The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India: A qualitative study. (July 2016)

• Record Type: Journal Article
• Authors: Bhagavatheeswaran, Lalitha; Nair, Sapna; Stone, Hollie; Isac, Shajy; Hiremath, Tejaswini; T., Raghavendra; Vadde, Kumar; Doddamane, Mahesh; Srikantamurthy, H.S.; Heise, Lori; Watts, Charlotte; Schweisfurth, Michele; Bhattacharjee, Parinita; Beattie, Tara S.
• Is Part Of: International journal of educational development. Volume 49(2016)
• Page Start: 262
• Page End: 270
• Publication Date: 2016-07
• Subjects: HIV Human Immunodeficiency Virus -- KHPT Karnataka Health Promotion Trust -- LSHTM London School of Hygiene and Tropical Medicine -- SC/ST scheduled caste/scheduled tribe -- SDMC School Development and Monitoring Committee -- UNICEF United Nations Children's Fund -- WHO World Health Organization; Adolescent girl -- Marginalised -- Education -- Caste -- Gender -- Enabler -- Karnataka; Education -- Periodicals; Education -- Social aspects -- Periodicals; Education -- Economic aspects -- Periodicals; Education -- Periodicals; Éducation -- Périodiques; Education; Periodicals; 370.11
• DOI: 10.1016/j.ijedudev.2016.04.004
• Languages: English
• ISSNs: 0738-0593

Abstract

Highlights: This qualitative study found that scheduled caste/scheduled tribe adolescent girls faced numerous barriers to education at macro and micro levels. The main macro level barriers to education included the belief that a girl should stop schooling after reaching puberty, fear of a girl's reputation being ruined (for example en route to or at school), and lack of a supportive school environment. The main micro level barriers to education included the influence of peers in dropping out of school as well as a girl not valuing education herself. Enablers to education were also identified and included a supportive school and family environment, and positive peer role models. The study highlights the importance of involving multiple stakeholders to overcome the barriers to education, and working to change beliefs and expectations around adolescent girls in this setting. Abstract: This qualitative study explored the barriers and enablers to scheduled caste/scheduled tribe (SC/ST) adolescent girls entering into, and completing secondary education in northern Karnataka, South India. In-depth interviews were conducted with 22 adolescent girls, their respective parent/guardian (n = 22) and 11 teachers, recruited purposively from 11 villages within two districts in northern Karnataka. Multiple barriers were identified to disadvantaged caste adolescent girls' entry into and retention in education in this setting, and these operated at the individual, family, community and school levels. In addition, some enablers to education were also described. The study highlights the importance of involving multiple stakeholders to overcome the barriers to education for SC/ST girls, and of working to change beliefs and expectations around gender norms as well as improving the quality of education in this setting.