Professional Documents
Culture Documents
Volume I
First Edition
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Foreword
As we know, children are the chief agents of their learning, and teachers are a major
resource for this. As professionals, the teachers contribute in imparting quality
education and bringing about a qualitative change in the learning environment.
The role of teacher educators is equally crucial, as they can motivate the teachers
to adopt inclusive pedagogical process that keeps the learner perspective in mind
in planning curricular activities.
The National Policy of Education (1986) viewed education as an instrument
of social transformation that would eliminate curriculum biases and enable
professionals such as teachers, decision makers, administrators and planners to
‘play’ a positive interventionist role for gender equality. The Programme of Action
(POA), 1992, clearly emphasizes training all teachers and instructors as agents of
women’s empowerment, developing gender sensitization programmes for teacher
educators and administrators, developing gender-sensitive curriculum and removal
of sex bias from textbooks.
The National Curriculum Framework, 2005, propagates the need for the teachers’
role shifting from being a source of knowledge to being a facilitator of learning.
In the training required for this, adequate efforts should be made to bring about
attitudinal changes. The best way to bring about this is to stress the criticality of
being able to recognize one’s own biases and act upon them to maintain a ‘gender
bias free’ approach in one’s work. This is expected to make teachers aware of
the prevalent attitudinal problems and at the same time gear them up to make
conscious efforts to avoid/minimise discriminatory practices that can impact the
growing up of boys and girls.
The Focus Group on Gender Issues in Education (2006) has also emphasized
on teacher training to be more self reflective, participatory and research oriented.
It states that resource material need to be developed to provide inputs to teacher
and teacher educators as to how the gender issues can be woven into the teaching
learning process.
The training of teacher educators has always been a priority of the Department
of Women’s Studies, NCERT. These training programmes have been instrumental
in generating awareness on gender issues in education. States and NGOs and other
organisations working in the area of gender issues can utilize this training material
to train their own educational personnel or use it as a resource material.
The approach followed in the material is based on the position paper on ‘Gender
Issues in Education’ wherein it is stated that gender should not be treated as a
add on approach but as a cross cutting edge in all disciplinary areas. The present
material is gender inclusive and will also enable the teachers to understand
key concepts related to gender and how they operate in reality through various
institutions. This material will provide an opportunity for self introspection and self
iv
reflection of their own socialization processes and will encourage them to question
and critique existing power relations and customary practices. It will enable them
to integrate their experiences with the content of different disciplines for weaving
issues related to boys and girls.
While the authors have made each module participatory and focus upon building
imagination and creativity in school settings, all modules are based upon an evolving
and developing approach. The readers can adopt and adapt according to their needs
and context. A range of sample activity has been incorporated. Additions to this
material are welcome and users can utilize their own context specific knowledge and
experience while transacting the modules. The training material is divided into three
volumes according to the focus of the various themes. These volumes are:
Volume 1: Perspectives on Gender and Society
Volume 2: Gender and Schooling Processes
Volume 3: Gender and Women’s Empowerment
We gratefully acknowledge the contributions of the authors, editors and
coordinators towards the creation and finalization of the three volumes.
As an organisation committed to systemic reform and continuous improvement
in the quality of its products, NCERT welcomes comments and suggestions on this
material, and its utilization.
Authors
Editors
Coordinators
Foreword iii
Introduction 1
Modules
The author proposes that only if there is learners towards objectionable content by
such an allocation can the constitutional invoking their critical thinking abilities.
goals of equity and equality be achieved. The fifth module, Gender and Violence
The concept of gender budgeting would spells out the laws which exist for the
be extremely significant in training policy redressal of crimes against women. It
planners and practitioners to analyze succeeds in building awareness about
the budget from a gender lens so that the these laws. It not only highlights the kinds
benefits of development are shared by all of violence that women face, but also
and sustainable development is gender carries a citation of real life incidents. It
enclosing. This module also lays stress on ends by presenting a set of suggestions on
the importance of a gender inclusive budget, the pedagogical measures which could be
which aims at allocating the budgetary taken at the level of school, community and
provisions according to the needs and society to curb violence and masochism
requirements of both men and women. against women.
The sixth module, Gender, Science
The fourth module, Gender, Media and
and Technology highlights the gender
Education juxtaposes the role of media in
bias in the area of science education with
perpetuating stereotypical gender roles
specific reference to the conspicuous
and attitudes as well as their potent role in
invisibility of women in such arenas due
critiquing and subverting these gendered
to the socio-cultural biases and prejudices
notions. The author emphasizes on the and unfriendly working environment. It
role of new media and its inaccessibility suggests some practical interventions
to certain sections of society, especially which could be undertaken by the teachers
women. She questions the conspicuous and teacher educators to remove the bias,
invisibility of women in media, especially thereby encouraging the girls and women
the print and the television media, covering to undertake further research and studies
news as well as the commodification of in the area of science education.
women in films and advertisements. The Apart from the theoretical enrichment,
module emphasises that an all inclusive this module also aims at gender sensitization
media can play a pivotal role in changing and suggests certain practical interventions
age old attitudes by projecting and depicting and strategies which could be incorporated
women in empowered roles and positions. in varied arenas such as education,
Media studies as such can efficaciously be schooling, media and economy at large to
integrated as a part of the school curriculum foster gender equality, equity and women’s
by the teachers who can sensitise the empowerment.
Module 1
Sex and Gender
Sex Gender
Sex is natural. Gender is socio-cultural construct.
Sex is biological and it refers to visible differences
It refers to the masculine and feminine qualities,
in genitalia and related differences in procreative
behaviour, roles and responsibilities that society
functions. upholds.
Sex is constant, it remains the same everywhere.
Gender is variable; it changes from time to time,
culture to culture, even family to family.
Sex cannot be changed without complex medical Gender can be changed/ re-oriented.
intervention.
4 Training Material for Teacher Educators on Gender Equality and Empowerment
1.3 OBJECTIVES
• To understand the concepts of sex and
gender
• To analyze the role of culture in creating
gender stereotypes
• To appreciate the ways in which
education can help women to question
and deal with gender stereotypes.
Activity
1. Relate the following characteristics with male or female:
degrees. It is important to recognise that up, irrespective of our age, sex, place of
these images leave a deep imprint upon residence and occupation.
women’s self-perception. Gender identity is our psychological
awareness or sense of being male or being
1.5 COMMON GENDER STEREOTYPES female and one of the most obvious and
Some of you may and some may not. It is important aspects of our self-concept. There
our interpretation of what we think male are several factors which determine gender
and females are. Others may challenge identity. It is generally consistent with
these stereotypes. It is also because these chromosomal sex. This does not necessarily
mean that gender identity is determined
stereotypes are created by the society we
biologically. People tend to be reared as
live in. They are not guided by nature. Since
either males or females. Gender identity
childhood, as an individual develops a self-
is said to be influenced by both biological
concept, these stereotypes get reinforced and psychosocial factors. Gender is thus,
through socialization. The process may the psychological sense of being female or
start with the kind of toys given to the being male and internalizing the roles that
children to play with and continue with the society ascribes to gender. It is a complex
type of clothes and colours that parents concept that is based partly on anatomy,
use for daughters and sons. Gradually, partly on the psychology of the individual,
family, peers, school, books and media and partly on culture and tradition. It is a
play a very important role in building them social construct.
6 Training Material for Teacher Educators on Gender Equality and Empowerment
Activity
Tick whether the following functions are associated with sex or gender.
Activity
1. Fill out the following table of the biologically and socially determined roles of men and women.
Biologically determined
Socially constructed roles
roles
Home
Work place
Community
of financial and other productive resources families and working children and the
like credit and loans; land ownership. future workforce i.e. infants and school
The reproductive role is the only one going children.
that is biologically determined. The roles in Productive work comprises of work
the home, community and work place are done by both women and men for payment
“grafted” onto these biological roles. Thus it in cash or kind. It includes both market
is assumed that because women give birth place production with an exchange value,
to children, therefore, they must care for and subsistence/home production with
them and for the home and offer voluntary an actual use value. It also subsumes a
“care” services in the community. Gender potential exchange value i.e. home based
stereotypes are carried into the work place, workers, artisans and crafts women. For
where women predominate in the “care” women in agricultural production this
professions like being teachers, doctors, includes work as independent farmers,
secretaries, nurses, domestic workers peasant’s wives and wageworkers.
etc. Men on the other hand are assumed Community management consists of
to provide and protect and they take on activities undertaken by women primarily
“control” work in the community and work at the community level, as an extension of
place — they are the politicians, managers their reproductive role. It aims at ensuring
and decision makers; working in industry, the provision and maintenance of scarce
army, business etc. resources of collective consumption, such
Reproductive work comprises the as water, health care and education. It is
child bearing/rearing responsibilities and voluntary unpaid work, undertaken in one’s
domestic tasks undertaken by women, free time.
required to guarantee the maintenance Now, the most important learning is
and reproduction of the labour force. It that when our mind starts questioning the
includes not only biological reproduction, relevance of socially dictated roles, it is
but also the maintenance of the work force the first step towards change. The teacher,
for the family i.e. husband, elders in joint the books, the school curriculum and the
Activity
1. What are gender stereotypes?
........................................................................................................................................
........................................................................................................................................
3. What role can a teacher play in making class rooms gender neutral? Elaborate your
answer with two appropriate examples.
........................................................................................................................................
........................................................................................................................................
Sex and Gender 9
school environment are the potent catalysts which is more equitous and relatively free
who can initiate this change through their of stereotypes can be built.
thoughts and actions. Therefore, a sensitive
teacher would try to provide a gender 1.7 REFERENCES
neutral environment to the students and • Oxford English Dictionary.
would also try to generate gender sensitivity • Bhasin, K. (2000). Understanding
among boys and girls so that a better future Gender, New Delhi, Kali for Women.
Module 2
Indicators of Gender Equality and
Empowerment
Structure of the Module
2.1 Overview
2.2 Introduction
2.3 Objectives
2.4 What the Indicator should Try and Encompass
2.5 Types of Qualitative Indicators for Understanding Gender Issues
2.6 The Indian Context
2.7 Quantitative Indicators on Empowerment of Girls and Women: A Life Stage Approach
2.8 Enhancing the Self-esteem and Self-confidence of Girls and Women
2.9 Building a Positive Image of Girls and Women by Recognizing their Contribution to Society,
Polity and Economy
2.10 Developing the Ability to Think Critically
2.11 Fostering Decision-making and Action through Collective Processes
2.12 Enabling Girls and Women to make Informed Choices in Areas like Education, Employment
and Health, Specially Reproductive Health
2.13 Ensuring Equal Participation in Developmental Processes
2.14 Providing Information, Knowledge and Skills for Economic Independence
2.15 References
has been made accessible to 98% children a constant realization by policy framers and
within one kilometer of the habitation educationists that though women contribute
where they reside and likewise the figure to 2/3 of the world’s work-hours, they earn
is almost 92% for an upper primary only 1/3 of the total income and own less
school within three kilometers of their than 1/10 of the world resources. Further,
habitation. Gross enrolment ratios have they are excluded from socio-economic,
increased significantly across all social political and knowledge power. Therefore, to
categories, drop out rates at primary address the forces of exclusion and to bridge
level have declined, and the transition gender gaps in all development initiatives
from primary to upper primary stage has for making the process of economic growth
improved. (Report of the Committee on more gender inclusive, most developing
Implementation of The Right of Children countries of the world have adopted a
to Free and Compulsory Education Act, gender sensitive mainstream approach.
2009, p.1). However, studies on classroom In the realm of education, efforts are
processes have highlighted that hidden being made to address gender and class
curriculum practices by teachers while disparities at all levels. In this regard, steps
transacting different disciplines overtly and have been initiated by many countries
covertly discriminate children, particularly of the developing world since the Beijing
girls from marginalized groups. This affects Platform for Action, where special emphasis
their overall personality development. was given to developing gender sensitive
The proposed module is designed to indicators. These indicators it was felt
focus on qualitative issues related to gender would help in the identification of factors
equality and empowerment. It is based on that impede the attainment of Education
the recommendations in the National Policy for All. The focus of the indicators was to
on Education (1986) and the Programme be on eliciting all information that would
of Action (1992). Each parameter related minutely map social realities.
to the empowerment of women has been Currently, in the domain of education,
identified, conceptualized and listed as some of the gender disaggregated indicators
an indicator for which information can be used for eliciting information on equity
qualitatively assessed. The list of indicators and empowerment are related to sex ratio,
can be used and tried in different field population, mean age of marriage, infant
situations and modified as a function of mortality rates, work participation rates,
the context. literacy, enrollment, dropout, gender
parity and transitional rates. Besides these
2.2 INTRODUCTION there are some international indicators
The dawn of the present millennium on Women’s Empowerment and Human
witnessed several countries of the world Development that attempt to depict the
struggling to achieve equity and equality global scenario and also assist in promoting
in education and in other related fields. comparisons between different countries of
The millennium development goals have the world.
already set the agenda in motion by Gender sensitive indicators aim to
highlighting that achieving universal capture social processes, particularly with
elementary education and promoting reference to gender-related social changes.
gender equality and empowerment is what In addition, they explain why a situation
needs to be prioritized by all signatory that has been measured or assessed has
countries of the world. In the context of occurred and also point to how it might be
gender issues in education, there has been corrected, enhanced or changed. Further,
12 Training Material for Teacher Educators on Gender Equality and Empowerment
Activities
1. Prepare an indicator to access the impact of NPE on the teachers of your school and on
yourself.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
2. Organize a debate on the topic: Education as a Tool for the Empowerment of Women.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
3. Complete the following table by placing the items mentioned in the list keeping in mind
practical and strategic gender needs (After placing these items as per your understanding,
initiate a discussion).
S. Practical Strategic
Items
No. gender needs gender needs
1. Pay
2. Working conditions
3. Infrastructure facilities
4. Leave rules
5. Recruitment
6. Posting
7. Roles
8. Duties
9. Maternity leave
10. Deputing for training programme
11. Any other
2.6 THE INDIAN CONTEXT The National Education System will play
a positive, interventionist role in the
The Constitutional Provisions, National empowerment of women. It will foster
Policy on Education (1986) and the the development of new values through
Programme of Action (1992), have redesigned curricula, textbooks, training
been the guiding forces influencing and orientation of teachers, decision-
both the qualitative and quantitative makers and administrators, and the active
indicators regarding gender equality and involvement of educational institutions.
empowerment. Some important policy This will be an act of faith and social
excerpts in this regard are presented in the engineering. Women’s Studies will be
box below: promoted as a part of various courses and
educational institutions will be encouraged
4.2 Education will be used as an agent to take up active programmes to further
of basic change in the status of women. women’s development.
In order to neutralize the accumulated
4.3 The removal of women’s illiteracy
distortions of the past, there will be a
and obstacles inhibiting their access to,
well-conceived edge in favour of women.
14 Training Material for Teacher Educators on Gender Equality and Empowerment
child is capable of. These in turn determine and failures. A person’s self-esteem may be
what the child can be taught and trained reflected in her behaviour. So the girl may
to do. The curriculum in schools is also be bold and assertive or shy, diffident etc.
based on these. Interventions that facilitate Often because of the gendered division
children’s development are also based on of work and expected behaviour, girls do
the developmental profile of the child. not get ample opportunities to develop their
Adolescence is the transitional stage of self esteem. For self esteem to grow, a girl
development that occurs between childhood needs to have self-worth. Self worth comes
and adulthood. This transition involves when girls feel they are valued and have
biological (i.e.; pubertal), social, cognitive experiences of success. The psychosocial
and psychological changes. Biological environment in which a girl lives and grows
or the physiological changes are the which include her family, friends, school
easiest to measure objectively, but social experiences and society play a major role in
and psychological changes are difficult building or breaking her self esteem. They
to measure quantitatively. The teenage can provide her the experiences of being
years span from age 13 and go on till 19 valued, nurtured and success which in turn
years. However, the end of adolescence will help her to develop positive self esteem.
and beginning of adulthood vary across When they work in a negative direction, the
regions and countries. Adulthood is a long result will be low self esteem.
and extensive phase which subsumes Self-confidence is the realistic confidence
young, adult and late sub stages. Each in one’s own judgement, ability and power,
sub-stage has its specific characteristics etc. If a person is self-confident, it will show
in the way she holds herself and interacts
and challenges.
with others. People with self-confidence
The life stage approach is important
tend to be decisive, able to make decisions
since it recognizes the developmental
despite uncertainties and pressures, believe
continuity between childhood, adolescence
in themselves and don’t care about what
and adulthood. Thus, the girl child, the
others say or think.
adolescent girl and the woman are all
Some of the ways in which self esteem
equally important and the indicators would
and self confidence get reflected are given
apply to all of them.
in the box below. A discussion on each of
The indicators discussed in the sections
the listed points may be taken up.
that follow have been drawn from the
Programme of Action (1992). They take How Self Esteem/Self Confidence are
into account the qualities that need to be reflected?
developed in girls- with the larger goal being (1) Appearance
overall personality development. • Way of dressing
• Cleanliness of body (nails, hair,
2.8 ENHANCING THE SELF-ESTEEM teeth, eye)
AND SELF-CONFIDENCE OF GIRLS (2) Posture
AND WOMEN • Sitting
• Standing
Self-esteem is a term used in psychology • Bending
to reflect a person’s overall evaluation • Walking
or appraisal of his or her own worth. (3) Communication
Self-esteem encompasses beliefs about (a) Use of language
oneself such as “I am competent” or “I • Mother-tongue
am incompetent” and emotions such as • English
triumph, despair, pride and shame, success • Multilingual
16 Training Material for Teacher Educators on Gender Equality and Empowerment
Women/ Men/
Content Both none
girls boys
S. Male/ Female/
Criteria Both No. of times
No. boys girls
Occupations
• Primary
3.
• Tertiary
• Service sector
Roles
• Administrators
• Decision makers
• Leaders
4.
• Producers
• Social reformers
• Educationalists
• Any other
Mention of violence:
10. • Physical
• Emotional
Role models
Professionals
Fine arts
Any other
20 Training Material for Teacher Educators on Gender Equality and Empowerment
Knowledge
Understanding of gender and peace
Skills related to communication,
negotiation and critical thinking
Ethics and values
Paid
Unpaid Essential Having no
Work (income
(having no for human Stereo- impact on
(House hold related saved –
economic resource typical the status of
chores) income
value) development women
earned)
Cooking
Cleaning
Washing
Sweeping
Stitching/ knitting
Fetching food
Indicators of Gender Equality and Empowerment 21
Fetching drinking
water
Care of siblings
Teaching children
(Boys/Girls)
Transmitting values
and beliefs
Maintenance of
household items
Involved in
remunerative and
employment oriented
work
Role in Agriculture
• Sowing
• Transplanting
• Weeding
• Winnowing
• Harvesting
• Marketing
• Any other
Participation in
Live stock related
activities
• Cottage industry/
Handicraft
• Small Scale
Industry
• Decision making
and participation
in family matters
• Panchayat
• Other governing
bodies at the :
–– Local Levels
–– State Level
–– National
Level
–– International
Level
22 Training Material for Teacher Educators on Gender Equality and Empowerment
2.10 DEVELOPING THE ABILITY TO Yadav (2010) have highlighted that schemes
THINK CRITICALLY like Mahila Samakhya (1987) and Kasturba
Earlier studies on feminism concentrated Gandhi Balika Vidyalaya (KGBV, 2004),
on finding a voice. Women’s silence has Sarva Shiksha Abhiyan (SSA) have the
been attributed to their oppression and potential to bring about attitudinal changes
marginalisation in history. The silencing of in girls and develop in them a critical
women was understood in terms of their perspective to introspect on their lived
oppression and hence their marginalisation. realities and existing customary traditions.
Patriarchal families were and continue to Some of them relate to ceremonies
be sites where silencing of women through performed at child birth, child marriage,
the use of hegemonic male language, child widowhood, purdah, segregation at
values, and structures is done. Women’s the onset of puberty, dowry and traditions
silence therefore represents psychological associated with enforced widowhood and
repression. practices like witch hunting. This may be
Researches conducted in the Indian discussed more contextually by using the
context such as Srivastava (2008) and activity built into the box below.
Participating in
undoing customary
practices
• Purdah
• Dowry
• Child marriage
• Female foeticide
• Any other
Physical violence
Participation in
monitoring and
evaluation of:
Indicators of Gender Equality and Empowerment 23
• Schemes and
programmes
meant for:
• Women
• Adolescent
• Children
• Infant
(a) Children
Family
• Food
• Health
• Education
• Ownership of
property (moveable/
immovable)
• Income
• Expenditure
Any
Management Principal Head Teacher
other
School
Male Female Male Female Male Female
• Recruitment of
teachers
• Posting of teachers
• Job assignment
• Participation in
service training
• Assignment of
different tasks
Teaching
Non-teaching
• Participation
in seminars,
workshops,
conferences
• Space given to
innovative teaching
Attitude towards
formation of
organisation/union
Family elder would include elderly grandparents, uncle-aunt, and mother-father as per the family consideration.
1
Indicators of Gender Equality and Empowerment 25
Roles/duties
Collecting copies
Maintaining discipline
Looking into dress code
Peer group interactions
Decisions taken by boys and girls independently or any other which would include parents and peers.
2
26 Training Material for Teacher Educators on Gender Equality and Empowerment
Choice of professions
• Boys
• Girls
Health
Indicators of Gender Equality and Empowerment 27
Choice of food
• Boys
• Girls
Physical freedom of
movement
• Visit to local market
• Fairs
• Health centre
• Visit to maternal home
and relatives
• Fields
• Educational Institutions
- School
- College/Vocational
Institutions
- University
28 Training Material for Teacher Educators on Gender Equality and Empowerment
Existence of women’s
organizations
Awareness among
women about
the existence of
organizations working
for their development
and empowerment
Awareness about
roles and functions of
organizations
Are women
represented in
decision-making?
Awareness among
women regarding
allocation of funds and
resources
Indicators of Gender Equality and Empowerment 29
Knowledge about
utilisation of funds
under different heads
• Recurring
• Non-recurring
• Miscellaneous
Participation of women
in:
• Traditional
occupations
• Non-traditional
occupations
The project aims at enhancing women’s positively seen as an important tool for
access to resources for better quality of bringing about qualitative changes at
life through use of drudgery and time the grassroot level. Awareness about
reduction devices, health, literacy and laws and implementing agencies helps
confidence enhancement and increasing people understand that literacy can aid
their control over income through their women’s empowerment.
involvement in skill development and The failure of execution of many laws
income generating activities. has been attributed to the beneficiaries’
(d) Rashtriya Mahila Kosh (RMK) (1993) lack of awareness. Therefore, sensitising
facilitates credit support to poor people on legal issues is important in
women. RMK mainly channellises removing the paradox between rights
its support through non-government and their realisation.
organizations, women’s development In this regard, the Right to Information
corporations and women’s cooperative Act, 2005 mandates timely response
societies. to citizens’ requests for government
Accessing information about the laws information. It is an initiative taken
governing girls/women are crucial for by the state. The list in the box below
initiating social change. Legal literacy may be used to gauge awareness
has become an important component levels and initiate discussion on
of schemes like Mahila Samakhya and some important Articles and areas of
in academic discourses. It has been women’s participation.
Constitutional Somewhat
Aware Not aware No response
provisions aware
Article 14
Article 15
Article 15 (3)
Article 16
Article 21
Article 23
Article 24
Article 29
Article 30
Directive Principles
of State Policy
Article 39 (a)
Article 39 (d)
Indicators of Gender Equality and Empowerment 31
Article 39 (e)
Article 39 (f)
Article 41
Article 42
Article 44
Article 45
Article 47
Fundamental Duties
(Part IV A)
Legal provisions
related to
• Inheritance
• Adoption
• Dowry
• Child marriage
• Age of Marriage
• Divorce
• Child labour
• Prostitution
• Ragging
• Any other
Knowledge about
participation of
women in
• Decision- making
bodies
• Panchayats
• Urban bodies
• Any other
32 Training Material for Teacher Educators on Gender Equality and Empowerment
Has participation of women in your neighbourhood, village, town, district and state
brought about a change in empowering women?
(d) Enable them to form organizations taking up social and educational programmes for self-
reliance
The above mentioned indicators would and equality. They would further help in
help in acquiring information regarding unraveling important parameters in the
the qualitative dimensions in the domain context of empowerment i.e., whether
of gender equality and empowerment. educational processes help in bringing
The list given is not an exhaustive one. about transformatory structural changes or
It is suggestive in nature and seeks to they merely reinforce existing socialization
provide information on issues of equity practices in the society.
Activities
1. You can ask teachers and students of your school to use the tool for textbook evaluation.
…………………………………………………………………………………………………………………
………………….………………………………………………………………………………………………
3. You can ask students to prepare a short write-up on girl/women achievers of their village,
district, state and nation and the journey of achievement.
…………………………………………………………………………………………………………………
…………………………………………………………………………….……………………………………
the Indian context has taken cognizance creating equality of opportunity in all fields,
of women’s issues in a very substantial eliminating gender bias and stereotypes
way. There has been a shift in focus of by bringing about an attitudinal change
viewing women not only as a welfare among all stakeholders and encouraging
category but as equal participants in all active participation of men and women in
development initiatives. From the tenth all sectors of the economy.
plan onwards the approach adopted has
been to mainstream gender concerns by 3.7 PAST EXPERIENCES
assessing the implications for women and The Government of India has been adopting
men, in any planned action, including Gender Budgeting since 2005-06 to achieve
legislation policies and programmes across the Millennium Development Goals (MDGs)
areas and at levels. Gender mainstreaming for women. In 2001, the National Institute of
underscores the principle that there can Public Co-operation and Child Development
be no sustainable development as long as (NIPCCD) undertook a study on Gender
discrimination between the two sexes exists. Budget Analysis of twenty-two states of
India. The findings of the study highlighted
3.6 POLICY INITIATIVES that allocation to women’s programmes
The National Policy on Education (1986) (target and pro-women) varied between 2
analysed from the context of women’s per cent to 11 per cent across ten states
equality, stressed on the removal of for the year 2000-01. Further, the share
disparities and equalizing of educational of women in women targeted schemes in
opportunities through attending to the the state budget was less than 1 per cent
specific needs of those who had been in six states. Pro-women schemes received
denied equality so far. It further stated a larger portion of the state budget as
that education would be used as an compared to the women specific schemes
agent of basic change in the status of (6%-11%) during 2000-2001 in five states.
women, for neutralizing the accumulated Combined allocations were as low as 2%
distortions of the past and playing a positive and 5% of the state budget in some states.
interventionist role in the empowerment of In fact, it was far below the desired and
women. It would foster the development of recommended levels of 30% as per the
new values through redesigned curricula, guidelines of the Planning Commission
textbooks and the training and orientation under the Women Component Plan.
of teachers. The Programme of Action Based on these experiences, a realistic
(1992) elaborated on the parameters of and context specific budgetary allocation for
women’s empowerment. Some of them gender can be planned at the district, state
were: enhancing the self-esteem and and national levels.
self-confidence of women; building a
positive image of women by recognizing 3.8 BUDGET MAKING PROCESS FROM
their contributions to society, polity and A GENDER LENS
economy; developing the ability to think Initially, the budget making process was
critically; enabling women to make informed formulated to address the needs of everyone
choices in different fields and providing in an apparently uniform way. As a result
access to women to legal literacy. of traditional macroeconomic theories
The National Policy for the Empowerment already mentioned, policy makers tend to
of Women committed to the advancement, assume that all individuals are equal, with
development and empowerment of women shared needs and interests. This approach
in a holistic manner. The emphasis was on however failed to recognise the distinctions
Gender Budgeting 37
that stem from class, caste, gender and 3.9 SUGGESTIVE STEPS FOR GENDER
location. It also ignored an important BUDGETING
hypothesis that policies, programmes and Prior to the formulation of the budget at the
budget have different outcomes for different central and at the state levels, a working
groups. Further, it helped to demystify the group is constituted. This group consists
proposition that enhanced outlay may or of representatives of different ministries,
may not lead to gender justice, harmony experts drawn from different disciplines
among sexes, or facilitate the capacity and representatives from different non-
building and empowerment of women. governmental organizations. In some cases
Inclusive budget making processes sub-groups can also be constituted as per
have to primarily carry out a detailed need and requirement. For making the
survey of the existing situation related to budget statement gender sensitive, there
socio-economic factors and education in is a need to examine past budgets from a
the political domain of a district, based on critical perspective and also see how these
quantitative and qualitative parameters. impact in addressing gender issues. Some
Data collected from different fields have of the analytical questions that need to be
to be disaggregated in terms of gender, asked are:
demography, education, employment, etc. • Does the budget have provisions for
either annually or five yearly, depending on looking into conflict management
the need and requirement. issues?
The approach adopted in the budget • Was there any bottleneck in the
making process should move from macro implementation of schemes addressing
to micro analysis following a bottom up both genders?
strategy. It should be context based so • Did there exist a gap between demand
that it holistically addresses the needs and supply of schemes that are pro-
and aspirations of all stakeholders. Issues women or for both genders?
related to equity and equality have to • Are there any suggested innovations?
be accorded priority as this is linked to • Are the budgetary provisions sufficient?
improving the quality of life of all people Have they taken the cost of living index
belonging to the different sections of society. into account?
Activities
1. Analyze the annual budget statement from a gender lens. Discuss the trends in allocation
of budget in dealing with gender issues.
............……………………………………………………………………………………………………..
............……………………………………………………………………………………………………..
2. Discuss direct and indirect taxes and their impact on both genders.
............……………………………………………………………………………………………………..
............……………………………………………………………………………………………………..
3. Organize a debate on the advantages and disadvantages of gender budgeting.
............……………………………………………………………………………………………………..
............……………………………………………………………………………………………………..
38 Training Material for Teacher Educators on Gender Equality and Empowerment
The strength of the past budget also below is an activity aimed at building up
needs to be examined and, if possible, it sensitivity and awareness on the division
could be adopted, adapted and replicated of labour by gender.
in the current budget statement. The box
Activities
1. Given below is an exercise on the budget making process at the household level. You can
give this table to the participants and get their responses.
S.
Work done (24 hrs) Male Female Both Any other
No.
Agriculture- sowing, manuring,
1. weeding, harvesting, winnowing,
threshing, marketing
2. Caring for the live stock
3. Household chores
4. Looking after the sick, aged
5. Sibling care
6. Engagement in remunerative work
7. Fetching drinking water
8. Gathering Fuel
9. Attending literacy classes
10. Any other
After giving this exercise ask the students to reflect on the saying– income saved is income
earned
3. Hold a discussion on the theme: ‘Public expenditure affects women and men differently.’
.......……………………………………………………………………………………………………………
.......……………………………………………………………………………………………………………
Gender Budgeting 39
3.10 GUIDELINES FOR THE • Have the steps taken been successful
FORMULATION OF A BUDGET or are some modifications needed for
Any budget that is formulated needs to have mid-course corrections?
a vision and mission statement. It should • Are budget heads appropriate or are
address issues of equity and equality in all some changes required?
the items, proposed across schemes and • Do proposed budget heads help in
programmes. The cost of living index should meeting conceived targets?
be a yardstick in budgeting each item • Has the approach initiated a process of
under recurring and non-recurring items skill development?
and plan and non-plan funds. Strategies • Has it encouraged voices and
for achieving equality of outcomes need participation of women in making the
to be clearly reflected with reference to budget?
achievement of short term, medium-term
• Are issues of allocation of funds in
and long-term objectives. There is a need to
different sectors need based in terms
make the budget flexible so that it addresses
of time management?
unforeseen exigencies and takes district
variations into account, especially at the • Is it leading to empowerment of (women/
state level. men)?
• Has it helped in addressing conflict
3.11 MONITORING management?
Monitoring is an important step in making
3.12 EVALUATION OF THE BUDGET
the budget statement responsive to gender
needs. Monitoring or mid-course correction The criteria of evaluation have to be
of the budget can help in answering some based on the indicators of the budget. The
pertinent questions as follows: targets set for meeting practical and long
• Are the objectives/activities being met? term needs, sector wise need to be looked
• Is the approach participatory? into. The successful initiatives have to be
• Are gender issues being addressed? identified. Finally suggestions for moving
Activities
1. Collect the budget statement of your school/organisation in the last five years and analyse
how the budget reflects gender concerns.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2. Procure the budget statement of different ministries. Analyze and evaluate the same from
a gender perspective.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. Organize a debate on the theme: ‘Union Budget: Concerns and Prospects in the context
of Gender’.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
40 Training Material for Teacher Educators on Gender Equality and Empowerment
ahead have to be envisaged and placed as needs and aspirations of both genders
recommendations. (men/women) in a substantial way.
To facilitate understanding of this A gender Budgeting Tool can be prepared
process, the activities proposed in the box to gather the relevant information. A sample
below may be used. has been provided in the box.
envisioned. Presently most of the Central • Debbie, Budlender and Guy, Hewitt
Ministries have come out with a Result (2006). Engendering Budgets – A
Framework Document (RFD) that focuses Practitioners Guide to Understanding
on output slated for each programme and and Implementing Gender-Responsive
the time frame allocated for its completion. Budgets, Commonwealth Secretariat.
Under this framework emphasis is on • Fourth World Conference on Women
objectives, weightage, action, success in Beijing (1995). Country Report,
indicators, units, targets and criteria Department of Women and Child
values. RFD is a self monitoring performa Development, Government of India.
that sets guidelines to achieve objectives
• National Policy on Education (1986).
within a stipulated time, keeping in mind
Ministry of Human Resource
the quality aspect.
Development, Government of India.
Thus, outcome budget is reflective of
the health of the economy and also its • National Policy for Empowerment of
sustainability in moving from policy rhetoric Women (2001). Department of Women
to community acceptance in terms of and Child Development, Government
answering their felt needs by weaving their of India.
hopes and aspirations. • Srivastava, Gouri (2010). Gendering the
Budget Making Processes for Translating
3.15 REFERENCES Equity and Equality in Practice,
• Aleyamma, Vijayan and Marriamma, University News: A Weekly Journal of
Sanu George (2009). Gender Responsive Higher Education, Association of Indian
Budgeting - the case of Kerala. Universities, Vol. 49 No. 21, New Delhi.
Activities
1. Discuss the budget tools with your students and elicit their responses.
…………………………...................………………………………………………………………………
…………………………...................………………………………………………………………………
2. With the help of the tools students can be asked to examine the budget of their household,
school, state and centre.
…………………………...................………………………………………………………………………
…………………………...................………………………………………………………………………
3. Students can be asked to prepare tools on gender budgeting based on the above mentioned
tools.
…………………………...................………………………………………………………………………
…………………………...................………………………………………………………………………
Module 4
Gender, Media and Education
the media. These images suggest what we dressing to obtain the approval of men. This
should be like. The suggestions of media sex role stereotyping in the media is not
invade our thoughts. only derogatory, but is seriously impeding
Gender role biases in all forms of the struggles of women to achieve economic
entertainment media have served to and political autonomy.
reinforce and even enhance the degradation The changes that have occurred
of women in society. Several content in women’s roles in society have been
analysis studies have reported that women nothing short of phenomenal. Yet media
are portrayed as victims, caretakers, and sex representations of women remain worryingly
objects while men are presented as masters, constant. Representations of women across
doers, and intellectuals. Fiction based all media tend to highlight the following:
dramas reinforce the sex role stereotypes • beauty (within narrow conventions)
of men as decisive, assertive, dominant, • size/physique (again, within narrow
and career oriented, and those of women conventions)
as emotionally dependent, eager to please, • sexuality (as expressed by the above)
• emotional (as opposed to intellectual)
sentimental, and primarily concerned with
dealings
family relationships. Female characters in
• relationships (as opposed to
these series are most often house- wives,
independence/ freedom)
secretaries, teachers, or nurses. Though
• dependence (economically and socially)
women are featured more often than men
• marginalized and deprived
in Indian commercials, yet they are shown
performing stereotyped female activities Sexuality laden images of women occupy
such as shopping, preparing meals, and not only magazines but newspapers and
Activity
Look at the pictures below. These are two typical examples of the most often seen images of
women. The so called urban and young women are shown in western outfits with fashion as
the only statement they make and the other from a rural or a small town in a conservative
family set up. Do you agree with these images?
Think and talk about the reasons for such depiction of women in television.
Beauty and brains are never seen together!!! Always dependent and deprived*
Activity
The group members can think and present two advertisements reinforcing stereotypes
and two which have tried to create positive imagery for women in advertisements.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Gender, Media and Education 47
Activity
Following are some pictures from media. Interpret and discuss them in three groups.
The groups may take themes for presentation of their comments as-
a. Reinforcing stereotypes
b. Breaking stereotypes
c. Creating new images
48 Training Material for Teacher Educators on Gender Equality and Empowerment
in the media are enhanced by the extended not. They communicate cultural values,
commercialization. The woman is the one which shape the way viewers think and
who buys without end and her hair, dress, interact. It is important to understand
shoes, each bear the stamp of the latest, such typifications in order to unmask the
the most expensive products. None of the double standards that are pervasive in
women characters in any of the serials our culture and society. The dichotomy is
repeats a dress. She makes sure that her that we internalise such stereotypes that
house is decorated with the latest gadgets. reinforce abuse, while trying to “root out”
The media is more interested in women as violence in our community. Let us now
consumers.
examine the specific modes through which
The women’s movement has criticized the these operate.
local mainstream media for stereotyping
women’s images, commodification of Television
women’s bodies, and appallingly portraying Popular actors and women from the fashion
violence against women in the media, industry are seen endorsing beauty and
through advertisements, soap operas and home products. Women in careers and
dramas. professions which are off beat may make
So far we have discussed about what a story, but they are too few and far apart.
kinds of images are portrayed by media. In fact, there is a big industry thriving on
Another important point of discussion is looking good from weight management to
to understand the underlying reasons for grooming and wellness products that are
each depiction. being promoted. While many business
establishments target women consumers,
4.5 GENDER AND ENTERTAINMENT they often seem to be aimed solely at selling
MEDIA products to women and do not provide the
Common female stereotypes found in the information that they need. The same has
media have a powerful influence over how remained true for the soap operas. Moreover,
society views women and how women view those women who wear modern clothes and
themselves. The world of make believe appear very confident are depicted as having
as is presented on television and in the bad intentions or being non conformists
movies. Ranging from thriller films to soap as against their conservative and not-so-
operas, this make believe world has a very modern counterparts.
significant effect on the viewer. Even though Sports programmes define men in
the plot and characters are fictitious, the relation to competition, strength and
underlying attitudes and messages are discipline. Most war films promote violence
as ‘natural’ and heroic for males. The Men are provided with large number of
soldiers are men of few words, heroic deeds opportunities to present their viewpoints.
and strong and independent. Similarly, They are shown in diverse roles like
detective stories give the masculine ego the administration, law, business, science and
technology. Representation of women varies
pleasure of mastery and certainty. Women from negligible presence to total exclusion
in such programmes play a second fiddle, and women in certain accepted professions
performing desk jobs, looking good and are interviewed and talked about. For
sadly sometimes even fickle minded to add example, women educationists or women
doctors may be more visible. If women
a hint of humour.
are interviewed for achieving success in a
Films ‘male’ profession, then the article often goes
to great pains to point out her ‘femininity’.
Most women in Bollywood films are
portrayed as hysterical and irrational.
Newspapers sometimes cover women’s
Screaming, yelling, and crying is a part
problems drawing the attention of
and parcel of their reaction to a stressful
policymakers to issues requiring immediate
situation. Also, there are any number of
attention such as the adverse sex ratio,
movies where women who assert themselves
infant and maternal mortality, crime against
are considered ‘bad’ while men, even if
women and the effects of poverty on women
they tease and hit women are considered
and their families. But this coverage is very
‘heroes’. Even in those movies where a
limited with the rest of the space occupied
woman exercises her decision making
power, she is almost always portrayed in by cinema actresses, models, video jockeys
a bad light or as a non conformist radical. (VJs) and the rich women and their hobbies.
Many of the women’s magazines are devoted
Print to fashion, glamour, beauty aids, weight
Generally, women’s problems never figure reduction, cookery and how to sharpen
on the front page of a newspaper unless ‘feminine instincts’ to keep men and their
it is a gruesome murder or a case of rape. in-laws happy. There are comparatively
Newspapers do not usually address relevant fewer articles on career opportunities,
issues of women’s empowerment such as health awareness, entrepreneurship, legal
decision making abilities, multitasking aid, counselling services, childcare services
skills or their achievements in the political, and financial management. A study in
social and economic sphere. It requires a this regard was conducted in Jharkhand,
special day to highlight their strengths such Chattisgarh, Uttaranchal, Uttar Pradesh
as a Mother’s Day, Women’s Day. One can and Jammu and Kashmir. Two regional
however, find the representation of women newspapers and two English newspapers
related issues through beauty tips, recipes, were selected for the study. Prominent
fashion, jewellery etc. newspapers only publish 5% of women
related issues and 8% are published on
A study conducted by a Delhi based Media
Advocacy group highlighted instances main page and remaining are placed inside.
of stereotyping and of discrimination. This study revealed that no importance is
According to the study, interviews of men given to development issues of women.
in newspapers hardly ever mention their
marital status or their dress sense. The Magazines
focus is on their work. By contrast, women The usage of the term magazine itself first came
achievers are subject to irrelevant, even about with the publication of ‘The Gentlemen’s
distasteful queries. The amount of coverage Magazine’and ‘The Lady’s Magazine’ in
women get overall is also much lesser.
the 1730s by Edward Cave (1691-1754)
50 Training Material for Teacher Educators on Gender Equality and Empowerment
(Connor, G 2001). Dif ferent types of Another vital point of discussion is that
magazines exist for just about every age young students must begin to ask questions,
and social group, for any interest, hobby rather than passively accepting whatever
and lifestyle. The pressure put on women they see and hear. Recognizing media myths
through advertisements and articles in for what they are is a good first step. The
magazines, to be sexually attractive is objective here is to differentiate between the
profound. Provocative images of women’s stereotypical behaviour of television, film,
partly clothed or naked bodies are especially and video heroes, on the one hand, and our
prevalent in print advertising in order to own lives, on the other.
grab the viewers’ attention.
Activity
Laurie Abraham, executive editor of
Messages from Magazine Advertisements
Elle magazine, warns that the biggest
Divide the learners into smaller groups.
problem with women’s magazines is “how
Ask a participant from each group to read
much we lie about sex.” Those “lies” answers to questions and record their
continue to perpetuate the idea that responses on a board or flip chart for
women’s sexuality is subservient to men’s comparisons.
pleasure. In her study of Cosmopolitan and What common themes are present in most
Playboy magazines, for example, Nicole advertisements these days?
Krassas found that both men and women’s What are the advertisements saying about
magazines contain a single vision of female roles of men and women?
sexuality that “women should primarily How do you think the advertisements
concern themselves with attracting and affect our attitudes and our expectations
sexually satisfying men.” The presence of for gender roles?
misinformation and media stereotypes is Now, Let us examine, if the newer forms of
disturbing, given that research indicates media offer a better scope for inclusion of
young people often turn to media for women and better gender sensitivity.
information about sex and sexuality”
(Singh,S. Anand, S. and Capila, A. 1998). 4.6 GENDER, INFORMATION
Pornography in Internet Cafés COMMUNICATION
Many commercial public Internet access TECHNOLOGIES (ICTs) AND
points are appearing in developing countries THE NEW MEDIA
like India. However, in small towns and First, let us understand what is new
rural areas, these Internet facilities are
media. New Media is the advanced means
typically entertainment joints, which
men frequent for accessing pornographic of communication like internet, mobile
content. Most often, the Internet café phones, community radio interactive
manager, usually a young male, is himself video, etc. New media has made the
into surfing pornographic content, and process of receiving information interactive,
the place serves as a hangout for his which means that everyone involved and
male friends. This is even true of some participating makes a difference in defining
community telecentres set-up by non-profit the content of messages or even benefitting
organizations in India. Women and girls
from the process of message creation and
are obviously wary of going to such places
for accessing the Internet. Additionally, broadcasting. There exists a lot of potential
gender insensitive management of many in such media to make a far greater
commercial Internet access points poses contribution to the advancement of women.
the threat that personal email addresses However, there are contradictory views
of women and girls are accessed and used about the scope of women’s participation.
by boys and men to harass them. Some believe that there are substantial
Gender, Media and Education 51
inequalities in women and men’s access be illiterate; not know English; and lack
to their use and production, which do training in computer skills.
not allow women to take fair advantage of Using new ICT as knowledge and
new opportunities and fully contribute to networking tools provides important
development. Low income, time constraints, economic and development opportunities.
lack of education, including knowledge In Gujarat, women dairy producers use
about computers, lack of leadership the Dairy Infor mation System Kiosk
skills, and cultural barriers affect access (DISK), which manages a database of all
to new media and ICT related facilities. milk cattle, provides information about
On the other hand, some are of the view veterinary services, and other practical
that new technologies in the information information about the dairy sector. This
and communications arena, especially infor mation helps women producers
the Internet, have ushered in a new age. maximize productivity and earnings. The
There is also a view that such technologies use of ICT devices like PDAs (Personal
have only technical rather than social Digital Assistants) and financial software
implications. applications in micro-credit activity is also
However, it cannot be denied that being explored by development agencies
existing power relations in society determine and NGOs, to enhance women’s economic
the enjoyment of benefits from ICT. Hence, opportunities.
these technologies are not gender neutral. Domestic r esponsibilities, cultural
The access to ICT is still a faraway reality for restrictions on mobility, lesser economic
the vast majority of people especially rural power, as well as lack of relevance of
population groups. They have generally content to their lives further marginalize
been left out of the information revolution, them from the information sector.
given the absence of basic infrastructure, Similarly, women may not be visible
high costs of ICT deployment, unfamiliarity in the news stories. They are neither
with ICT and dominance of the English interviewed nor asked for an opinion. The
language in the inter net content. In situation is even worse for those belonging
addition to this, women are more likely to to poor households or rural areas. Further,
Activity
Now let us look at the picture below (a young
girl as Radio Jockey). Just think, how many
times do you get to see such an image in the
newspaper? This picture depicts a young girl,
as a popular Radio Jockey in Kashmir. Think
about it!
We repeatedly hear from media about the
conservative and conflict-ridden society of
Kashmir. The whole picture looks gloomy, but
if media portrays such stories more often in
the Press, Radio and TV, it will create a more
positive image. It will create positive role models
too for so many other young girls in Kashmir in Stepping out!!!
specific and all other places in general. Radio Station in Kashmir
52 Training Material for Teacher Educators on Gender Equality and Empowerment
women from the north east and Muslim Similarly, ‘Khabar Lahariya’ is a local
women appear far lesser number of times newspaper. A group of eight women
than those from Hindi or English speaking belonging to the backward class brings out
backgrounds and from well to do urban this paper from the Bundelkhand region.
family backgrounds. This paper is being funded by an NGO
New alternate media like community and was started with the aim to encourage
radio wherein programmes are broadcast women to fight for their own rights. Such
for a small geographical area, in local
initiatives are required in every nook and
dialect about community needs, offers a
corner of our country so as to empower
great scope for women to participate in
women at the grass root level. Thus,
local decision making. However, we find
very few women are able to participate due increasingly more and more opportunities
to the cultural barriers. Young “daughters” are available for women to participate in
and “daughters-in-law” are not allowed to media and create more positive images
be seen in “public spaces” like these and and for women to be the role models. In a
the talented and young girls are hesitant developing country like ours, media offers
to join. However, there are some inspiring tremendous potential to be used for bringing
examples. women into the mainstream by giving
information for their larger participation
in development activities and to augment
their family resources. The new generation
of girls and their gender sensitive teachers
can make a huge difference in what future
girls will aspire for.
The Mass Media and Women’s
Participation
Most often, media is owned and controlled
by men. Despite the fact that a large
Inauguration of Community Radio at number of women are participating in the
Banasthali Vidhyapeeth media industry, it is hardly acknowledged.
Banasthali Vidhyapeeth is in Tonk, a
Further, although women have been
backward district of Rajasthan. This contributing significantly to development
women’s educational institute operates an
all women’s community radio. Similarly
Self Employed Women’s Association
(SEWA) operates an all women community
radio called “Rudi no radio” in Ahemdabad,
Gujarat.
Activity
Think of two examples each from print and television where you feel women have been shown
or have broken the stereotypes
• Print
1.
2.
• Television
1.
2.
analysis and changes are needed to upgrade To address each of the above concerns,
those schemes which would in turn make specific strategic objectives were identified
them more purposeful. along with actions to be implemented by
governments, financial and development
4.8 BEIJING’S LEGACY FOR GENDER
institutions such as the World Bank,
AND MEDIA
national and international NGOs (non-
The Beijing Declaration and Platform for governmental groups), women’s groups and
Action, approved in September 1995 at the private sector. The Beijing Declaration
the Fourth World Conference on Women and Platform for Action were approved
is a global commitment to achieving unanimously by representatives from
equality, development and peace for women 189 countries attending the Fourth World
worldwide. As defined in the Mission Conference on Women, held during the
Statement of the 123-page document: 50th anniversary year of the founding of the
The Platform for Action is an agenda United Nations. While the Beijing Platform
for women’s empowerment. It aims at… for Action steers clear of being prescriptive
removing all the obstacles to women’s to the media, the document:
active participation in all sphere of public
• Notes that media has the potential to
and private life through a full and equal
share in economic, social, cultural and
make a far greater contribution to the
political decision-making….at home, in the advancement of women by impacting
workplace and in the wider national and on public policy, private attitudes and
international communities. Equality…is a behaviour;
matter of human rights and a condition for • Calls for the elimination of negative and
social justice…. degrading images of women in media
To achieve equality, the Platform for communications in order to provide a
Action emphasizes the need for women to balanced picture of women’s diverse
work together and in partnership with men lives and contributions to society in a
towards the common goal of gender equity changing world;
worldwide. • Notes that pornographic, degrading
The Beijing Platform focuses on twelve and other violent media projections
“critical areas of concern” that must be negatively affect women’s participation
addressed to achieve gender quality and in society, and that programmes
women’s empowerment: reinforcing women’s traditional roles
should not be tolerated;
• Women and poverty
• Calls for empowerment of women
• Education and training of women
through the enhancement of their “skills,
• Women and health
knowledge and access to information
• Violence against women
technology” in order to strengthen their
• Women and armed conflict ability to combat negative portrayals of
• Women and the economy women internationally and to challenge
• Women in power and decision-making instances of abuse of power by an
• Institutional mechanisms for the increasingly important industry;
advancement of women • Calls for the “creation and development
• Human rights of women of self-regulatory mechanisms for
• Women and media the media and the development of
• Women and environment approaches to eliminate gender-biased
• The girl child programming.”
56 Training Material for Teacher Educators on Gender Equality and Empowerment
Self-Reflection
1. How does media create gender stereotypes? Explain your answer with examples from
television.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2. Is it possible to challenge stereotypes? If yes, in what ways?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. New Media offer a better scope for women to participate. Justify your answer with at least
two examples.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4. ‘Code of Ethics for media is necessary’. Why?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
58 Training Material for Teacher Educators on Gender Equality and Empowerment
• Mention the major issues of concern • What is the participants’ view regarding
mentioned in the report. biases present in the police, judiciary
• Do the reports hint at the gender bias and administrative services?
prevalent in society? Facilitator’s Note: Focus more on
points 2 and 3. What as teachers and
Activity 2
teacher educators should you do to
Facilitator’s Note: Bring the attention ensure the safety and security aspect?
of the participants to the school
Would sensitizing teachers/family
environment and the girl students.
members/students towards such
Make them discuss the attitude of
issues help? How?
parents towards girl students and boy
students. Discuss Rupen Deol Bajaj’s case as
outlined in the newspaper extract below:
• Does the situation create any kind of
fear/apprehension in the minds? • Do you think that by fighting for so
long, in order to get justice, she set an
• What are their views regarding the
example?
safety and security of girls and women
• Do you empathize with her?
present in our family?
Facilitator’s note – Ask the participants
Facilitator’s Note: At this point ask
whether they or any one they know
the participants if such a kind of fear
have experienced any kind of bias or
or apprehension can result in female
sexual harassment.
foeticide or parents not sending their
daughters to school in rural areas. Self-Reflection 1
Discussion- ‘If I were a man’ for women
• What kind of toll (mental, physical,
participants and ‘If I were a woman’ for
emotional) would it have had on the male participants.
sufferers? • What are the participants view regarding
• Why is this happening? ((hint: focus on media as a positive intervention to make
social, cultural/economic issues) the situation better? Can media help in
• Is there a connection between education making the situation better?
and empowerment? • How is media playing its role?
60 Training Material for Teacher Educators on Gender Equality and Empowerment
Facilitator’s Note: Here the facilitator Discuss the above with respect to the
will emphasize on the impact of media on following:
people’s senses and the power it has on • the role of media in empowering women
formation/moulding of our views, thoughts • the two disturbing trends described
and subsequent action (Refer to the report above
mentioned in the next objective)
Introspect, analyze and answer the following:
Activity 3 • What according to you should be the
role of media?
Media plays the most important role in
• How does media represent the girls and
building public opinion on issues related
women centric issues ?
to women and has power to encourage and
• H o w s h o u l d w o m e n ’ s i s s u e s b e
motivate people to raise their voice against
presented/highlighted?
atrocities and injustice meted towards them.
It is a platform which can immediately beget Activity 4
the attention of all those who matter- be
they in government, police, judiciary etc, Facilitator’s Note: Draw participants’
and compel them to take concrete action. attention towards the scenario before the
advent of satellite TV and globalization
However, when analyzed, the present
to the representation of women through
scenario visible in media, especially on media. Discuss India’s socio economic
television and in newspapers points towards and socio cultural ethos to create an
two disturbing trends. The first focuses appropriate context for discussion.
on cultural representations of woman as
‘sex symbol’. The second pertains to the Activity 5
decreasing coverage and under-reporting of Take up a discussion on all the emerging
important developmental and governmental issues. Focus mainly on the appropriateness
issues concerning women, and the crimes of such projections and their impact.
against them.
Facilitator’s Note: Read the clippings below and study the photographs.
Gender, Media and Education 61
Activity 6
Facilitator’s Note: Present a de-glamorized report focusing on a female film star and then
pose the following questions.
62 Training Material for Teacher Educators on Gender Equality and Empowerment
Facilitator’s Note: Present the two clippings related to female foeticide. One talks of Haryana
where the bias against the girl child is evident and the other talks of a Punjab village where
the ratio of girls is more. Highlight the important points of the reports and the impact each
has on our thoughts and mind. Pose the following questions.
Gender, Media and Education 63
• What does the Haryana report reflect? • Mitra. Nishi. (2000). Gender Construction
• Does the report send any positive signals in the Media in Sangari Kumkum
to our mind about taking immediate Ed. Foundation Course in Women’s
steps to ensure that the ratio of does Empowerment and Development 1,
not fall further? IGNOU, India.
• Does the Punjab report kindle any kind • http://www.asianage.com/arts/salute-
of hope in the present dismal scenario or-serenade-question-530
of declining sex ratio? • http://articles.timesofindia.indiatimes.
• Do you think that more such villages com/2008-06-22/india/27754449_1_
would be existing in the country where kashmiri-women-sara-rjs
girls and education are taken care of? • http://colors.in.com/in/
Should media highlight them more and • http://www.deccanherald.com/
in what ways? content/70653/changing-face-women-
Many more activities can be developed as tv.html
per the context and participant group. • http://www.indianexpress.com/
Thus, by tapping the media resources the news/coming-soon-a-film-made-by-
teacher educators can generate sensitivity allwomen-crew/590868/
and awareness amongst the learners. Pictures
Media analysis would enable the learners • www.axeeffect.com
to capture the gender bias harboured in the • www.animaatjes.de
society by critically examining the girls and • www.bharatividyapeeth.edu
women situation at the family, society and • http://en.wikipedia.org/wiki/Barkha_
institutional level. Dutt
• h t t p : / / w w w . l i v e i n d i a . c o m /
4.13 REFERENCES
priyanka/14july08.html
• Bhasin, K. (2000). Understanding • http://marketingstrategems.blogspot.
Gender. Kali for Women, New Delhi, in/2010/05/vanish-trust-pink-forget-
India stains.html
• Khanna, Seema. (2002). Women in the • http://www.ndtv.com/photos/news/
City, article in The Hindustan Times, jeene-ki-aasha-facts-about-women-
29 October, Editorial page. and-children-10459
• Khanna, Seema. (2003). Sex, Lies and • www.setindia.com
Media, article in The Pioneer, 23 April, • www.startv.in
Editorial page, Second Opinion Column. • www.vogue.com
Module 5
Gender and Violence
exist both in the rural and urban contexts. significantly and have brought the issue of
The intensity of its occurrence may vary quality education to the centre stage.
from time to time, but it exists as a human Quality concerns in education have been
cast rope. The present module attempts to a major theme of discussion in all education
sensitize the readers to address this issue discourses and at various forums — at the
from a humane perspective so that gender national and international level. The effort
harmony becomes an achievable goal. of policy framers, implementing agencies
and pedagogues is to remove all kinds of
5.2 INTRODUCTION paradoxes between policy rhetoric and field
The present millennium is marked by realities, so that challenges of contemporary
an explosion in the arena of information education are addressed. In the present
technology. In this digital age, accessing module, an attempt has been made to
the plethora of information available in analyze in details the efforts made by the
search engines has made it possible for government and civil society in India to meet
children of all age-groups to acquire the the growing challenges of endemic violence
information they are looking for. Google faced by humanity, particularly women,
earth has made it possible to locate the and the role of contemporary education in
remotest of habitations on the world map. addressing this phenomenon.
It is truly an era that has brought closer
connectivity between people and societies 5.3 OBJECTIVES
the world over. In the domain of education, • To understand different types of violence
this techno-savvy revolution has resulted in against women
loosening the straight jacketed boundaries • To acquire knowledge about legal steps
between disciplines and has facilitated the to address violence against women.
evolution of application based subjects. In
fact, the current century is an era of multi- 5.4 POLICY INITIATIVES
disciplines or inter-disciplines. The National Policy on Education (1986)
These changes have also challenged is a landmark initiative as it attempts to
the print world and textual materials are make education an important vehicle for
gradually being digitized, especially in the ushering in social change. The policy lays
developed world. The impact is also being felt special emphasis on removal of all kinds of
in the Asian subcontinent. With the onset socio-economic and educational disparities
of these important changes a significant by playing an important interventionist role
question that plagues policy planners and in the empowerment of girls and women. It
educationists as well as people at large further reiterates that education will foster
is: Have these changes addressed human the development of new values through
issues such as learning to do, learning to redesigned curricula, textbooks, and
know, learning to be and learning to live the training and orientation of teachers,
together. Further, in this global and technical decision makers and administrators for
age there is an escalation of gender based, undoing all kinds of biases and stereotypes.
emotional, sexual and physical crimes that The philosophy reflected in NPE (1986),
have acquired different contours. Coupled especially in the context of women’s
with these phenomena are environmental empowerment, has also been further spelt
degradation, global warming, drug peddling, out in the Programme of Action (1992). The
cross border terrorism and the spread goals envisaged for women’s empowerment
of killer diseases such as HIV and AIDS. include: enhancing the self-esteem and
These natural and man made catastrophes self-confidence of women, building a
have impacted all sections of society very positive image of women by recognizing
66 Training Material for Teacher Educators on Gender Equality and Empowerment
their contributions to society, polity and age, especially in the Indian context. This
economy, developing the ability to think is also true about existing laws.
critically, fostering decision making and
action through collective processes, enabling Activities
women to make informed choices in areas 1. Initiate a discussion with students on
like education, employment and health existing policy and practice.
(especially reproductive health), ensuring …………………………………………………
equal participation in developmental …………………………………………………
processes, providing information, knowledge 2. Organize a debate on policy and the role
and skill for economic independence and of concerned agencies in implementing
enhancing access to legal literacy and them.
information relating to their rights and …………………………………………………
entitlements in society with a view to …………………………………………………
enhance their participation on an equal 3. A comparative analysis of the existing
footing in all areas. policy and growing violence against
The National Policy on the Empowerment women in developed and developing
of Women (NPEW, 2001) is also a step in this countries can be taken up by you in
direction. The policy once again reiterates classroom or any other period available.
that equal access to education for girls …………………………………………………
and women at all levels would be ensured. …………………………………………………
Emphasis has been given to the development 4. Students can be asked to list out the
of gender sensitive curricula which would, kind(s) of violence that they experience
in the long run, empower girls and women in different spaces such as family,
to meet the different challenges of life. It was school and community.
felt that this thrust in education would help …………………………………………………
in meeting the goals of equity and equality …………………………………………………
and address quality issues in education.
In the context of violence, the policy Recently, the Government of India has
states that all types of crimes against enacted the Right of Children to Free and
women in the family and at the societal level Compulsory Education in the age group of
would be addressed effectively. Institutional 6-14 years. This Act extends to the whole
mechanisms coupled with the strengthening of India except the state of Jammu and
of redressal measures would be focused Kashmir. Some of the main parameters of
upon. Legal literacy would be promoted this Act are as follows:
so that awareness about preventive laws
regarding crime against the girl child and Activities
women is disseminated to all. The policy 1. Initiate activities through play way
lays a special emphasis on removal of method for finding out reasons for non-
trafficking of girls and women. enrollment of children in neighbourhood
Policy initiatives have also tried to schools.
address the onslaught of globalization and .…………………………………………………
consumerism by making education a means .…………………………………………………
for empowerment of women, but situational 2. You can prepare a check list on the
analysis based on indicators related to availability of infrastructure and its
education and crime against women have quality.
highlighted that there is a missing link .…………………………………………………
between policy rhetoric and the existing .…………………………………………………
status of women in the present globalised
Gender and Violence 67
3. You can initiate an activity among (1954), The Hindu Marriage Act (1955),
teachers for identifying training needs The Hindu Succession Act (1956), The
and resources in schools. Family Courts Act (1954), the Immoral
.………………………………………………… Traffic (Prevention) Act (1986), the Dowry
.………………………………………………… Prohibition Act (1961) (amended in 1984
4. Examine and review the safeguards and 1986), The Equal Remuneration
provided under this Act to ensure that Act (1976), The Indecent Representation
all children complete the elementary of Women (Prohibition) Act (1986), The
cycle of education with substantial Medical Termination of Pregnancy Act
quality. (1971), The Prenatal Diagnostic Technique
.………………………………………………… Regulation and Prevention Act (1994) and
many more. With the passage of time some
.…………………………………………………
of the laws have been modified or clauses
added to them and newer ones enacted to
• Every child between the age group of meet the changes taking place in the social
six to fourteen years shall have a right and economic milieu of Indian society.
to free and compulsory education in a However, existing laws have not prevented
neighbourhood school till completion of the occurrence of growing violence against
elementary education. girls and women. The media, either print
• No child shall be liable to pay any kind or electronic provides on a daily basis the
of fee or charges or expenses which may coverage on incidences of growing crimes
prevent him or her from pursuing and against women. Several reasons are cited
completing elementary education. for their occurrence. Some of documented
• A child above six years of age who has ones include lack of awareness about
not been admitted in any school or laws, poverty, fear of being stigmatized by
though admitted, could not complete the family and society, lack of confidence,
his or her elementary education, then, psychological fear of being victimized by the
he or she shall be admitted in a class perpetrator of the crime and false notions
appropriate to his or her age. of honour. In cases where the matter is
• Ensure that the children belonging reported, very often the delay in getting
to weaker sections and the children justice makes the victim lose confidence in
belonging to disadvantaged groups institutions implementing law and order.
are not discriminated against and Thus, enactment of laws in itself does not
prevented from pursuing and completing address issues of social justice unless they
elementary education on any grounds. are accompanied by effective machinery for
• Ensur e good quality elementary implementation.
education conforming to the standards India is also a signatory to several
and norms specified in the Schedule. international conventions that work towards
• Provision of training facilities to teachers. creating an environment that promotes
To know what the status actually is, the gender justice, harmony and peace. Some of
issues listed in the box below may be the well known ones are: Convention on the
investigated and discussed Elimination of All Forms of Discrimination
against Women (CEDAW) and the Convention
5.5 LAWS FOR ADDRESSING VIOLENCE on Rights of the Child (CRC) which calls
AGAINST GIRLS AND WOMEN for the protection of children under the
Preventive laws have been enacted since age of 18 from all forms of physical and
independence for dealing with the growing mental violence, injury or abuse, neglect
crime against girls and women. Some or negligent treatment, maltreatment or
of them are: The Special Marriage Act exploitation, including sexual abuse as
68 Training Material for Teacher Educators on Gender Equality and Empowerment
abuse; sexual abuse in the family and be the cross cutting edge, informing all
workplace; sexual harassment, rape, abuse disciplines, curricula and activities so that
of women with disabilities and cyber crimes. skills of consensus and negotiations become
internalized qualities for the personality
Old age – Abuse of widows, emotional
development of both boys and girls.
violence and physical annihilation, abuse of
Agencies such as Parent Teacher
the elderly (affects women more than men).
Associations, Mother Teacher Association,
While different agencies and machineries
Peer Association and other similar ones can
exist for addressing the growing crimes
be made proactive in providing a platform
against women, a meaningful and
for resolving conflicts that children face in
substantial approach needs to be adopted for
schools, family and in society. Efforts should
holistically addressing this social menace.
be made for undoing emotional and physical
A multi-pronged strategy that includes all
violence that children of all age groups
agents of social change including education
face at different places by strengthening
needs to be geared up for bringing about
confidence building measures. This will
gender justice, harmony and peace in both
ensure that children have an outlet to
public and private spaces.
discuss stress and conflicts that they face
Activities in their journey of growing up.
Pre-service and in-service teacher
1. You can ask students to collect paper
cuttings on reported crimes and analyze
training programmes need to consciously
them. train teachers as problem solvers,
counsellors and as mental health workers
.…………………………………………………
for dealing with all sorts of emotional and
.…………………………………………………
physical conflicts that children face due to
2. Organize a poster competition to elicit multifarious reasons. Legal literacy should
perceptions of students on reasons for become an integral part of all training
growing crimes against humanity.
programmes.
.…………………………………………………
.………………………………………………… Activities
3. Counsellors can be invited to have a 1. O r g a n i z e g e n d e r s e n s i t i z a t i o n
discussion with children on issues programmes for reflecting critically on
related to conflict management and processes of socialization for boys and
social tensions. girls.
.………………………………………………… .…………………………………………………
.………………………………………………… .…………………………………………………
2. Activities for self defense such as Karate
5.6 EVOLVING EDUCATIONAL
can be organized.
STRATEGIES TO ADDRESS
.…………………………………………………
VIOLENCE AGAINST WOMEN
.…………………………………………………
In this era of globalization, the content
3. Street plays and Nataks can be organized
and process of education at all levels can
for propagating strategies to combat
integrate peace building strategies so that violence.
valuing women’s contributions, caring and
.…………………………………………………
sharing, equality between sexes, tolerance
and dignity of labour can be internalised by .…………………………………………………
children from their primary years. Conflict 4. Organize workshops for evaluation of
management and social tension need to textbooks from the view point of gender
72 Training Material for Teacher Educators on Gender Equality and Empowerment
the country using scientific research and just as a chariot cannot travel on a single
innovation. At present, the government is wheel alone. The scientific contributions of
taking major steps to make India a major any community or nation reflect its level
global science power. of development. The present module is
There is no denying that Science thus also designed to enhance sensitivity
and technology education can be the and awareness about gender equality and
gatewa y to national development and to empowerment in science and technology.
poverty alleviation. All sectors of society An attempt has been made to describe
must be seen to participate optimally in various ways in which teacher educators, in
it, including girls. This module targets particular, can foster gender equality and
serving teachers whose roles and work empowerment in science and technology.
have a direct influence on learners of It is well established that science and
school-going age and thus on the future technology can bring in knowledge gain,
of society as well. attitudinal reconstruction, behavourial
It will address gender issues in science change and build capacity in a manner
and mathematics classes and in schools that facilitates the empowerment of women.
i n general with a view to removing personal Women can become informed decision
and cultural obstacles placed in the way makers and change agents.
of girls that inhibit them from choosing
science subjects, from performing well 6.3 OBJECTIVES
in them and ultimately from choosing • To create awareness among women
science related careers. about the support that science and
The gender disparity is palpably evident technology can provide them
in the education sector which hits inclusive • To provide a platform for both urban
growth very adversely. Recognising this, the and rural girls for a successful science
present module aims to address the factors career
accounting for gender disparity prevailing • To improve the institutional climate
in our education sector, with special focus for women in science so that they are
on science. The underlying assumption considered at par with men
is that although science and technology • T o encourage women to assume
bring economic growth, enhancement in leadership roles nationally and
these fields is possible through women’s internationally in science
empowerment and maximum participation • To promote standards of learning and
of women. teaching for schools as well as colleges
by making laboratory work more
6.2 INTRODUCTION interesting and by introducing life skill
There is need for fostering gender equality activities
and empowerment in science and technology.
Gender is not just a women’s issue, but 6.4 DESCRIPTION
rather a people’s issue. Femininity does The profusion of resourceful and passionate
not exist in isolation from masculinity. The scientific talent of women makes one
capabilities of a nation comprise the skills optimistic about the future of India.
and knowledge of all sections of its people. Such prodigious talent can catapult India
Therefore, any society cannot reach its true not only to the forefront of scientifically
potential and a nation cannot develop when advanced nations but also enhance its
half of its population is kept out of activities image as a country that advocates women’s
and professions that are constructive, advancement.
Gender, Science and Technology 75
The important issues which affect the in scientific study and research competing
current status of science in the country on equal terms with their male counterparts.
include: Women now constitute about 40% of all
(a) Poor enrolment of devoted young people science and technology students in higher
in science education, education. In educational and research
(b) Declining trend of Indian scientists’ institutions, they share about one-third of
contributions at international academic the positions in science and technology.
level In medicine and information technology
(c) Scale of investment in science in State too, they are present in large numbers.
and Central Universities Despite the heart-warming statistics, it
(d) Lack of growth of institutions of is well known that a lot more potential
excellence yet remains to be tapped. Several factors
(e) Lack of freedom of operation in scientific contribute to the decreased participation of
and higher educational institutions. girls and women in science and technology
The Scientific Research publications education. Girls are seen to be unwilling
clearly show considerable improvement in to participate in science based activities
the (c and d factors mentioned above) over primarily due to lack of motivation. It
the last twenty five years. The absolute seems to serve no instrumental purpose for
number of research publications has gone them. Other factors include lack of relevant
up from 14983 in 1980 to 19448 in 2005. policies, inadequate curriculum content
However, India’s contribution in terms of and delivery, biased teaching materials
a percentage in the larger stead of world and negative socio-cultural attitudes and
publications has declined from 2.9% in practices. It is therefore appropriate that
1980 to 1.9% in 2005. the goal of gender parity in science and
It is seen that despite unfavourable technology should rely on a mix of strategies
socio-economic conditions that prevail, drawn from lessons learned from the best
women’s education in India has progressed practices and experiences at national,
and its effect is manifested in the overall regional and international levels.
progress of education in India. An educated As per the National Policy for the
mother is always the foremost motivation Empowerment of Women (2001), there is a
for her ward’s educational upliftment. But commitment to strengthening programmes
even beyond the realm of general education, that bring about a greater involvement of
achievement of Indian women in science has women in science and technology. These
been significant. The glaring reality is that include measures to motivate girls to
women’s contributions in the domestic and take up science and technology for higher
career front have always been obliterated. education and also ensure that development
The very fact that they take on the double or projects with scientific and technical inputs
triple burden of home making, work outside involve women fully. Efforts to develop a
home and fighting male chauvinism often scientific temper and awareness will also
goes unnoticed and unrecognised. Among be stepped up. Special measures have
the various professional spheres, women been taken for their training in areas of
seem to miss out more in science and special skills like communication and
technology, particularly physical sciences information technology. Efforts to develop
and engineering fields. Those who do study appropriate technologies suited to women’s
science often end up in what are considered needs as well as to reduce drudgery are also
as less challenging teaching jobs. being given special focus.
The present statistics indicate that a The major initiatives taken by the
large number of women in India are involved government to encourage women in science
76 Training Material for Teacher Educators on Gender Equality and Empowerment
and technology may be summed up as these initiatives, sustained efforts are still
follows: needed in order to improve the participation
• Equal access to participation and of girls and women and their performance
decision making of women in social, in science and technology education and
political, economic and development science- based activities.
activities That gender disparity exists at all levels
• Equal access of women to health-care, and impacts women’s development is
quality education at all levels, career an undeniable fact. This is partly due to
and vocational guidance, employment, the biological roles and responsibilities of
remuneration, occupational safety, women as mothers, but mostly due to the
social security etc. traditional mindset, which visualize women
• Strengthening legal systems aimed at as child bearers and home-makers, and
elimination of all forms of discrimination men as breadwinners. There is a growing
against women. realization that by hindering the creative
• Changing societal attitudes and talent, expression and active involvement
community practices by encouraging of women, in research and development,
active participation and involvement of we are depriving society of its intellectual
both men and women. capital. Therefore, efforts have to be made
• Adopting suitable measures to enable to make scientific research more gender
women to work during night shifts in friendly.
factories
6.5 ROOT OF THE PROBLEM
• Drawing up women friendly personnel
policies to encourage women Although girls seem to consistently outshine
to participate effectively in the boys in the board examinations, the
developmental process enrollment of women in higher education,
• Provision of support services for women particularly in science has not kept pace with
like child care facilities including what the board examination results reflect.
day care facilities at work places and Since 1951 there has been a steady growth
educational institutions, homes for the in Universities and other higher education
aged, the disabled, etc. institutions in India. The participation of
These measures need to be expanded and girls at all stages of education has also been
improved to create an enabling environment increasing steadily over the years. Yet the
and to ensure their optimal contribution to wide gap between women and men entering
social, political and economic life. Several the University persists. Let us analyse some
initiatives have been taken to attract girls of the problems and issues which explain
and women to science and technology this.
education. They include promoting gender Attrition
mainstreaming in policy and programmes Relatively more women tend to persist
for science and technology, instituting with studies after graduation though some
incentives such as scholarships, award attrition occurs at the level of Ph.D. This
systems in specific clusters of science and interesting finding differentiates India
technology, offering special internships from many other developed countries. (At
for female students, strengthening career Massachusetts Institute of Technology, USA
guidance at institutions of lear ning, a survey found continuous attrition as one
establishment of mentoring programmes, moved from undergraduate to graduate
curriculum restructuring and addressing to post-doctorate and faculty positions.)
the role of teachers and parents. Despite This has led to some speculation that in
Gender, Science and Technology 77
India, if the “leaky pipeline’ is plugged at tend to take up radiology, pathology and
the school level (stopping school dropouts), anesthesiology much more as compared to
the presence of women in higher education, neurosurgery. The INSA (Indian National
including science may increase. Science Academy) report says that there
Gender difference in enrollment of boys is clustering in obstetrics/gynaecology,
and girls also varies regionally. Urban pediatrics and pathology for women doctors.
women are more likely to gain access to Few enter the more lucrative male dominated
higher education as compared to their specializations like orthopedics, cardiology,
rural counterparts. So while their caliber psychiatry etc.
may be the same, timely motivation and The participation of women in
grooming makes a lot of difference. There engineering remained almost negligible
is vast evidence to show that the attitudes till the early 1980s. The INSA report
of parents/teachers influence academic quotes a 2002 finding that there is 32 %
decisions. The Indian National Science enrolment in Physics in India. In a report
Academy (INSA) Report of 2004 found published by NISTADS (National Institute
that in states such as Goa, Kerala, Punjab of Science Technology and Development
and Pondicherry, more than 50 % women Studies), it appears that there are 61,050
enrolled in colleges (2000-2001), but in women employed in R&D ( Research and
states such as Arunachal Pradesh, Bihar, Development) establishments, which is
Jharkhand, Orissa and Rajasthan less than 15.6% of the total manpower employed in
35 per cent women did. The enrolments in the country (Department of Science and
the other states were between these two Technology, 2008). Globally, women tend
extremes. to go in for the natural sciences more as
It is not just motivation and grooming, compared to the perceived to be “harder”
but lack of facilities and availability of disciplines such as Mathematics. So deeply
colleges and universities in the vicinity entrenched is this supposed aversion that
that cause lesser enrolment of girls from even the Barbie doll was once made to utter
rural areas. Other lacunae are the lack of the words that the mathematics class was
women’s hostels and commuting facilities, tough. This is an example of how gender
among others. stereotypes are reinforced from an early
Gender Stereotyping of Subjects in age…even while a girl child is at play.
Science and Technology Today of course there is a lap-top carrying
Barbie in pink, which hopefully will carry
Another problem similar to the trend in
a subliminal message of equality and
western countries relates to the disciplines
empowering technology.
in which women enroll. The highest
representation of women is in education. Post Education Scenario
Education, to a large extent, is considered Paradoxically, even after having obtained
to be most apt subject for women as it is higher education, societal pressures
compatible with other responsibilities of and family obligations affect a woman’s
women as mother and wife. This is followed chances of getting a job of her choice.
by disciplines like arts and medicine. It Interestingly, professional women’s attitude
is only in the past 15 years that their towards education, employment and family
enrolment has shown an increased trend. situations have revealed that most women
Though medicine has been a favourite retain traditional values. This means
discipline among females, it is seen that that economic empowerment does not
the rate of growth of male-access to it is necessarily translate into independence
larger and faster. Even in Medicine, women in other spheres of life. And when they do
78 Training Material for Teacher Educators on Gender Equality and Empowerment
find employment, most women scientists although the University of Madras denied
struggle in a male-dominated workplace her a formal PhD degree.
that often marginalizes them.
Follow up Exercise
The Struggles of the Pioneers
Discuss with students any 2 success
Many pioneers in the field of science and stories of women in the area of science and
technology had to face gender discrimination technology from your area or state. Ask
in their journey to success. Marie Curie them to share any such success stories
was denied a place at Kraków University which they have come across in their life.
merely because she was a woman. In 1911,
What are the kind(s) of discrimination
the French Academy of Sciences refused experienced by women pursuing the field
to abandon its prejudice against women, of science?
and Marie Curie was denied admission
as Member by two votes. Then it was
Marguerite Perey, a doctoral student of Social Barriers
Curie, who became the first woman elected There are also several social and institutional
to membership in the Academy over half a barriers to the continuing education
century later. of women, especially when it comes to
Kamala Sohonie (1912-1998) was science, technology and engineering.
the first Indian woman to get a PhD in a Gender discrimination is much higher in
scientific discipline. She carried out detailed the scientific and technical fields in India
biochemical studies on three major groups than among social sciences and other
of food items consumed by the rural poor fields. Women in all professions are seen
and established their nutritive value. When to perform the double role of managing a
Kamala Sohonie applied for postgraduation job and domestic responsibilities, which
at the Indian Institute of Science (IISc), after has been commonly referred to as a ‘dual
completing her graduation from Bombay burden’. In science, the dual burden is
University in 1933, the institution dismissed combined with various problems that are
her application despite her having topped specific to the scientific profession. In fact,
the university merit list that year. The the prevailing socio-cultural systems in
reason for this was that Sohonie happened India result in a ‘triple burden’ for women
to be a woman! After much hesitation, she in academic and scientific careers.
got admission. Kamala’s sincerity led her Social Role and Prevailing Mindsets
to do regular research in biochemistry. A woman is still seen primarily as a
This was a landmark victory for her. Her home maker. Marriage, not career is
struggles made life considerably easier for perceived to be the primary goal of women.
other aspiring women scientists. Although women’s employment is becoming
Anna Mani (1918-2001) distinguished increasingly more accepted in society, there
Indian meteorologist, for mer Deputy is yet the expectation from them that they
Director General of the Indian Meteorological should shoulder the household/domestic
Department made significant contributions responsibilities, particularly the care of
in the field of meteorological instrumentation children. This impinges on a woman’s
and pioneered research in the areas of career in different ways depending on the
solar radiation, ozone and wind energy nature of her profession, as well as the stage
measurements. Anna Mani is a success at which her career is poised.
story to which few women (or men) could Some women scientists, but not all,
aspire. She transcended the delimited incur breaks in career for child bearing and
cultural and physical spaces available to her rearing. Age-related, re-entry difficulties
Gender, Science and Technology 79
exist for those who take such breaks, e-networking can compensate for this to a
so most of them try to rejoin as soon as certain extent. Again, many older women
possible. Paradoxically once again, there scientists admit that they have self-imposed
is an overt and covert societal assumption certain restrictions upon themselves and
that this is actually leading to neglect of are therefore willing to take a backseat
the child and places extra burden on the in their career. Interestingly however, the
woman’s shoulders. The responsibilities younger scientists are comparatively more
of parents, in India at least do not get over ambitious and have definite career plans.
when the children grow up. Older children, Institutional Barriers
particularly girls are considered just as a
Institutional barriers include paucity of
serious responsibility as are very young
financial aid, a male-oriented curriculum
children. The dual responsibilities faced by
and lack of in-campus residences. Gender
professional women are thus quite heavy.
insensitivity further compounds the
Some problems are chronic while others
problems that women face. Scientific
become acute at different career points.
institutions in India carry an essentially
Science calls for long and uncertain hours
masculine ethos and exhibit vertical as
and this often discourages women from
well as hierarchical segregation in terms
taking it up as a profession. Research seeks
of gender. Women’s participation has been
dedication and a lot of attention which
limited and confined to comparatively junior
women find difficult to give as they are
positions.
burdened with other responsibilities.
Unequal treatment and subtle
Women scientists with children are
discrimination against women scientists
often not eager to conduct field work for
and engineers in the behavioural and
extended periods. They may find it difficult
interpersonal relations also prevail. Nature
to live under field conditions, particularly if
(2010) has reported common incivilities
the areas do not have basic facilities. They
that reflect subtle sexism. At scientific
may find it difficult to go on tours except
meetings, women scientists do not get the
for a limited period of time. Often they are
microphone to speak and when they do,
unable to attend conferences or workshops
they are interrupted sooner than loquacious
for special trainings. Many women are not
male colleagues.
comfortable travelling on their own and
Also, in Science and T echnology
thus senior administrative/management
women tend to be engaged in “pure
positions that entail travelling may by pass
research” as compared to administration
them. In one Indian survey it was found that
and management. This actually means
on an average, a male scientist travelled four
that women have less involvement in the
times as much as his female counterpart.
decision making process of the institution.
Most women also do not socialize with
In many cases the “pure research” is
their male colleagues with ease, partly
mostly compilation, collection and review
because of gender socialization and social
as opposed to being more analytical and
restrictions. Personal interactions of
creative. However, while this may not mean
women scientists with male colleagues are
much difference in terms of books or papers
deeply constrained by standard patriarchal
written; it does mean a sizable difference in
cultural barriers of so-called morality.
the numbers of patents and inventions that
Women scientists are therefore unable to
men and women file.
meet and establish personal camaraderie
or networks or jockey for positions. This Employment of Women Scientists
inability often leads to them getting Gender has figured in important ways in
overlooked. Perhaps the evolution of shaping the careers of scientists for centuries.
80 Training Material for Teacher Educators on Gender Equality and Empowerment
Statistics/data availed from major Research required. In recent years, however, the
and Development institutions showed that Government of India (the Department of
gender disparity in the male/ female staff Science and Technology and University
selection process was continuing, and Grants Commission) is giving enormous
females were marginalized in recruitments. attention to the importance of women’s
The INSA report 2004 has shown that the education and is making serious attempts
Department of Biotechnology (DBT) followed at imparting high level skills to women.
by the Indian Council of Medical Research Special scholarships and awards have been
(ICMR), are the best employers of women. instituted to attract students in general
DBT had almost 32% and ICMR 27% women and women in particular to the science and
scientists. technology stream.
In most cases, institutions included Nature (2010) has highlighted that
less than 15% women in their Advisory countries wherein the salaries of scientists
Committees. The Inter Press Service News are rising rapidly (for example, Brazil, China
Agency report points out that though many and India) are those where job satisfaction
women have reached top positions in the is also rising. These nations are also
Indian Space Research Organisation (ISRO), stemming the brain drain and increasing
under the Department of Space, the overall their publications in peer-reviewed scientific
percentage of women scientists is still very journals. More importantly, these countries
low. Women’s representation in government have made enormous economic progress
constituted research advisory bodies is also over the past two decades, showing a
very low. Data shows a range between 0-21 correlation between science, salaries and
percent. sustainable development. The gender
Unanswered Important Issues disaggregated statistics confirm that
In western countries, gender related women researchers earn significantly less
questions in science have been extensively than their male colleagues. These gaps are
raised. They range from discussions about particularly alarming for leading industrial
women in science to philosophical analysis nations such as Japan and Germany. What
of the gendered nature of science itself. remains to be seen is whether with rising
In India, the status of women in science salary levels for researchers in China and
has still not drawn adequate attention. India, the same gender gap will open or not.
There are only a few reports and studies Hopefully, more balanced conditions will
on gender and science in India. Empirical emerge in the ‘Asian century’ ahead.
research specifically on women scientists
is scarce and their research productivity 6.6 METHODOLOGY
has not been dealt with in particular. Active and interactive methods of
The scattered infor mation about the participatory learning will enable both
participation of women in science in the teachers and students to gain a deeper level
developing countries focuses more on their of understanding of the issues involved and
access to education and career. Very little to internalize them, so as to bring about a
is known about the contribution of female change in thinking, attitudes and behavior
researchers to scientific production. patterns. Catching them young when their
We may thus conclude that gender plays minds are not yet set into stereotyped
an important role in the shaping of scientific thinking and behavior patterns is a key
careers in India. Major attitudinal and element. These transformed young Indians
institutional changes in the structure and will then become the citizens and builders
procedures of Indian science are probably of the emerging new India.
Gender, Science and Technology 81
• Use the context of water to illustrate a motivate their students. School teachers
variety of different concepts according must work in coordination with college
to phase. These could include solubility, teachers who should in turn have
energy, changes of state, pollution, collaborations with universities and
density, pressure, etc. research centers. This will help them to
• Use the context of the refrigerator to become aware of the current status and
study phase changes, particle theory trends of research and development in
and latent heat. our country and abroad.
• Use the context of growing crops as a • The publication of research findings are
starting point for a variety of biological very important. The students should
concepts such as photosynthesis, be made aware of such publications
plant growth, soil structure and types, and they should be encouraged to go
energy flow in living systems, food chains, through them. They will become aware
environmental conservation, etc. of what has been done in particular
Biographies of Women Scientists areas of research, their limitations and
Students should be made to work on what more needs to be done.
projects such as the biographies of women • Women scientists should be identified
scientists, their journey from being a and they should be publicized as role
student to a scientist and the hurdles they models. They should be invited as guest
faced and how they dealt with them to speakers for programmes in schools.
attain that position. Such assignments will • Students should be encouraged to
motivate them to take up a career in science give examples on how science helps in
and technology. earning a livelihood.
• Science text books show gender biases in • Choice and role of appropriate technology
the content and pictorial representation in relation to women and development
that should be addressed in the class. become crucial in building up local
Describe a girl student performing an capacity, to devise solutions to tackle
experiment rather than a boy student. the identified problems to improve their
• Leadership qualities in girls should be quality of life. The emphasis should be to
developed to enhance their confidence improve their skills, provide managerial
level. Make them speak on certain topics capabilities and to understand the
related to science. Encourage them to scientific theories behind the processes/
share any scientific experiences in their products. This will make women more
life or any innovative ideas. open to emerging technologies for
• Science exhibitions should be conducted improving production efficiency and
annually. Girls should be encouraged to reducing drudgery in their day-to-day
participate. Students should be allowed work. Since rural women have special
to bring about innovative ideas. Their understanding of natural resource
ideas should be encouraged management they can play a crucial
• Awareness programmes should be role in re-nurturing and re-greening
conducted both for parents and students rural India.
to help them realize the importance of • There is an urgent need to use Science
science. Parents should be motivated and Technology (S &T) to ease women’s
to allow their girl children to pursue work. They should be involved as equal
science for further studies. partners, their knowledge, experience
• Exposure to teacher educators in and skills must be recognized, for
schools and colleges is necessary to only then they can play a significant
Gender, Science and Technology 83
Contextualizing the topic makes it very fixed from birth or unchangeable are
interesting and easy to understand. more likely to experience decreased
confidence and performance when faced
Activities with difficulties or setbacks. Students
Famous Scientists who are more confident about their
(i) In the class, ask students to list the abilities in math and science are more
names of famous scientists that they likely to choose elective math and
know. science courses in high school and more
(ii) Make a composite list while the names likely to select math and science-related
are being given by them. Identify all college majors and careers.
the famous Indian scientists and (ii) Teachers should provide students
inventors. How many of these are w ith p r escr ip tive, in f or m a tio n a l
women? feedback regarding their performance.
(iii) If none of them are women, ask them Prescriptive, informational feedback
specifically if they know about any focuses on strategies, effort, and the
famous women scientists? See how process of learning (e.g., identifying
many women are then mentioned?
gains in children’s use of particular
(iv) Discuss these lists with the students
strategies or specific errors in problem
and try to find out the reason why
this is the case. solving). Such feedback enhances
students’ beliefs about their abilities,
It is likely that very few women will be typically improves persistence, and
mentioned, as even women scientists who improves performance on tasks.
have made substantial contributions to (iii) Teachers should expose girls to female
scientific knowledge are relatively unknown. role models who have achieved in
math or science in order to promote
Activities positive beliefs regarding women’s
Women and Science abilities in math and science. Even in
(i) I n t h e c l a s s , a s k s t u d e n t s t h e elementary school, girls are aware of the
following questions: What is science? stereotype that men are better in math
Is domestic science a science? Are and science than women are. Exposing
the kinds of domestic jobs that girls to female role models (e.g., through
women have traditionally carried out, biographies, guest speakers, or tutoring
science? Ask the group to discuss by older female students) along with
this. male role models can invalidate these
(ii) Try to get the students to explore stereotypes.
both the issues of what counts as (iv) Teachers can foster girls’ long-term
science as well as the reasons why interest in math and science by choosing
women scientists have not been activities connecting mathematics and
visible.
science activities to careers in ways
(iii) Summarize the conclusions of the
that do not reinforce existing gender
class on a flip chart.
stereotypes and choosing activities that
spark initial curiosity about math and
6.8 RECOMMENDATIONS FOR science content. Teachers can provide
TEACHER EDUCATORS ongoing access to resources for students
(i) Teachers should explicitly teach students who continue to express interest in a
that academic abilities are expandable topic after the class has moved on to
and improvable in order to enhance girls’ other areas.
beliefs about their abilities. Students (v) Teachers should provide opportunities
who view their cognitive abilities as for students to engage in spatial
Gender, Science and Technology 85
skills training. Spatial skills training Council of Science and Technology in your
is associated with performance in state. Share it with your students.
mathematics and science.
Assignment 2
Self-Reflection Organize a one-day visit to any Science
The progress check can be classroom Centre or Science Museum or Scientific
assessment. Laboratories of CSIR/State Council. Ask
(i) Ask the students in your class to give the students to give a report of what they
feedback on the following questions:
have learnt from the visit.
• What do they feel about science
teaching in the classroom? Whether 6.9 REFERENCES
they find it interesting or not?
• Would they opt for a career in science • Agarwal, P (2006). Higher education
and technology? in India: The need for change. Indian
(ii) On the basis of their feedback, the Council for Research on International
teacher educator can assess themselves Economic Relations: New Delhi. URL:
on whether they are successful in www.icrier.org/publication/working_
inculcating scientific temper in students papers_180.html.
and shaping their minds to opt for
• Annual Report, Ministry of Human
careers in science and technology.
Resource Development. (2006-07).
This activity will help the teacher educator Government of India.
to know whether girls are encouraged • Draft Report of Working Group on
to participate in science and technology Higher Education for the XI Plan (2007).
subjects. If not, the teacher educator can Planning Commission, Government of
share the measures taken by him/her to India.
promote girls in science and technology • Jha, (2009). Higher education in India
fields and try to adopt their implementations
Restructuring for increased innovation.
if found new and successful among the
Document prepared for the World Bank.
students there.
• Pavan, Agarwal (2009). Indian Higher
Activities Education: Envisioning the Future. New
A teacher educator can visit any nearby Delhi, Sage Publications India Pvt. Ltd.
school and check into the following details: • Selected Educational Statistics. (2004-
(i) Do teachers encourage girls to opt 2005) (as on September 2004). Ministry
for science subjects? What specific of Human Resource Development
approaches have been used? Give
Government of India.
specific examples
• UGC: Chairman’s Nehru Memorial
(ii) What specific activities do teachers
organize to promote science learning Lecture. University of Mumbai, Nov.24,
for girls and for boys? (2006) (available on the Web)
(iii) What techniques do teachers use to • UGC Annual Report, 2004-05.
ensure that girls and boys participate • http://pmindia.nic.in/content_print.
equally in Science and Technology php?nodeid=1119&nodetype=2
subjects including practicals? • http://164.100.47.5:8080/members/
(iv) What techniques do teachers use to website/quest.asp?qref=117430
help students to overcome their fears, • http://wcd.nic.in/empwomen.htm
inhibitions, and lack of confidence in
• http://www.insaindia.org/India%20
these subjects?
Science%20report-Main.pdf
Assignment 1 • http://insaindia.org/pdf/chapter1.pdf
Search for the scholarships given to • http://www.ias.ac.in/
students, especially girls by the State womeninscience/INSA_1-17.pdf
Notes