Gender Inquality in Higher Education Project

Gender Inequality in Higher Educational Institutes in Aurangabad city
PART- I
INTRODUCTION
1) Executive Summary
This project is based on Gender Ineqaulity in higher education institutes in Aurangabad

city I have done a lot of research in identifying various factors leading to gender
inequality in higher education institutions, ways of gender discrimination in higher
educational institutions, study of the relationship between gender eqaulity and
development, understanding various practices followed in higher education institutes to
tackle the issue and I have suggested feasible measures for gender equality.I have almost
covered all the essential points which were required to include in this project by doing
my research . I have conducted a survey form as this was the most effective way of
conducting research in the pandemic.
In higher educational institutions, gender inequality has been experienced. Girls have
been discriminated against in terms of various aspects as compared to their male
counterparts. The primary aspect in terms of gender inequality has been experienced is in
participation. The students are required to participate in number of areas in educational
institutions. Girls were provided with less participation opportunities as compared to their
male counterparts and hence, it led to prevalence of gender inequality. In rural
communities, this problem has been more severe as compared to urban communities.
Gender inequality in education is regarded as the major impediment within the course of
overall progression of the system of education. Therefore, it is vital to formulate
measures and programs that are focused upon making provision of equal rights and
opportunities to girls, not only within the course of acquisition of education, but also in
the implementation of other job duties. The parents at home and teachers in school need
to provide equal participation opportunities to girls. The main areas that have been taken
into account are, factors causing gender inequality in education, factors influencing
educational attainment, and programs promoting women’s education.
Gender Inequality in education is a persistent problem within the Indian society,

especially for the girls, belonging to economically weaker sections of the society. Gender
inequalities are important in various dimensions, these include, education, health,
employment or pay.During the past several decades, there have been progressions made
in the achievement of universal enrolment of students in schools. Furthermore, there has
been enactment of policies and procedures to address gender inequality in education.
However, in the present existence too, there have been education gaps. The major factors
that contribute to education gaps are, socio-economic factors, accessibility to learning
materials and resources, time devoted towards formal learning activities and the cultural
viewpoints and perspectives among individuals and communities regarding the education
of girls. In usually rural communities, there has been prevalence of the viewpoint among
individuals that girls are meant to carry out the household chores and school education is
not meant for them. They have to eventually get married and in their marital homes, they
MGM IOMR BBA II Sem Project Page 1

would not have any opportunities to make use of their educational skills, but carry out the
household responsibilities. But these perspectives are changing and girls too are
encouraged towards acquisition of education.
In the present existence, there have been formulation of measures and programs
that equal rights and opportunities should be made available to the girls. In the past,
individuals possessed this viewpoint that male members of the family should be
educated. When the males would acquire education, they would render a significant
contribution in promoting goodwill and well-being of their families through attainment of
employment opportunities. But, in the present existence, in urban as well as in rural
communities, individuals and communities have brought about changes in their
viewpoints and perspectives and are encouraging girls as well towards acquisition of
education. Girls and women too can render an effective contribution in promoting
welfare of their families and communities. When they obtain support from their parents,
then they are able to attain good-quality education.

2) Objectives of the Project study
 To demonstrate what is gender inequality

 To identify the factors leading to gender inequality in higher educational institutes
 To find various ways of gender discrimination in higher educational institutes
 To find out the relationship between gender equality and development
 To understand various practises followed in Higher education institutes to tackle
issue
 To suggest feasible measures for gender equality

PART –II
RESEARCH METHODOLOGY
1) STATEMENT OF PROBLEM
Some problems/issues of gender inequality in higher education institutes in

Aurangabad city are as follows-
Conditions of Poverty
When individuals are residing in the conditions of poverty, then they experience number
of problems and challenges in making ends meet. In some cases, they even experience problems
in meeting their daily nutritional requirements. The individuals and families, who are residing in
the conditions of poverty have the primary objective of generating sufficient income to sustain
their living conditions satisfactorily. They usually do not possess financial resources to meet the
expenses, involved in the pursuance of education. Even when education is provided free of cost,
they still need to meet other expenses, involved in education. These are, stationary items, books,
bags, uniforms, transportation costs and so forth. The poverty stricken individuals experience
problems in meeting these expenses.
The poverty stricken individuals possess this viewpoint that acquisition of education is of
utmost significance in sustaining one’s living conditions. Hence, they aspire to get their sons
enrolled in schools. They possess this viewpoint that education should be provided to the sons,
so they are able to get engaged in good employment opportunities in future. Whereas, girls are
trained in terms of performance of household responsibilities and minor jobs to earn some
income to support their families. For instance, when parents are engaged in production of items,
then they encourage their children, both boys and girls to assist them in production and sales.
The boys are required to get engaged in this job after school hours. The girls are usually
discouraged from acquisition of education, due to limited financial resources. Their male siblings
teach them, what they have learned in schools, primarily to enhance their basic literacy skills of
reading, writing and numeracy.

Prevalence of Traditional Viewpoints
The individuals and communities usually possessed traditional viewpoints regarding the
education of girls. Particularly, when they possessed limited financial resources, then they
believed that these resources should be saved for marriage of their girls and should not be spent
on education. Another viewpoint was that in marital homes, girls would not be able to utilize
their educational skills and would primarily have to implement the household responsibilities.
Taking this aspect into consideration, from the initial stage, they train their girls regarding the
implementation of household responsibilities. In the past period, girls and women were merely
confined within their homes and not allowed to participate in any social functions or events.
They were not allowed to express their viewpoints and perspectives in the decision making
matters. They primarily sustained their living conditions on the income earned by men and were
meant to obey the decisions and rules formulated by them. Hence, due to the prevalence of
traditional viewpoints, they were discriminated against and were deprived of certain rights and
opportunities.
The acquisition of education of girls is usually affected by traditional practices associated

with adolescence. In some rural communities, prevalence of certain traditional practices prove to
be hindrances within the course of acquisition of education on the part of the girls (Linda, 2014).
Due to the prevalence of traditional viewpoints and perspectives, girls are not only deprived from
acquisition of education, but also in attaining self-independence. In other words, these are
barriers within the course of attainment of empowerment opportunities. Therefore, for bringing
about empowerment opportunities among women and girls, it is necessary to bring about
transformations in traditional viewpoints and give equal rights and opportunities to women and
girls.
School Infrastructure
The school infrastructure is regarded as significant in the formation of suitable and

amiable learning environment and in the pursuance of academic goals. With the availability of
adequate infrastructural facilities, the members of the educational institutions are able to carry
out their job duties in a well-organized manner. Furthermore, the students are also able to feel
pleasurable within the school environment and get motivated towards their studies. Research has

indicated that due to lack of appropriate infrastructural facilities, the students usually drop out,
before their educational skills are honed. This applies particularly to the girls. The important
infrastructural facilities in schools that are essential to enhance the system of education are,
furniture, equipment, materials, technologies, restrooms, civic amenities, transportation facilities,
playgrounds, classrooms, library facilities, laboratories and overall school environmental
conditions.
When these infrastructural facilities will be well-maintained, then the educators, staff
members and students will feel pleasurable and contented within the working environment. It is
apparent that to facilitate learning, schools need to make provision of proper teaching-learning
materials, library facilities, laboratories related to science subjects, and computer centres. When
the educators as well as students will have access to these facilities, then they will be able to
carry out the teaching-learning processes in a well-organized manner. In India, in urban areas,
normally infrastructural facilities are well-developed. Whereas, in rural communities, these are
not well-developed. Therefore, it is vital to formulate measures to bring about improvements in
infrastructural facilities in rural schools. The provision of appropriate infrastructural facilities
would lead to an increase in the enrolment of students and augment the retention rate.
Discriminatory Treatment among Girls
Research has indicated that among the deprived, marginalized and socio-economically
backward sections of the society, the girls and women usually experience discriminatory
treatment. The discriminatory treatment among girls is depicted in number of aspects. These are,
acquisition of education, attainment of employment opportunities, empowerment opportunities,
deprivation in right to property, deprivation from having a say in the decision making matters,
deprivation from expressing their viewpoints and perspectives, discouraged from participation in
social, economic, cultural and political activities, remaining confined within the households,
implementing household chores and taking care of the needs and requirements of their family
members. Furthermore, they also experience discriminatory treatment regarding health and
medical facilities and even food items. Good quality food was provided to the male members and
females were given simple food. The prevalence of discriminatory treatment against women
regarding these aspects is not only a barrier within the course of their progression, but also in
development of the communities and nation.

Irrespective of the jobs in which women and girls are engaged in, whether they are
involved in the management of household responsibilities, or are pursuing education or are
engaged in employment opportunities or assisting their parents in family business. It is vital for
them to obtain equal rights and opportunities. It is the responsibility of the parents to ensure that
they provide equal rights and opportunities to their girls. The girls should be given equal rights
and opportunities regarding acquisition of education, health care facilities, medical facilities, diet
and nutrition, property, wealth, resources and so forth. Making provision of equal rights and
opportunities to the girls would promote their well-being and empowerment opportunities.
Occurrence of Criminal and Violent Acts
In rural as well as in urban communities, women and girls have experienced criminal and
violent acts to a major extent. These acts are, verbal abuse, physical abuse, sexual harassment,
discriminatory treatment, rape, acid attacks, female foeticide and female infanticide, child
trafficking, domestic violence and neglect. The experiencing of these acts on the part of girls and
women, have an effect upon their physical as well as psychological health. The extent of
suffering usually depends upon the extent to which they have experienced these acts. For
instance, in schools, when girls experience verbal abuse from fellow students, then they usually
do not drop out. But when they experience sexual harassment, or other criminal act, then they
may drop out of schools. Hence, occurrence of criminal and violent acts are regarded as major
barriers within the course of acquisition of education.
The student and particularly girls have experienced criminal and violent acts in schools as
well. Research has indicated that teachers, staff members and fellow students have been involved
in such acts. Therefore, for not only leading to progression of women, but also in the
enhancement of the system of education, it is necessary to formulate measures that would
alleviate criminal and violent acts in schools, particularly against women and girls, promote
equal rights and opportunities among them and treat them with respect and courtesy. It is the
responsibility of the parents to ensure that growth and development of their children, both boys
and girls takes place in an effective manner. For carrying out this responsibility, they need to
ensure that they treat their girls with kindness and courtesy.

Child Marriage
Child marriage is when marriage of the individuals takes place, when they are below 18
years of age. Child marriage imposes negative effects upon the individuals, particularly girls.
When girls are married at a young age, then they are normally deprived of acquisition of
education, getting engaged in employment opportunities, and participation in other childhood
activities. They merely are required to remain within the homes, implement household
responsibilities and take care of the needs and requirements of other family members. Research
has indicated that girls usually depict unwillingness, but they are required to obey their parents.
Due to the possession of traditional viewpoints and perspectives, individuals and groups
primarily belonging to rural communities get their girls married at an early age. They possess
this viewpoint that if girls are educated and get older, then it would be difficult to find suitable
grooms for them. For this purpose, they even train their girls in terms of implementation of
household chores from the initial stage.
Due to the prevalence of this practice, girls are forbidden from acquisition of education.
There have been implementation of programs and schemes that are meant to curb child marriage.
In 2006, the Government renewed its efforts and India passed the prohibition of Child Marriage
Act. This caused the increase in the penalties for conducting a child marriage ritual and made
child marriage voidable by the married party up to two years after reaching the age of adulthood
and provided the opportunities for the courts to intervene in these cases. The legal age for
marriage to take place within the country for boys is 21 years and for girls is 18 years.
Education of the Parents
Education of the parents is a crucial factor for promoting education among children,
inculcating the traits of morality and ethics among them and leading to their well-being. When
the parents are well-educated and are engaged in reputed employment opportunities, then it is
apparent that they will make provision of good quality education to their children. Educated
parents will also be aware of the fact that it is necessary to ensure that equal rights and
opportunities should be provided to both boys and girls. Hence, they get their children enrolled
in reputed educational institutions and make provision of opportunities to them to enhance their
career prospects.

On the other hand, when the parents are not much educated nor possess the basic literacy
skills of reading, writing and numeracy, then in such cases, normally two factors are
experienced. First is, they recognize the significance of education and promote equal rights and
opportunities for both girls and boys towards acquisition of education. They form this viewpoint
that girls should not be regarded as liabilities and it is necessary to provide them equal education
opportunities. Another aspect is, they discriminate against girls, particularly regarding
acquisition of education and encourage their boys towards getting enrolled in schools. The major
causes are lack of financial resources and unawareness. With the formulation of programs and
schemes, these individuals too have realized that it is vital to make provision of educational
opportunities to both girls and boys.
Occupation of the Parents
Research has indicated that the occupation of the parents is regarded as important factor
in promoting education among girls. The girls are deprived from acquisition of education due to
lack of wage earning opportunities of parents. The major objective of all individuals is to get
engaged in employment opportunities to sustain their living conditions in an adequate manner.
Through getting engaged in employment opportunities, one earns income to sustain their living
conditions. In the present existence, finding good employment opportunities is not easy. The
individuals are required to struggle to find good employment opportunities or obtain
recommendations. The occupations and employment opportunities of the parents is regarded as
an important factor in facilitating the acquisition of education among children.
When boys and girls get enrolled in schools, then it is apparent that they need to work
effectively towards acquisition of education. They need to pay adequate attention towards their
studies and inculcate the traits of diligence, resourcefulness and conscientiousness. Apart from
these factors, there are other crucial factors as well. These are, admission of the students,
retention rate and academic performance. The occupation of the parents matter to a major extent
in influencing these factors. When the parents are engaged in well-paid and reputed occupations,
then there is an increase in the admission and retention rate of the students. Furthermore, they are
able to achieve good grades as well in their assignments and tests. On the other hand, when
parents are engaged in low paid minority jobs or are unemployed, then there is a decline in the
admission and retention rate of the students and they also experience set-backs in their academic

performance. Therefore, it is vital for the individuals to get engaged in employment opportunities
and secure their financial position.
Management of Household Responsibilities
Research has indicated that individuals belonging to deprived, marginalized and

economically weaker sections of the society usually discourage their girls from the acquisition of
education, mainly because of their participation in the management of household responsibilities.
Within the households, there are number of aspects, which need to be taken care of. These
include, preparation of meals, cleaning, washing, gardening and so forth. In rural households, the
individuals are required to perform certain additional tasks as well. These include, fetching water
from the water bodies and taking care of livestock. In urban communities, usually domestic
helpers and cleaners are hired. The hiring of domestic helpers usually enable the members of the
household to get engaged in other tasks and activities. But in rural communities, the individuals
are required to carry out the household responsibilities on their own. Individuals normally
encourage their children, especially girls to get engaged in the implementation of household
responsibilities. Due to management of household responsibilities, they are discouraged from
acquisition of education.
In rural communities, apart from the implementation of household responsibilities, the

other tasks and activities that usually girls and women get engaged in are taking care of the needs
and requirements of other family members. The individuals are normally engaged in the
agricultural sector and farming practices. Therefore, when parents go to work, girls are vested
with the responsibility of ensuring that all the household chores are implemented in an
appropriate manner and they are able to adequately look after the health care and other needs of
elderly family members and younger siblings. From the stage of early childhood, they are trained
in terms of implementation of household responsibilities. Hence, are deprived from getting
enrolled in schools and acquisition of education.
Lack of Interest in Studies
In the present existence, individuals, belonging to all categories and backgrounds have
recognized the significance of education. The individuals have recognized that through
acquisition of education, there will be creation of a base, which would assist them in the

adequate sustenance of the living conditions. Generating awareness in terms of these aspects
would render an effective contribution in enabling the parents to get their children enrolled in
schools. Academic learning is not easy. The individuals need to pay adequate attention,
particularly when the teacher is teaching, depict regularity in their studies and possess the
educational resources that are essential for the achievement of academic goals. When the
students do not possess adequate resources, when they do not acquire an efficient understanding
of the academic concepts, then they are not able to develop an interest in studies. Hence, lack of
interest in studies is one of the crucial factors that causes gender inequality in education.
To acquire education and to enable the individuals to achieve academic goals, it is vital
for the students to develop interest and enthusiasm. When they feel they are experiencing
setbacks in their academics and are not able to acquire an efficient understanding of the concepts,
then it is vital for them to obtain support and assistance from others. When the individuals are
financially strong, then they provide coaching classes for their children regarding difficult
subjects. When parents are educated, then too they take out time for their children and teach
them. Whereas, when the parents are not educated or when they do not possess adequate
financial resources, then the students usually take help from teachers and fellow students. When
they are unable to overcome problems and challenges, then they usually drop out even before
their educational skills are honed. Therefore, lack of interest in studies on the part of the students
is regarded as an important factor in leading to gender inequality in education.
Factors Influencing Educational Attainment
When the individuals pursue their educational goals, then they need to take into
consideration certain factors. The major factors that influence the attainment of education have
been stated as follows:
Socio-Economic Factors
The social factors are primarily related to the socio-economic background and social
status of the individuals. Research has indicated that when individuals have their own family
business, then they normally prefer that their children should attain the educational
qualifications, so they can provide assistance and support to their parents in augmenting their
family business. Whereas, in most cases, children are provided with rights and opportunities to

make their own decisions regarding acquisition of education. When they score good grades in
class twelve exams, then they aspire to pursue professional degrees, such as, law, medical or
engineering and so forth. But when they belong to deprived, marginalized and socio-
economically backward sections of the society, then they experience set-backs in getting enrolled
in higher educational institutions.
The socio-economic background and the social status of the individuals is primarily
characterized by occupations and financial status of the individuals. For example, when well-
educated, qualified and skilled individuals are engaged in medical profession or are engineers or
lawyers and are engaged in reputed employment opportunities, then they possess sufficient
financial resources and may even get their children enrolled in higher educational institutions in
international countries. On the other hand, when individuals are engaged in minority jobs and
their income is not sufficient to provide higher education to their children, then they experience
problems in acquisition of education. In some cases, poverty stricken, deprived and socio-
economically backward sections of the society provide education to their sons and not girls.
Hence, girls are required to experience deprivation from acquisition of education due to scarcity
of financial resources.
Accessibility to Learning Materials and Resources
In order to acquire education and achieve educational goals and objectives, it is essential
to access good quality learning materials and resources. Educational resources are the resources
that enable the individuals to pursue their studies in an efficient and manageable manner. These
need to be adequately available in educational institutions as well as homes. These are
appropriate teaching-learning methods, teaching-learning materials, infrastructure, technology,
books, reading materials, stationary items and assistance and support available from experts and
professionals. When there are availability of financial resources within educational institutions,
then they make provision of all kinds of facilities, materials, technologies, equipment and
amenities that are necessary to help students in acquisition of education and achievement of
academic goals. Due to the availability of adequate financial resources, parents also provide an
amiable and suitable learning environment for their children within home. They ensure that their
children have access to appropriate technologies, reading materials, private tuitions and other
facilities that are needed to achieve desired educational outcomes.

The individuals, belonging to poverty stricken, deprived and marginalized sections of the
society also aspire to give good quality education to their children. Within schools, they are able
to receive support from the teachers in pursuing educational goals. But at home, in some cases,
they are unable to make provision of technologies, materials, equipment and other resources that
are necessary to enhance learning. In such cases, students are required to make visits to computer
centres, obtain books from the libraries or help from their seniors. These students as well as their
families experience problems and challenges within the course of acquisition of education. But
they implement measures to access educational resources from other places, as they are
indispensable in acquisition of education.
Time Devoted towards Formal Learning Activities
Usually, students in schools as well as in higher educational institutions are engaged in

other tasks and activities as well, apart from acquisition of education. The other activities that
normally school students are engaged in include, extra-curricular and creative activities. These
include, artworks, handicrafts, sports, physical activities, singing, music, dance and so forth.
Apart from these activities, it is vital for them to devote adequate time towards their studies.
When the individuals get enrolled in higher educational institutions, then they normally migrate
to other regions, cities or even countries. When they are living away from homes, then they are
required to take care of other tasks and activities as well. These include, household chores,
employment opportunities, and other activities. When they are not financially strong, then they
are required to work to meet their expenses. Research has indicated that individuals get engaged
in either part-time or full-time jobs along with the pursuance of masters or doctoral programs.
When the individuals are engaged in other tasks and activities, along with their studies,
then it is vital for them to put into practice proper time management skills. In the implementation
of time management skills, one has to assign priorities to the tasks. The tasks, which are
important need to be given priority. When students give importance to their studies, they are able
to enhance their academic problems. Studies and employment opportunities are important for the
individuals. Therefore, in educational institutions as well as at home, they are instructed by their
educators and parents to pay attention towards their career goals. On the other hand, socializing
with friends and relatives, watching television shows, and getting engaged in other leisure and

recreational activities are also important for the students, but they should first devote their time
towards attainment of educational goals.
Cultural Viewpoints regarding the Education of Girls
The cultural viewpoints regarding the education of girls are embedded in the cultural
norms and values. In some rural communities, when individuals do not possess adequate
financial resources, which are necessary to meet the expenses that are involved in the pursuance
of education, then they primarily form this viewpoint that providing education to the girls is the
wastage of resources. Instead, they make use of resources in providing education to the boys.
Other viewpoints that discourage girls from the acquisition of education are, they should be
trained in terms of management of household responsibilities. These include, preparation of
meals, cleaning, fetching water, taking care of the needs and requirements of younger siblings
and elderly family members, especially when their parents are at work, taking care of livestock,
assisting their parents in family business, which may include, production of food items, artworks,
handicrafts, and so forth.
The cultural viewpoints focus upon the belief that when girls would acquire sufficient
training regarding the implementation of household responsibilities, then they would be able to
enhance the reputation of their families in marital homes. The other factors that promotes
negative attitudes regarding the education of girls are, making savings for dowry. Dowry is the
wealth and possessions that the bride’s family has to pay to the groom’s family at the time of
marriage. It includes, monetary resources, jewellery, and other items. When the marginalized and
deprived families have to make savings for the marriage of their daughters, then they do not
intend to spend financial resources towards pursuance of education. They possess the viewpoints
that boys would acquire good employment opportunities and contribute effectively towards
promoting well-being of their families and communities. But in the present existence,
transformations are taking place and individuals, belonging to all categories and backgrounds are
encouraging their girls towards acquisition of education.

2) SCOPE OF STUDY
 We’ll get to know about the issue/problem of gender inquality in higher education
institutes in Aurangabad city.
 By studying this problem we’ll be aware of sufferings the youth is facing.
 We’ll get to know the opinions/suggestions of the general public regarding the topic.
 As 33.3% of the respondants from my survey had experienced the issue of
genderinquality at higher education institutesw in our city, the scope of studying the
problem was well so far.
 We’ll gwt to know about gender and development, organisations and associations,
practices that still exist in the present time.
 Greater insights have been acquired regarding ground reality of the topic after
completing the project research.

3) LIMITATIONS OF STUDY
 As Gender Inequality is a broad topic, it was time consuming to collect all the
necessary data.
 Detailed information was not availale due to privacy and policy.
 As gender inequality is a sensitive topic, we cannot mention all the details sensitive to
those who encountered the issue/problem.
 We cannot force anyone to fill out the survey form for information
 Detailed study for gender inequality in higher education on Aurangbad level was
difficult as the content of related information was limited.
 We cannot judge anyone’s experience of gender inequality as everyone had diffferent
experiences which they encountered.

4) REVIEW OF STUDY
 As per my sesearch around 33.3% respondants have experienced gender inequality in

some or the other way
 There are many factors leading to gender ineqaulity in higher education institutes in
our city but the most answered were traditional viewpoints and family background.
 Factors that are influencing educational attainment would be known. The most
answered was Socio-Economic factors with 41.7%
 We’ll know about the ways of gender discrimination in higher educational institutes
in our city. The most answered was Stereotypes and gender bias with 68.8%
 Further the relationship between gender eqaulity and development wilol be known.
 Some common gender bias and discrimination practises in higher education institutes
in our city would be known in addition to effective laws for the issue, feasible
measures for gender equality and whether equality be achieved would be studied.

5) RESEARCH DESIGN
 In my project, Descriptive type of researech design is used.

 Descriptive research was usefuln as I did not know much about the topic i.e.Gender
ineqaulity in higher education institutes.
 Descriptive research design was appropriate because I have included the survey and
acquired facts and findings.
 As descriptive research design can use a wide variety of research methods to
investigate one or more variables, it provided me with in-depth view of the topic.
 Before I could understand the reasrch problem i.e. what is gender inquality, what are
the factors, causes of the problem, I needed to understand how, when and where it
happens.
 I conducted a google form survey, The link for the same is provided here
https://forms.gle/hTn68979W1Adiqr67 .The form was filled by 48 respondents;
majority of the strudents from MGM institute of Management and rsearch filled it and
rest were from other collegesof Aurangabad like Deogiri ,chatrapati etc.
6) TYPE OF DATA
 Both primary and secondary data have been collected to complete this project study
 Primary data sorces includes Surveys, observations, experiments, questionnaires,
focus groups, interviews etc
 Secondary data sources includes books, research papers, articles, newspaper, website,
government record, etc
 Primary Data gave me the best insights about the ground reality of the project topic.
 I used secondary data so as to fill the gaps and deficiencies of primary data
 As my project topic gender inquality is abroad topic I required both primary and
secondary data so as to carry out the same kind of research in these fields depending
uopn the data availability to complete my project study.
7) METHODS OF DATA COLLECTION

Several methods of data collection were used to complete my project research. The
list of the methods of data collection which I came across isd mentioned below-
 Survey via google form
 Records
 Documents
 Observations
 Newspaper
 Aritcles
 Research papers
 Books
 Reviews of the people who have encountered gender inequality.
Part III

PROFILE OF THE REGION UNDER THE STUDY
1) HISTORY
Gender inequality can be defined as allowing people different opportunities due to

perceived differences based solely on issues of gender. Gender discrimination is the
prejudicial treatment of an individual or group due to gender. Gender inequality and
discrimination are generally discussed as pertaining to women, but anyone can
experience gender-based inequality or discrimination.
Female education has long been acknowledged to have strong correlations with other
dimensions of human and social development. Low levels of education significantly
affect the health and nutritional status of women. For instance, in the case of India, he
notes that chances of suffering from the diseases caused by malnutrition decrease steadily
with increased levels of education. Height and Body Mass Index (BMI) vary with level of
education and illiterate women are reportedly at more risk of having lower height and
BMI (leading to higher deficiency of iron and other nutrients). Similarly, he noted that
while 56% of illiterate women suffer from anaemia, the percentage declines to 40% in the
case of the women who have completed at least high school. Despite strong economic
and social evidence of the high returns to female education, most communities continue
to under-invest in female education relative to male education. Even as the thresholds of
schooling completion increase, with significantly narrowing gender gaps in primary
education in particular, discrimination against girls in secondary and higher education
remains an issue. Economic and social privilege also affect gendered patterns of access,
with girls in secondary and higher education predominantly drawn from higher income
and social groups, endowed with higher social status. Reasons for parental under-
investment in female education are diverse and well-known .The deeply embedded
undervaluation of female labour, identified primarily with the reproductive or household
sphere, underlies the belief in many communities that educating females bring low
returns, as skills required in the reproductive sphere require domestic socialization and
not many years of schooling. The gender division of labour continues to reward women
less in the workplace. This has resulted in relatively lower female education and work
participation reflecting the ideological bias against considering women as household
bread-winners. Low valuation of female labour in the market place and association of
female labour with fulfilling domestic responsibilities including child rearing has led to a
deep-seated cultural association of women with the institutions of marriage and family.
While gender inequalities intensify with poverty, caste inequalities and geographical
location (particularly in underdeveloped rural areas), particular gender-differentiated
ideologies cut across all social groups, explaining why in all social groups, girls lag
behind boys in access to and participation in education. These include specific views on
the appropriate roles to be played by women in family and society, and the underlying
controls placed on female mobility and chastity. These gender-specific ideologies are
responsible for the continued wide gaps in female secondary schooling enrolment.

Further, responsibilities for securing domestic water and fuel place tremendous time
burdens on women, often shared with younger girls in the family who could otherwise be
in school or at rest or play. Investments in water supply, sustainable energy and
renewable sources of fuel all can have significant impact on female education.
Sexual harassment and violence also continue to be major constraining factors
preventing parents from freely sending their girls to school. Public spaces in India
continue to be relatively hostile to the presence of women, and rarely function in a way to
make women feel secure and confident. Transporting girls to school and back safely,
especially where secondary schools and universities are far away from their homes, is a
critical policy measure that has received scant attention. Similarly, while initiatives to
teach girls self-defence or cycling have been widely hailed as critical components of
gender-sensitive education, they have not really been taken up and promoted widely
through the education system.
Ideologies that shape female and male identities in Indian society are mutually
reinforcing across institutions, such as the family, workplace, and community leading to
vicious cycles of under-investment in females. Female education has suffered as a result
of this, though it is well-known that breaking the cycle of multiple deprivations can be
significantly furthered through ensuring quality education for girls and boys. Education
has the potential to contribute to alternative socialization, challenging conventional
gender ideologies, levelling the playing field between males and females in relation to
skills, credentials and qualification, and allowing women the use of knowledge to
empower themselves in diverse ways.
However, gender ideologies are open to change, and the recent structural shifts in Indian
society and economy in an era of economic liberalization and globalization have created
new aspirations and opportunities, which are likely, in turn, to have had an impact on the
demand for female education. Evidence of these changing dynamics, it can be argued, is
found in the ever increasing demand for female education as Empowering adult women is
a critical aspect of the kinds of structural change required.
Here are some of the points from the history that demonstrarte gender inqaulity in higher
education institute in our region -
 While female enrolment has increased rapidly since the 1990s, there is still a substantial
gap in upper primary and secondary schooling. Increased female enrolment is, however,
compromised by persistently high rates of drop-out and poor attendance of girls relative
to boys. Girls also constitute a large proportion of out-of-school children.
 Gender inequalities interlock with other forms of social inequality, notably caste,
ethnicity and religion, with girls from Scheduled Castes, Scheduled Tribes and Muslim
minorities particularly, constituting the population of out-of-school and drop-outs.
 The rapid increase in girls’ schooling and college can, arguably, be attributed to the
policy focus on alternative educational institutes and transitional schooling forms such as
bridge schools and residential camps, which are meant to be temporary measures aimed
at integrating out-of-school girls into formal schools. Little is known about the impact of
participation in these schools, not just on girls’ learning and empowerment, but also on
the end result. It is unclear whether these girls go on to complete formal schooling.
 Some micro studies suggest that girls are over-represented in the public schools/colleges
and learning centres provided by government, demonstrating continuing ‘son’ preference

whereby boys are educated and managed by non-state providers which are of (perceived)
better quality, and girls sent to public schools of (perceived) relatively poor quality.
However, these micro studies are not conclusive, and in the absence of large data sets on
the profile of students in the non-state sector (notably private schools/colleges), it is hard
to draw firm conclusions, particularly as the non-state sector is also diversifying rapidly
to include different kinds of fee structures. This dimension would require further research
and investigation
 These trends suggest that though much has been done in policy terms to increase female
access to schooling and higher education notably through improving access to schooling
by rapid expansion of institute infrastructure, there are still major policy challenges to be
met in terms of improving the quality of schools and ensuring better opportunities for
girls at higher levels of education. Dealing with demand-side constraints relating to the
schooling of adolescent girls, which has particular implications for participation in
schooling and college, is particularly critical. The gender-sensitivity of the infrastructure
of institute – notably provision of toilets, water and better security – is a particular
dimension that requires attention.
Finally, the above factors point to a continuing failure of Indian educational
interventions to take serious stock of gender inequality in education. While educational
programmes were successful in merging supply and demand side interventions, leading to
a surge in female enrolment, the lack of attention to gender-sensitive institutional reforms
and quality education have resulted in difficulties in sustaining these high levels of
demand for female education. Recognising that gender inequality in education cannot be
delinked from wider issues of women’s status and inability to assert their needs and rights
is a critical step that has been made in the National Policy on Education (1986).
However, sustaining this viewpoint at all levels of administration, not just amongst senior
bureaucrats, is essential for change to trickle across and down to the higher educational
level.

2) GEOGRAPHICAL STATE
Aurangabad is one of the 36 districts of Maharashtra.Maharashtra is located in the western part

of the India.Aurangabad is found at west side of Nashik, North side of Jalgaon, East side of
theJalna and South side of the Ahmednagar. In the ancient period Aurangabad was one ofthe
headquarters of the independent nizam (rulers) and principal city. Out of around 10,00km sq.
area Aurangabad district covers 37.55% urban area. Aurangabad District is situated mainly on
the two river Basin- that is Godavari and Tapi. As per the geographical location then Aurangabad
is situated at North latitude between 19 and 20 degrees and east latitude reminder is rural in 74
and 76 degrees. The District has been divided into Nine Blocks/Tehsil that is Aurangabad,
Kannad, Khultabad Gangapur, Phulambri, Paithan, Sillod, Soygaon, Vaijapur. As per the census
2011 population of Aurangabad district of Maharashtra is 3,695,928. This roughly equal to the
Nation of Liberia. This gives it a ranking of 72nd in India (Out of total 640 districts). Population
density of the district is around 365 inhabitants per square kilometre (950 /sq. mi).
Population growth rate of Aurangabad from 2001-2011 was 27.33%. The sex ratio of
Aurangabad is 917 females per 1000 males and literacy of Aurangabad is 80.4%. The main
languages spoken here are Marathi, Hindi, English, Urd etc. In Aurangabad District from SC
caste mostly - Mahar, Mang, Chambhar found, from STs mostly Bhill, Gond, Koli are found.
According to 2001 census, Maharashtra’s literacy rate was 76.88%- for female 67.03%, and for
the male 85.97%. According to 2011 census Maharashtra state literacy rate is 82.34%. In that
male has 88.38%, female literacy rate is 75.87%. By 2011 census, Aurangabad has a literacy rate
of 79.02% (Census 2011). Languages spoken include Ahirani, Khandeshi tongue with
Approximately 780,000 speakers, similar to Marathi and Bhili, and Andh, an Indo-Aryan
language spoken by 100,000 people.
There's evidence to believe that Aurangabad was developed as a trading hub four centuries ago.
It lies on a major trade route that used to connect north-west India's sea and land ports to the
Deccan region.
The city was a major silk and cotton textile production centre. A fine blend of silk with locally grown
cotton was developed as Himroo textile. Much of the silk industry has vanished over time, but some
manufacturers have managed to keep the tradition alive. Paithani silk saris are also made in
Aurangabad. The name of this cloth is derived from Paithan town.
In 1889 a cotton-spinning and weaving mill was erected in Aurangabad city, which employed
700 people. With the opening of the Hyderabad-Godavari Valley Railways in the year 1900
several ginning factories were started. In the Jalna alone there were 9 cotton-ginning factories
and 5 cotton-presses, besides two ginning factories at Aurangabad and Kannad, and one oil-
press at Aurangabad. The total number of people employed in the cotton-presses and ginning
factories in the year 1901 was 1,016.
Until 1960, Aurangabad languished as a city, remaining industrially backward. In 1960, the
region of Marathwada was merged with Maharashtra. The industrial development of the
Marathwada region began, propelled through designated backward area benefits.

Growth began when the Maharashtra Industrial Development Corporation (MIDC) began
acquiring land and setting up industrial estates. Aurangabad is a now classic example of efforts
of a state government towards the balanced industrialisation of the state. Major Industrial areas
of Aurangabad are Chikhalthana MIDC, Shendra MIDC and Waluj MIDC.
Aurangabad city is governed by Municipal Corporation which comes under Aurangabad

Metropolitan Region. The Aurangabad city is located in Maharashtra state of India.
As per provisional reports of Census India, population of Aurangabad in 2011 is 1,175,116; of which male
and female are 609,206 and 565,910 respectively. Although Aurangabad city has population of
1,175,116; its urban / metropolitan population is 1,193,167 of which 618,845 are males and 574,322 are
females.
Aurangabad City Total Male Female

City Population 1,175,116 609,206 565,910
Literates 889,224 483,343 405,881
Children (0-6) 158,779 84,851 73,928
Average Literacy (%) 87.49 % 92.18 % 82.50 %
Sexratio 929
Child Sexratio 871
Hinduism is majority religion in Aurangabad city with 51.07 % followers. Islam is second most
popular religion in city of Aurangabad with approximately 30.79 % following it. In Aurangabad
city, Christinity is followed by 0.86 %, Jainism by 1.62 %, Sikhism by 0.29 % and Buddhism by
0.29 %. Around 0.04 % stated 'Other Religion', approximately 0.15 % stated 'No Particular
Religion'.
Description Total Percentage

Hindu 600,183 51.07 %
Muslims 361,817 30.79 %
Christian 10,060 0.86 %
Sikh 3,427 0.29 %
Buddhist 178,307 15.17 %
Jain 19,073 1.62 %
Others 515 0.04 %
Not Stated 1,734 0.15 %
Aurangabad city comes under Aurangabad Metropolitan area.

Aurangabad Metropolitan Total Male Female

Population 1,193,167 618,845 574,322
Literates 903,387 491,244 412,143
Children (0-6) 161,097 86,078 75,019
Average Literacy (%) 87.53 % 92.21 % 82.54 %
Sexratio 928
Child Sexratio 872
Updated on : Tuesday, February 16, 2021, 2:50 AM IST
3) IMPORTANCE OF GENDER EQAULITY
Gender equality seems like a faraway dream these days. While progress has been
made, the numbers from groups like UN Women tell a discouraging story. Over 2 billion women
don’t have the same employment options as men. At the current rate, it will take about a century
to close the global pay gap. While human trafficking affects men and women, women and girls

make up over 70% of the world’s human trafficking victims. In the face of this data, gender
equality needs to be a priority. Why? Here are 10 reasons why it’s important:
1. It saves lives
Because of their lack of empowerment and resources in many places, women and girls face life-
threatening risks. Natural disasters are one example. At the 2005 World Conference on Disaster
Reduction, experts discussed how gender inequality plays a role in death and injury. Other data
shows that climate change, which makes natural disasters more dangerous, puts women and girls
in even more vulnerable positions. Bringing a gender perspective into discussions allows women
to play a bigger role in their own protection.
2. It results in better healthcare
Research shows that in general, women receive worse medical care than men. There are many
reasons for this, including lack of education and lower incomes. Sexism in the medical research
community also leads to worse care. Diseases that affect women more than men (such as chronic
pain conditions) aren’t as well-researched. They’re often not taken as seriously by medical
professionals. When women are equal in society, their health will be impacted positively.
3. It helps businesses
When women receive the same education and job opportunities as men, they can improve any
organization they join. Studies show that diversity of all types (gender, race, sexual identity, etc)
increases an organization’s productivity and innovation. One 2016 study from the University of
California looked at big companies in the state with some women in the top leadership positions.
They performed better than the companies with mostly men at the top.
4. It’s good for the economy
Women’s impact doesn’t stop with individual companies and organizations. Studies show that
increasing women’s participation in the economy is good for the economy. In OECD countries,
if the female employment rates were raised to match Sweden, it would lead to a GDP increase
equivalent to $6 trillion. Gender pay gaps end up costing the economy.
5. Children are healthier
When women make their own reproductive choices, they provide better care for the children they
do have. With income options equal to men, mothers can offer education, healthcare, and
healthier food to their children. Studies also show that reduced infant mortality is linked to
higher levels of education. Children raised in gender-equal environments will do better than
those raised with inequality.
6. It leads to better legal protections

Under the law, women aren’t well-protected from domestic sexual and economic violence. Both
of these types of violence affect a woman’s safety and freedom. Increasing women’s legal rights
keeps them safe and able to build productive happy lives.
7. It leads to better racial equality
Gender equality and race equality are closely linked. Within issues like the gender pay gap, race
plays a big role. White and Asian women earn more than black, Hispanic, and native women. In
the United States, black women face a higher risk of death from pregnancy-related causes. When
gender equality considers race as a factor, it improves race equality at the same time.
8. It reduces poverty
Poverty rates are the highest among young girls. As boys and girls get older, the gender gap in
poverty gets larger. This is likely because girls don’t receive the same education and job
opportunities as boys, and when girls marry, they often don’t work. Gender inequality keeps
women and their families trapped in cycles of poverty. When women receive better education,
healthcare, and job opportunities, they can thrive. Investing in gender inequality is a sustainable,
highly-effective way to reduce poverty.
9. It reduces human trafficking
While men are also victims of human trafficking, women and girls make up the majority.
They’re more vulnerable and traffickers see them as easier targets. With better education and job
options, women and girls don’t end up in trafficking situations as often. Gender equality can also
help strengthen a country, reducing poverty and instability. These fuel human trafficking.
10. It can lead to peace
Research shows that gender equality is linked to peace, even more so than a country’s GDP or
level of democracy. States with better gender equality are less likely to use military force. When
a country addresses major areas of gender inequality like education and employment, it fosters
peace.
4) RELATIONSHIP BETWEEM GENDER EQUALITY AND

DEVELOPMENT

A careful look at the data reveals that societies with greater gender equality achieve higher levels
of social and economic rights fulfillment for all members.
Improving gender equity in itself may be a goal with clear, intrinsic value. However, a
substantial body of research now suggests that gender equity and the achievement of other
development goals, such as health, education, social and economic rights fulfillment, and even
growth, are inseparable.
For example, higher levels of female education and literacy have been found to reduce child
mortality and improve educational outcomes for the next generation. The presence of women in
political leadership positions appears to increase schooling for girls. Children’s health is
influenced by women’s bargaining power in the home. Lower fertility rates, also associated with
increased educational attainment for women, can have a positive effect on growth, while gender
inequality in education undermines growth. The UN Development Programme (UNDP) finds a
broad correlation between gender inequality and human development outcomes, with low-
ranking countries on the Human Development Index (HDI) in general performing much more
poorly on gender inequality measurements than high-HDI countries.
In my own recent research (as well as a book forthcoming from Oxford University Press this
winter), my colleagues and I find a strong correlation between gender equality and economic and
social rights fulfillment. Graph 1 illustrates the relationship between our Social & Economic
Fulfillment Rights Index (SERF) and Social Watch’s Gender Equity Index (GEI) for a sample of
93 countries. Graph 2 illustrates the relationship between the SERF Index and the UNDP Gender
Inequality Index (GII) for 84 countries.
The correlation between gender equity and social and economic rights fulfillment can also be
observed on the regional level, but there are notable exceptions.
The relationship between gender inequality and development outcomes is likely not uni-
directional. For example, there is robust evidence that gender inequality decreases as countries
get richer, suggesting that economic growth could also be leading to better gender outcomes.
And recent research indicates that women may be disproportionally hurt by global economic
downturns: in developing countries, where women are concentrated in export manufacturing and
tourism, job losses for women are greater than for men when these industries collapse
Taken together, however, the evidence suggests that increasing social and economic
opportunities and political representation for women has ripple effects on health, education, and
socio-economic outcomes throughout society and for the next generation. Gender equity and
social and economic rights fulfillment go hand-in-hand.
PART IV
DATA ANALYSIS AND INTERPRETATION

1) ANALYSIS
My analysis is based on the google form survey based on gender inquality in

Higher Education Institutes in Aurangabad City. The link for the same is provided
here https://forms.gle/hTn68979W1Adiqr67 .The form was filled by 48
respondents; majority of the strudents from MGM institute of Management and
rsearch filled it and rest were from other collegesof Aurangabad like Deogiri
,chatrapati etc .It took approximately 4-5 minutes which will give us the clear
picture regarding the issue/problem.
The
age
category of people who answered the survey in the age group of 13-18 was
around 6.3% which was the least response from this age group. The second
category of age group was 18-30 and about 83.3% answered the survey form
which is the majority of the age group. In the age group of 30-50, 10.4%
responded and contributed to the survey.
In the gender role around 43.8% constituted females and male respondents were
56.3%

When asked having experienced gender inequality majority of them i.e 37.5%
said NO and 33.3% said YES which I felt were quite honest answeres given by
the respondents. About 29.2% was not sure that they have experienced gender
inquality in Higher Education Institute in our City.

When asked about the factors leading to gender inequality in higher educational
institutes 43.8% went with Poverty , majority went with traditional viewpoints
with 81.3 % whereas 29.2 went with Institution Infrastucture , 47.9% of
respondants went with Discriminatory Treatment , some answered Voilent acts
with 41.7% whereas with 29.2% conidered child marriage while many
respondants with 70.8% considered Family background , 43.8% went wityh
Responsibilities , 37.5% went with lack of interest in studies and respondants
considering low enrolment were around 33.3% whereas 2.1% considered it to be
Lack of religious freedom.

When asked about the Fcators influencing educational attainment 41.7% that’s the
majuority went with Socio-Economic Factors , 12.5% considered Accessibility to
learning material and resources , 12.5% considered Time devoted towards formal
learning activities and about 33.3% of the respondants went with Cultural
viewpoints regarding the education of girls .

When asked about the ways of gender discrimination in higher educational

institutes in our city majority of the respondants went with Sterotypes and gender
bias i.e. 68.8% whereas 39.6 considered Uneven access to education and 41.7
went with Low enrollment whereas 35.4% considered it to be geographical
location, Minority status was considered by 43.8%, for way of discrimination
through disability 37.5 % went with it. Early marriage and pregnancy was
conidered by 36.9% whereas around 58.3% went with gender-based voilence and
47.9% of the respondants went with poor condition.

When askedf that whether gender and development are related majority i.e. 50%
said that yes they are related 31.3% of the respondants were not sure and 18.8%
said that gender and development are not related.

When asked that has gender inequality impacted/affected lives majority of the
respondants i.e.43.8% agreed to it , 33.3% strongly agreed to it , 18.8% were
neutral with their response and 2 respondants i.e. 4.2% strongly disagreed to it.

When asked about some common gender bias practises you or a known person
has encountered in higher education institutes 43.8% of the respondants went with
higher expectations from particular gender, majority of them i.e. 62.5%
considered unegual job and career opportunities whereas 43.8% went with less
participation rate in activities anmd 56.3% went with unfair employment pay
scales after graduation .

When asked that does gender inquality still exists majority of the respondnts i.e.
47.9% were unsure about their response and answered maybe while 37.5%
considred that it still exists whereas 14.6% said No that it doesn’t exist.

When asked about whether it is important to study the issue/problem of gender

inquality their was a clear selection of reponse with 79.2% whuich said yes, it is
important and 14.6% of them were not sure about the response and answered
maybe whereas 6.3% said no in response.

When asked about the effective measures for gender equality in higher education
institutes majority of the respondants i.e. 35.4% went with equal gender status,
6.3% went with gender balance in enrollment. 27.1% considered eliminating
gender bias and discrimination, 10.4% went with access to education and health
facilities, ending voilence and assualt were considered by 12.5%, ending child
marriage was considered by 2.1 % of the respondants, giving platform to be in
power and achieve economic success was considered by 6.3% of the respondants.

When asked about that Are their effective laws for gender inquality in higher
educational institutions majority of the respondants i.e. 52.1were not sure about
effectiuve laws, 27.1 of them went with Yes and 20.8% of the rspondants
considered it to be No.

When asked that can gender equality be achieved in higher educational

institutions in our city majority of the respondants i.e. 47.9% were neutal in theur
response, 31.3% agreed it to be achieved, 12.5% strongly agreed in their response
8.3% of the respondants disagreed in their response.

PART V
FINDINGS, RECOMMENDATIONS & SUGGESTIONS
FINDINGS
 Gender inequality is the social process by which men and woman are not
treated equally.
 Factors leading to gender Inequlity in higher education institute in our city
which the respondants from the survey answered the most were
Traditional viewpoints and Family background. Some of the other factors
were Poverty, Institution Infrastucture, Discriminatory Treatment, Voilent
Acts,Child marriage, Responsibilities, Lack of interest in studies, Low
enrolment and Lack of religious freedom.
 Ways of gender discrimination in higher education Institute in our city
which the respondants from the survey answered the most were
Stereotypes and gender bias. Some of the other factors were uneven access
to education, low enrollment, Geographical isolation, Minority Status,
Disability, Early marriage and Pregnancy, Gender-Base Violance, and
Poor Conditions.
 Gender equality and Development are related to each other and important
for achievement of developmental goals such as health, education, social,
and economic rights fulmillment and even growth.
 Various practices encountered the most in Higher education Institute were
Unequal jobs and Career Oppurtunities and Unfair employment Pay scales
after graduation. Some other practices were higher expectations from
particular gender and less participation rate in activities.
 Effective and Feaciable measures for gender eqality in higher educational
Institute in our city which the respondants from the survey answered the
most were equal gender status and Illiminating gender bias and
discriminations. Some othe meseaures were gender balance in enrollment,
access toeducation and health facility, ending violance and assault against
women, ending child marriage, giving platform tobe in power and achieve
economic success.

RECOMMENDATIONS AND SUGGESTIONS
 Raising student’s awareness for the discriminatory treatment or gender

bias practises should be increased not only in higher education insitutes
but everywhere.
 Children and teens need support from the society. Giving support by being
parent/friend is essential when a person encounters gender inequality and
taking a stand for the same is equally important.
 Not making comments that ridicule, demean or humiliate woman would
be better and ensuring that others do not do the same would be a great step
 Same salary for equal work should be given in the worplace or companies.
 Proven cases for sexual harrasment and racism should be punishable.
 Supporting promotion of women in arts, science, sports and other fields
should be encouraged.
 By communicating the value of diversity and how to measure its success,
leaders within colleges and universities can gain more buy-in from their
peers of all genders. And the growing focus among larger institutions on
environmental, social and governance investing—which judge using
metrics that include the ratio of men to women on corporate boards—
provides another measurable reason to work toward gender balance.
 When evaluating female leaders, managers must continually question
whether there’s unconscious bias at play. For example, if someone refers
to a woman as bossy, shrill or aggressive, ask: “Would you have the same
reaction if a man said or did this?” Consistently raising awareness of
unconscious bias helps leaders recognize when it’s happening so they can
take action to correct it.
 Creating a culture of open dialogue that encourages men and women to
have difficult or uncomfortable conversations can open the door to
meaningful change. And including men in the work of achieving gender
balance can help everyone feel invested in the diversity initiative.
 Consider getting feedback from colleagues on any differences they may
notice that you don’t. Further, consider getting similar feedback from the
students themselves using an anonymous comment box.

CONCLUSION
The prevalence of gender inequality in higher education is regarded as the major barrier within
the course of progression of the system of higher education. The major factors that promote
gender inequality in education are, conditions of poverty, prevalence of traditional viewpoints,
school infrastructure, discriminatory treatment among girls, occurrence of criminal and violent
acts, child marriage, education of the parents, occupation of the parents, management of
household responsibilities and lack of interest in studies. When the girls and women are
experiencing one or more of these factors, then usually it affects them physically as well as
psychologically. There have been formulation of programs and schemes, which have the major
objective of generating awareness among the individuals, belonging to all categories,
backgrounds and communities to treat girls and women with respect and make provision of equal
rights and opportunities to them. When the individuals and communities will provide equal rights
and opportunities to the girls, then it would not only promote their effective growth and
development, but also well-being of the communities and the entire nation.
The factors that influence the attainment of education are, socio-economic factors,
accessibility to learning materials and resources, time devoted towards formal learning activities
and cultural viewpoints regarding the education of girls. Furthermore, there have been initiations
of programs and schemes that promote education among women. These are, The Right of
Children to Free and Compulsory Education (RTE) Act, SarvaShikshaAbhiyan (SSA),
RashtriyaMadhyamikShikshaAbhiyan (RMSA) and Kasturba Gandhi BalikaVidyalaya (KGBV).
When the girls are encouraged for getting enrolled in schools and acquisition of education, it is
vital for them to receive support and encouragement from their family members. In other words,
it is necessary for them to be efficiently prepared for pursuing their academic goals. Apart from
support and encouragement, it is vital for the parents to ensure that they provide their children
with educational resources and take care of their well-being to enable them achieve academic
goals. Furthermore, in schools there should be formation of a suitable learning environment, with
infrastructure, resources and facilities, which would encourage the enrolment and retention of
students.

BIBLIORAPHY
Gender Discrimination in Education: The Violation of Rights of Women and Girls.(2012)

Global Campaign for Education. Retrieved July 02, 2019 from
http://campaignforeducation.org/docs/reports/GCE_INTERIM_Gender_Report.pdf
Gender Differences in Reading and Mathematics. India Human Development Survey.
Retrieved July 01, 2019 from
https://ihds.umd.edu/sites/default/files/publications/papers/EducationGenderInequalityinI
ndia.pdf
Higher Education, Maharashtra
Vol. 63, No. 2 (February 2012), pp. 237-256
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Gender Inequality in Higher Educational Institutes in Aurangabad city

This project is based on Gender Ineqaulity in higher education institutes in Aurangabad

Gender Inequality in education is a persistent problem within the Indian society,

MGM IOMR BBA II Sem Project Page 1

MGM IOMR BBA II Sem Project Page 2

2) Objectives of the Project study

 To demonstrate what is gender inequality

MGM IOMR BBA II Sem Project Page 3

Some problems/issues of gender inequality in higher education institutes in

MGM IOMR BBA II Sem Project Page 4

Prevalence of Traditional Viewpoints

The acquisition of education of girls is usually affected by traditional practices associated

The school infrastructure is regarded as significant in the formation of suitable and

MGM IOMR BBA II Sem Project Page 5

Discriminatory Treatment among Girls

MGM IOMR BBA II Sem Project Page 6

Occurrence of Criminal and Violent Acts

MGM IOMR BBA II Sem Project Page 7

Education of the Parents

MGM IOMR BBA II Sem Project Page 8

Occupation of the Parents

MGM IOMR BBA II Sem Project Page 9

Management of Household Responsibilities

Research has indicated that individuals belonging to deprived, marginalized and

In rural communities, apart from the implementation of household responsibilities, the

Lack of Interest in Studies

MGM IOMR BBA II Sem Project Page 10

Factors Influencing Educational Attainment

MGM IOMR BBA II Sem Project Page 11

Accessibility to Learning Materials and Resources

MGM IOMR BBA II Sem Project Page 12

Time Devoted towards Formal Learning Activities

Usually, students in schools as well as in higher educational institutions are engaged in

MGM IOMR BBA II Sem Project Page 13

Cultural Viewpoints regarding the Education of Girls

MGM IOMR BBA II Sem Project Page 14

MGM IOMR BBA II Sem Project Page 15

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 As per my sesearch around 33.3% respondants have experienced gender inequality in

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 In my project, Descriptive type of researech design is used.

7) METHODS OF DATA COLLECTION

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PROFILE OF THE REGION UNDER THE STUDY

Gender inequality can be defined as allowing people different opportunities due to

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Aurangabad is one of the 36 districts of Maharashtra.Maharashtra is located in the western part

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Aurangabad city is governed by Municipal Corporation which comes under Aurangabad

Aurangabad City Total Male Female

Description Total Percentage

Aurangabad city comes under Aurangabad Metropolitan area.

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Aurangabad Metropolitan Total Male Female