, in context of women, empowerment essentially refers to a
feeling of awareness of one’s own situation backed up with the
knowledge, skills and information which could enable women to
gain higher self-esteem and facilitate their role as decision makers in
the current patriarchal society where women have always been
subordinate to men. Empowerment refers to increasing the spiritual,
political, social or economic strength of individuals and
communities. It often involves the empowered developing
confidence in their own capacities.

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Issues and Problems faced by Women in India
There are various issues and problems which women generally face
in the society in India. Some of the problems are mentioned and
described below:
1. Selective abortion and female infanticide
It is the most common practice for years in India in which abortion of
female fetus is performed in the womb of mother after the fetal sex
determination and sex selective abortion by the medical
professionals.
2. Sexual harassment
It is the form of sexual exploitation of a girl child at home, streets,
public places, transports, offices, etc by the family members,
neighbors, friends or relatives.
3. Dowry and Bride burning
It is another problem generally faced by women of low or middle
class family during or after the marriage. Parents of boys demand a
lot of money from the bride’s family to be rich in one time.

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Groom’s family perform bride burning in case of lack of fulfilled
dowry demand. In 2005, around 6787 dowry death cases were
registered in India according to the Indian National Crime Bureau
reports.
4. Disparity in education
The level of women education is less than men still in the modern
age. Female illiteracy id higher in the rural areas. Where over 63% or
more women remain unlettered.
5. Domestic violence
It is like endemic and widespread disease affects almost 70% of
Indian women according to the women and child development
official. It is performed by the husband, relative or other family
member.
6. Child Marriages
Early marriage of the girls by their parents in order to be escaped
from dowry. It is highly practiced in the rural India.

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7. Inadequate Nutrition
Inadequate nutrition in the childhood affects women in their later
life especially women belonging to the lower middle class and poor
families.
8. Low status in the family
It is the abuse or violence against women.
9. Women are considered as inferior to men
So they are not allowed to join military services.
10. Status of widows
Widows are considered as worthless in the Indian society. They are
treated poorly and forced to wear white clothes.
Earlier women were facing problems like child marriage, sati pratha,
pardapratha, restriction to widow remarriage, widows’ exploitation,
devadasi system, etc. However, almost all the old traditional
problems have been disappeared gradually from the society but
given rise to other new issues. Women are continuously facing many

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problems even after having self-confidence, individuality, self-
respect, personality, capacity, talent, and efficiency more than men.
They are facing problems in their daily life even after they are given
equal rights and opportunities like men by the Constitution of India.
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STRATEGIES:
ECONOMIC EMPOWERMENT OF WOMEN
Poverty Eradication
Since women comprise the majority of the population below the
poverty line and are very often in situations of extreme poverty,
given the harsh realities of intra-household and social discrimination,
macro-economic policies and poverty eradication programmes will
specifically address the needs and problems of such women. There
will be improved implementation of programmes which are already
women oriented with special targets for women. Steps will be taken
for mobilization of poor women and convergence of services, by
offering them a range of economic and social options, along with
necessary support measures to enhance their capabilities. Micro
Credit In order to enhance women’s access to credit for consumption
and production, the establishment of new and strengthening of
existing micro-credit mechanisms and micro-finance institution will
be undertaken so that the outreach of credit is enhanced.

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Other supportive measures would be taken to ensure adequate flow
of credit through extant financial institutions and banks, so that all
women below poverty line have easy access to credit.
Women and Economy
Women’s perspectives will be included in designing and
implementing macro-economic and social policies by
institutionalizing their participation in such processes. Their
contribution to socio-economic development as producers and
workers will be recognized in the formal and informal sectors
(including home based workers) and appropriate policies relating to
employment and to her working conditions will be drawn up. Such
measures could include: Reinterpretation and redefinition of
conventional concepts of work wherever necessary e.g. in the Census
records, to reflect women’s contribution as producers and workers.
Globalization
Globalization has presented new challenges for the realization of the
goal of women’s equality, the gender impact of which has not been

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systematically evaluated fully. However, from the micro-level studies
that were commissioned by the Department of Women & Child
Development, it is evident that there is a need for re-framing policies
for access to employment and quality of employment. Benefits of the
growing global economy have been unevenly distributed leading to
wider economic disparities, the feminization of poverty, increased
gender inequality through often deteriorating working conditions
and unsafe working environment especially in the informal economy
and rural areas. Strategies will be designed to enhance the capacity
of women and empower them to meet the negative social and
economic impacts, which may flow from the globalization process.
Women and Agriculture
In view of the critical role of women in the agriculture and allied
sectors, as producers, concentrated efforts will be made to ensure
that benefits of training, extension and various programmes will
reach them in proportion to their numbers. The programmes for
training women in soil conservation, social forestry, dairy

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development and other occupations allied to agriculture like
horticulture, livestock including small animal husbandry, poultry,
fisheries etc. will be expanded to benefit women workers in the
agriculture sector.
Women and Industry
The important role played by women in electronics, information
technology and food processing and agro industry and textiles has
been crucial to the development of these sectors. They would be
given comprehensive support in terms of labour legislation, social
security and other support services to participate in various industrial
sectors. Women at present cannot work in night shift in factories
even if they wish to. Suitable measures will be taken to enable
women to work on the night shift in factories. This will be
accompanied with support services for security, transportation etc.

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Support Services
The provision of support services for women, like child care facilities,
including crèches at work places and educational institutions, homes
for the aged and the disabled will be expanded and improved to
create an enabling environment and to ensure their full cooperation
in social, political and economic life. Women-friendly personnel
policies will also be drawn up to encourage women to participate
effectively in the developmental process.

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SOCIAL EMPOWERMENT OF WOMEN
Education
Equal access to education for women and girls will be ensured.
Special measures will be taken to eliminate discrimination,
universalize education, eradicate illiteracy, create a gender-sensitive
educational system, increase enrolment and retention rates of girls
and improve the quality of education to facilitate life-long learning as
well as development of occupation/vocation/technical skills by
women. Reducing the gender gap in secondary and higher education
would be a focus area. targets in existing policies will be achieved,
with a special focus on girls and women, particularly those belonging
to weaker sections including the Scheduled Castes/Scheduled
Tribes/Other Backward Classes/Minorities. Gender sensitive curricula
would be developed at all levels of educational system in order to
address sex stereotyping as one of the causes of gender
discrimination.

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Health
A holistic approach to women’s health which includes both nutrition
and health services will be adopted and special attention will be given
to the needs of women and the girl at all stages of the life cycle. The
reduction of infant mortality and maternal mortality, which are
sensitive indicators of human development, is a priority concern. This
policy reiterates the national demographic goals for Infant Mortality
Rate (IMR), Maternal Mortality Rate (MMR) set out in the National
Population Policy 2000. Women should have access to
comprehensive, affordable and quality health care. Measures will be
adopted that take into account the reproductive rights of women to
enable them to exercise informed choices, their vulnerability to
sexual and health problems together with endemic, infectious and
communicable diseases such as malaria, TB, and water borne diseases
as well as hypertension and cardio-pulmonary diseases. The social,
developmental and health consequences of HIV/AIDS and other

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sexually transmitted diseases will be tackled from a gender
perspective. To effectively meet problems of infant and maternal
mortality, and early marriage the availability of good and accurate
data at micro level on deaths, birth and marriages is required. Strict
implementation of registration of births and deaths would be ensured
and registration of marriages would be made compulsory. In
accordance with the commitment of the National Population Policy
(2000) to population stabilization, this Policy recognizes the critical
need of men and women to have access to safe, effective and
affordable methods of family planning of their choice and the need to
suitably address the issues of early marriages and spacing of children.
Interventions such as spread of education, compulsory registration of
marriage and special programmes like BSY should impact on delaying
the age of marriage so that by 2010 child marriages are eliminated.
Women’s traditional knowledge about health care and nutrition will
be recognized through proper documentation and its use will be
encouraged.

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The use of Indian and alternative systems of medicine will be
enhanced within the framework of overall health infrastructure
available for women.
Nutrition
In view of the high risk of malnutrition and disease that women face
at all the three critical stages viz., infancy and childhood, adolescent
and reproductive phase, focused attention would be paid to meeting
the nutritional needs of women at all stages of the life cycle. This is
also important in view of the critical link between the health of
adolescent girls, pregnant and lactating women with the health of
infant and young children. Special efforts will be made to tackle the
problem of macro and micro nutrient deficiencies especially amongst
pregnant and lactating women as it leads to various diseases and
disabilities. Intra-household discrimination in nutritional matters vis-
à-vis girls and women will be sought to be ended through appropriate
strategies. Widespread use of nutrition education would be made to
address the issues of intra-household imbalances in nutrition and the
special needs of pregnant and lactating women.

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Women’s participation will also be ensured in the planning,
superintendence and delivery of the system. Drinking Water and
Sanitation Special attention will be given to the needs of women in
the provision of safe drinking water, sewage disposal, toilet facilities
and sanitation within accessible reach of households, especially in
rural areas and urban slums. Women’s participation will be ensured in
the planning, delivery and maintenance of such services.
Housing and Shelter
Women’s perspectives will be included in housing policies, planning of
housing colonies and provision of shelter both in rural and urban
areas. Special attention will be given for providing adequate and safe
housing and accommodation for women including single women,
heads of households, working women, students, apprentices and
trainees.
Environment
Women will be involved and their perspectives reflected in the
policies and programmer for environment, conservation and

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restoration. Considering the impact of environmental factors on their
livelihoods, women’s participation will be ensured in the conservation
of the environment and control of environmental degradation. The
vast majority of rural women still depends on the locally available
non-commercial sources of energy such as animal dung, crop waste
and fuel wood. In order to ensure the efficient use of these energy
resources in an environmental friendly manner, the Policy will aim at
promoting the programmes of non-conventional energy resources.
Women will be involved in spreading the use of solar energy, biogas,
smokeless chulahs and other rural application so as to have a visible
impact of these measures in influencing eco system and in changing
the life styles of rural women.
Science and Technology
Programmes will be strengthened to bring about a greater
involvement of women in science and technology. These will include
measures to motivate girls to take up science and technology for
higher education and also ensure that development projects with

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scientific and technical inputs involve women fully. Efforts to develop
a scientific temper and awareness will also be stepped up. Special
measures would be taken for their training in areas where they have
special skills like communication and information technology. Efforts
to develop appropriate technologies suited to women’s needs as well
as to reduce their drudgery will be given a special focus too.
Women in Difficult Circumstances
In recognition of the diversity of women’s situations and in
acknowledgement of the needs of specially disadvantaged groups,
measures and programmes will be undertaken to provide them with
special assistance. These groups include women in extreme poverty,
destitute women, women in conflict situations, women affected by
natural calamities, women in less developed regions, the disabled
widows, elderly women, single women in difficult circumstances,
women heading households, those displaced from employment,
migrants, women who are victims of marital violence, deserted
women and prostitutes etc.

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Violence against women
All forms of violence against women, physical and mental, whether at
domestic or societal levels, including those arising from customs,
traditions or accepted practices shall be dealt with effectively with a
view to eliminate its incidence. Institutions and mechanisms/schemes
for assistance will be created and strengthened for prevention of such
violence, including sexual harassment at work place and customs like
dowry; for the rehabilitation of the victims of violence and for taking
effective action against the perpetrators of such violence. A special
emphasis will also be laid on programmes and measures to deal with
trafficking in women and girls.
Rights of the Girl Child
All forms of discrimination against the girl child and violation of her
rights shall be eliminated by undertaking strong measures both
preventive and punitive within and outside the family. These would
relate specifically to strict enforcement of laws against prenatal sex
selection and the practices of female feticide, female infanticide, child

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marriage, child abuse and child prostitution etc. Removal of
discrimination in the treatment of the girl child within the family and
outside and projection of a positive image of the girl child will be
actively fostered. There will be special emphasis on the needs of the
girl child and earmarking of substantial investments in the areas
relating to food and nutrition, health and education, and in vocational
education. In implementing programmes for eliminating child labour,
there will be a special focus on girl children.
Mass Media
Media will be used to portray images consistent with human dignity
of girls and women. The Policy will specifically strive to remove
demeaning, degrading and negative conventional stereotypical
images of women and violence against women. Private sector
partners and media networks will be involved at all levels to ensure
equal access for women particularly in the area of information and
communication technologies. The media would be encouraged to

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develop codes of conduct, professional guidelines and other self-
regulatory mechanisms to remove gender stereotypes and promote
balanced portrayals of women and men.
Institutional Mechanisms
Institutional mechanisms, to promote the advancement of women,
which exist at the Central and State levels, will be strengthened.
These will be through interventions as may be appropriate and will
relate to, among others, provision of adequate resources, training and
advocacy skills to effectively influence macro-policies, legislation,
programmes etc. to achieve the empowerment of women.

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National and State Councils will be formed to oversee the
operationalization of the Policy on a regular basis. The National
Council will be headed by the Prime Minister and the State Councils
by the Chief Ministers and be broad in composition having
representatives from the concerned Departments/Ministries,
National and State Commissions for Women, Social Welfare Boards,
representatives of Non-Government Organizations, Women’s
Organisations, Corporate Sector, Trade Unions, financing
institutions, academics, experts and social activists etc. These
bodies will review the progress made in implementing the Policy
twice a year. The National Development Council will also be
informed of the progress of the programme undertaken under the
policy from time to time for advice and comments. National and
State Resource Centres on women will be established with
mandates for collection and dissemination of information,
undertaking research work, conducting surveys, implementing
training and awareness generation programmes, etc.

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These Centers will link up with Women’s Studies Centres and other
research and academic institutions through suitable information
networking systems. While institutions at the district level will be
strengthened, at the grass-roots, women will be helped by
Government through its programmes to organize and strengthen
into Self-Help Groups (SHGs) at the Anganwadi/Village/Town level.
The women’s groups will be helped to institutionalize themselves
into registered societies and to federate at the Panchyat/Municipal
level. These societies will bring about synergistic implementation of
all the social and economic development programmes by drawing
resources made available through Government and
NonGovernment channels, including banks and financial institutions
and by establishing a close Interface with the Panchayats/
Municipalities.
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https://www.academia.edu/36522753/Women_Empowerment_Issues
_Challenges_and_Strategies_in_India

74. 10/16/2020 74https://www.academia.edu/36522753/Women_Empowerment_Issues_Challenges_
and_Strategies_in_India