Author: Samir Mandal
DOI Link: https://doi.org/10.70798/Bijmrd/04040015
Abstract: Education has long been recognized as a key driver of social transformation, individual empowerment, and economic development. In India, girls’ education continues to face unique challenges, particularly among marginalized communities such as Scheduled Castes (SCs), who have historically experienced social exclusion, economic deprivation, and systemic discrimination. Parental support plays a critical role in shaping educational participation, especially at higher secondary levels, where the transition from schooling to tertiary education or vocational opportunities occurs. This study explores the relationship between socio-economic status (SES) and parental attitudes toward girls’ higher secondary education in SC families, with a focus on Purulia district, West Bengal. By investigating socio-cultural, economic, and structural factors, the research seeks to identify barriers and facilitators influencing SC parents’ support for their daughters’ education. The study concludes that while economic constraints, traditional gender norms, low parental literacy, and infrastructural limitations act as significant impediments, higher socio-economic status, government programs, maternal influence, community awareness, and recognition of long-term benefits can foster positive attitudes and active support.
Keywords: Girls’ Education, Scheduled Castes, Parental Attitude, Socio-Economic Status, Higher Secondary Education, Purulia, West Bengal.
Page No: 106-110