Findings, Implications and Conclusion 161

 Promote awareness of condom use with; clients, and their permanent or

casual partners.
 CBOs can help in reducing the discrimination within the TG/Hijras
community and improves harmony.

Implications on Media Institutions

 Posters must be displayed in news channels and in news papers with the
provision of individual counselling to transgender people as part of their
rehabilitation activities.
 The new communication technologies and social media should also be
utilized by the public and private media to popularize the beneficial effects
of various policies and measures for the empowerment of TG/Hijras.

5.3 Scope for Future Studies

The researcher proposes certain other unexplored issues related to education,
and empowerment of transgender/hijras.
 Study the infiuence of Self Help Groups in the economic empowerment of
transgender/hijras.
 Study the impact of stigma on mental health of transgeder students.
 Study the effect of counselling of parents of TG/Hijra students on their
academic performance.
 Developing a model for inclusion of third gender in educational institutions.

5.4 Limitations of the study

 Difficult to reach the locations of TG/Hijras.
 Difficult to take an appointment with them.

5.5 Conclusion
The present research shows various hardships of Transgender/Hijra
community in accessing education. The present study revealed the discriminatory
and non supportive atmosphere in educational institutions which lead them to
marginalized life. After the their recognition as ‘third gender’on 15th April, 2014, the
Findings, Implications and Conclusion 162

Supreme Court of India in NALSA case, condition has been changed positively on a
small level. The transgeder children should also get benefits of the Right to
Education Act, 2009. The Transgender/Hijras are considered as vectors of sexually
communicated diseases and HIV/AIDS in society. Through education they are
aware of these diseases and also take prevention from these so that society has not
scared of them, and it improves their social integration. The awareness of their
fundamental rights and the policies for their welfare make them more empowered.
The inclusion of TG/Hijras in formal education transforms them into socially,
financially and politically empowered citizens of India. Empowerment is an
important process to enhance one’s dignity, quality of life and effective use of
rights. Education is the utmost necessity for them to ensure in-depth participation in
all spheres of life which is necessary for the development of a nation.
Chapter–6
Summary
 CHAPTER -6

SUMMARY

6.1 Introduction
Historical Background
Transgender is a part of a broad group LGBTQIA+ i.e. Lesbian, Gay,
Bisexual, Transgender, Queer, Intersex, Asexual. This umbrella term includes sub-
groups of various kinds of people whose gender identity or gender expressions are
contradictory with their assigned sex. Hijra refers to those born male or intersex who
live and dress like women and find themselves as neither man nor woman or third
gender or impotent ones. Historical background of Transgender/Hijras shows the
presence of them in Ancient Period, Medieval Period, Colonial Period, post
independence India. In ancient period they were placed at respectful positions in
society as tritiya prakriti. In medieval period they had placed at high positions in courts
of mughal kings, in harems, in mosques due to their loyalty and deformed sexuality.
But in colonial periods they were treated under The Criminal Tribes Act (Act 27) of
1871and subjected to harassment and marginalisation in society. After independence of
our country their condition has continuously detiorating however on 15th of April, 2014
Hon’ble Supreme Court of India has given them recognition of third gender. Despite
that they have faced humiliation, infringement of their rights.

Socio-Cultural and Religious Status of Transgender/Hijras

The TG/hijras are residing in all over India and living in groups or in
transgender/hijras communities or live independently. They follow guru-chela
relationship. Nirvan (casration) is very important ritual for them. There are
castrated/non castrated TG/Hijras. They worshipped Bahuchara Mata, Yellama Devi
and Lord Shiva. TG/Hijras have subjected to exclusion (social, political and
economic) and prejudices. They are exploited and abused by evil elements of society
but do not report to police because feared of being abused and tortured by police.
Summary 164

Health Status of Transgenders/Hijras

TG/Hijras have higher vulnerarbility to sexually transmitted diseases and
HIV infection.They have very limited access to medical professionals because of
lack of awareness, poor economic condition and harassment in health care sectors.
They have to face, violence, discrimination and compulsion of non protected sex.
The non acceptance and discrimination in family and society causes poor mental
health and high tendency for suicide attempts.

Educational Status of Transgender/Hijras

The census of India reported very low level of education of TG/Hijras.
Because of oppressed and abusive atmosphere of their families they have to leave
their homes by themselves or compelled to do so. The bullying and violence in
schools and colleges lead to high dropout rate among TG/Hijras. Parents give their
TG/Hijra child to the hijra community due to fear of stigmatization by society also
one of the reason of low level of education.

Economic Status of TG/Hijras

TG/Hijras have limited employment opportunities because of their poor
literacy level and stigma related to TG/Hijra identity, HIV stigmaand stigma of sex
worker. Even eduacated and skilled do not get employment easily and if they got
jobs the humiliative environment at work place make them to leave their jobs or
expelled by employer. They have no regular source of income. They are not earned
well through theirtraditional badhai.The poor educational level is mainly responsible
to their poor economic level.

Rights and Legal status of Transgender/Hijras

The Constitution of India provides Justice, Liberty, Equality and Fraternity
to people of India. Despite that the TG/Hijra community do not avail their
constitutional rights. On 15th April 2014 the Hon’ble Supreme Court of India passed
the landmark judgement in favour of transgenders/hijras and recognised as third
gender.. They got reservation in schools and colleges under backward class
quota.The Transgender Persons (Protection of Rights) Act, 2018 was passed by Lok
Sabha on 17th of December, 2018 but not appreciated by TG/Hijra community. On
Summary 165

6th September 2018 homosexuality under section 377 of IPC decriminalised by the
judgement of the Supreme Court.

6.2 Empowerment
According to Batliwala the empowerment is the process of testing real
capabilities and of acquiring significant authority over the sources of capabilities. It
is crucial for good quality of life, dignity and development of poverty-stricken
people.

Education as a Tool to Empower TG/Hijras

Our constitution makes education a fundamental right of every child.
Through education a person can achieves an approach to get knowledge, skills,
employment and active involvement with society. The inclusion of TG/Hijras in
formal education transforms them into empowered citizens of India.

6.3 Parameters of Empowerment

In the present study empowerment is considered as a multidimensional
process with its educational, social, economical and political parameters.

Social Empowerment
It is a process to alter the distribution of power in inter- personal relations
among different people, cultures and activities of the society.

Educational Empowerment
It is essential for Educational empowerment of TG/Hijras to have equality of
access to and attainment of educational qualifications.

Economic Empowerment
Economical empowerment means increasing one’s opportunity to approach
the financial resources, financial independence and financial autonomy.

Political Empowerment
It refers to the issues related to the TG/Hijras regarding the political system
and means of access to it, exercising the right to vote.
Summary 166

6.4 Topic of the Study

A study on the role of Education in the Empowerment of Transgender/Hijras.

Research Questions
1. What is the educational status of Transgender/ Hijras?
2. What are the challenges they have faced in accessing education?
3. Has education played any role in their social empowerment?
4. Has education help the Transgender/Hijra people in gaining employment?
5. Has education played any role in their economic empowerment?
6. Has education played any role in their political empowerment?
7. What are the expectations of illiterate and literate Transgender/Hijras from
society and government?

6.5 Objectives
1. To study the level of education among the Transgender/Hijras.
2. To study the various challenging factors in accessing education among the
Transgender/Hijras.
3. To study the role of education in social empowerment of the
Transgender/Hijras.
4. To study the impact of education on the employment of Transgender/Hijras.
5. To study the role of education in economic empowerment of the
Transgender/Hijras.
6. To study the role of education in the political empowerment of the
Transgender/Hijras.
7. To study the expectations of illiterate and literate Transgender/Hijras from
society and government.

6.7 Significance of the Study

Education not only empowers a community and makes them aware of their
rights but also allows them to explore all the available opportunities. By educating
TG/Hijras, their attitude towards life can be changed, they become aware of their
basic human rights and can raise a stronger voice against the discrimination done by
society.
Summary 167

6.8 Delimitation of the Study

In the present study Transgender/Hijras of age group 18years to above 53
years in Lucknow of Uttar Pradesh have been taken in the sample.

6.9 Research Methodology

This qualitative exploratory research is conducted to study the role of
education in the empowerment of TG/Hijras. In the present study narratives have
been used to illustrate and analyse the similarities, dissimilarities, group pattern and
relationships as a whole of the most deprived community. The research is conducted
to study the role of education in the empowerment of TG/Hijras.

6.10 Universe of the study

The total population of TG/Hijras in district Lucknow is the universe of this
study approximately 2417 of TG/Hijras. The sample for the present study was
collected from the following twelve localities of Lucknow city are- Alambagh,
Billouchpura, Bullaki Adda, Chinhat, Devpur, Hazratganj, Indira Nagar, Kursi
Road, Eveready area, Rajajipuram, Sikrauri,and Nakkhas.

6.11 Sample of the Study

The purposive sampling technique is appropriate as the population of
TG/Hijras is latent, secluded and very limited in number.
 Interview : Thirty Eight Transgender/Hijras
 Case Study: Five Transgender/Hijras
 Focus Group Discussion: Nine Transgender/Hijras in each group were
contacted for two Focus Group Discussions.

6.12 Tools
 Interview Schedule- An in-depth semi- structured interview schedule has
been used as a primary source of data collection. The interview schedule
consists of open –ended questions relating to the parameters of
empowerment i.e. educational, social, economic and political.
 Observation- The participant observation was done by the researcher.
Summary 168

Pilot Study: The pilot study is the small version of the research and made the
foundation of the research. The semi-structured interview schedule was tested on the
10 Transgender/Hijra participants from the Lucknow of U.P.

6.13 Method of Study

 Case Study -This method appropriate to gather in-depth information about
the life experiences, feelings, struggles, achievements of TG/Hijras
 Focus group Discussion – Two FGDs conducted of literate and illiterate
TG/Hijras.

6.14 Data Analysis

The researcher has employed qualitative analysis.

6.15 Findings
Socio-demographic Profile of Respondents
 In the present study majority 42.3% of TG/Hijras are of age group of 24- 33
years.
 Majority of TG/Hijras are Muslims with 63.2% and 36.8% are Hindus.\
 Majority of TG/Hijras 63.2% have Guru’s family (hijra jamaat) and 36.8%
of TG/Hijras have biological family.
 Majority of TG/Hijras 57.8% are living with community members.
 The 50.0% of TG/Hijras are literates had got formal education while 50.0 %
are illiterate TG/Hijras.
 Main profession of TG/Hijras is badhai i.e.44.7% followed by prostitution
i.e. 23.6%.
 Majority 34.2% of TG/Hijras have monthly income below Rs.5000.

Level of Education among Transgender/ Hijras-

 In the present study 13 of illiterate TG/Hijras (68.42 %) explained that their
very early recruitment in hijra community by their parents or by themselves
is mainly responsible for their illiteracy. While 6 of illiterate TG/Hijras
Summary 169

(31.57 %) were not permitted by their parents, due to apprehension of

stigmatization by society.
 15 of illiterate Transgender/Hijras (78.94%) and 19 of literate
Transgender/Hijras (100%) felt the significance of education in one’s life.
 In present study 15.7% of literate TG/Hijras attended primary school, 13.1%
middle school, 7.8% high school, 7.8% intermediate and 5.2% graduation.
Their low level of education and discontinue education are because of their
escaping from biased and violent atmosphere of their families and
educational institutes.

Challenges in Accessing Education among Transgender/ Hijras

 6 literate TG/Hijras (31.57%) reported absence of age certificate and
documents of last attended educational institute make admissions difficult.
 4 illiterate respondents (21.05%) and 14 literate respondents (73.68%) are
ready to study.
 3 literate respondents (15.78%) (primary educated) understood the
importance of education but are not showing any interest in further study
while 3 middle school educated respondents (15.78%) have the eagerness to
study further.
 2 illiterate respondents (10.52%) and 11 literate respondents (57.89%)
motivate and help others in education.
 Only 6 of illiterate Transgender/Hijras (31.57%) have awareness of the
initiatives of government for their welfare whilst the 17 literate
Transgender/Hijras (89.47%) have awareness of these initiatives.
 All 19 respondents (50.0%) out of 38 respondents who had undergone formal
education expressed prejudice, violence (verbal, physical, emotional and
sexual), lack of separate toilets, supportive and trans friendly climate in
educational institutes.
 13 literate respondents (68.42%) stated that non awareness among teachers,
management and peers about trangender/ hijra identity prevent their
inclusion in formal education.
Summary 170

 Thee 6 of literatte Transgennder/Hijras (31.57%)

( have knowleedge of alterrnative
wayys for accesssibility to education
e i.ee. National Institute off Open Scho
ooling,
Disttance Educaation, or Addult Educatiion.
 Am
mong literatee Transgennder/Hijras the level of
o self-connfidence inccreases
withh the increaase in the leevel of educcation. The main causee of the low
w level
of education
e i this com
in mmunity is their low rate of enrrolment and
d high
droppout rate.

powermentt
Social Emp
 Onnly 1 out off 19 illiteraate Transgen
nder/ Hijras (5.26%) iis living wiith her
fam
mily with all basic am
menities alo
ong with some
s bias while 4 illliterate
Trannsgender/ Hijras
H (21.055%) have reented roomss with negliigible facilitties.
 Onlly 1 illiterrate Transggender/Hijraa (5.26%) is able too protest against
a
disccrimination and 1 illiteerate Transgender/Hijrra (5.26%) is able to protest
p
agaiinst violencce and unprootected sex..
 6 illliterate TG
G/Hijras (311.57%) and
d 15 literatte TG/Hijraas (78.94%) have
inteeraction withh society.
 8 liiterate Trannsgender/Hijjras (42.1%
%) are able too raise theirr voice in grroup to
anyy injustice and
a only 3 out of 8 literate Trannsgender/Hijjras (15.78%
%) are
ablee to protest individuallyy against an
ny injustice.
 Thee 3 illiteratte Transgennder/Hijras (15.7%) and
a 12 literrate Transg
gender/
Hijrras (63.1%)) show awarreness abou
ut their basicc rights andd welfare scchemes
of government
g .
 Thee 2 literate Transgende
T er/Hijras (10
0.5%) reporrted about tthe discrimiination
andd humiliationn faced by their parentts in health care centrees because of
o their
trannsgender chiildren.
 All 38 responddents face diiscriminatio
on and violeence in healtth care serv
vices.
 Am
mong all 38 TG/Hijra
T reespondents
 13 TG/Hijra illliterate resppondents (3
34.21%) andd 5 literate T
TG/Hijra illliterate
resppondents (226.31%) addressed
a the
t issue of commuunalism in
n their
com
mmunity. Thhe broad mindedness
m increases with
w the inccrease in leevel of
eduucation.
Summary 171

 16 illiterate TG/hijra respondents (84.21%) and 11 literate TG/hijra

respondents (57.89%) suffer fom domestic violence. Only 1 of illiterate
Transgender/Hijra (5.26%) and 4 of literate respondents (21.5%) have
enhanced self- resilience.
 Only 2 out of 19 illiterate Transgender/Hijra (10.5%) and 8 of 19 literate
Transgender/Hijras (42.10%) have autonomy in their choices.
 Only 4 illiterate TG/Hijras (21.05%) are able to help older TG/Hijras
whereas 9 literateTG/Hijras (47.36%) individually/ in group or through the
NGOs help older TG/Hijras.
 Majority of respondents feel motivated and inspired for a better life fron the
successful and popular Trangender/Hijra personalities but illiterates have
very less occasions to meet than the literate Trangender/Hijras.
 All the (100%) Transgender/Hijras experience stigmatization and immense
discrimination every day of their lives but only 8 literate TG/Hijras (42.10%)
tackle them efficiently.

Impact of education on employment of Transgender/Hijras

 In the present study 2 illiterate respondents (10.5%) and 8 literate
respondents (42.10%) have employment.
 The 6 primary educated respondents (31.57%) are not able to obtain suitable
jobs outside their community.
 2 graduate literate TG/Hijras (10.5%) have got good jobs with suitable
monthly income. 8 literate TG/Hijras (42.10%) respondents described the
prejudiced, violent and humiliative environment at their workplace.

Economic Empowerment of Transgender/Hijras

 Only 1 illiterate transgender (5.26%) has her own house in comparision to all
the 18 illiterate Transgender/Hijras (94.73%) which had no land, house or
live stocks.
 Only 4 illiterate TG/Hijras (21.05%) have bank accounts while only 2 of
them (10.52%) have autonomy. Illiterates have minimum autonomy in their
financial matters and possess negligible decisive powers.
Summary 172

 2 literate TG/Hijra (10.52%) have their own houses and 11 literate TG/Hijras
(57.89%) have their bank accounts with autonomy.
 4 literate TG/Hijras (21.05%) earned a monthly income of Rs. 15,000 to Rs.
25,000. Thirteen literate TG/Hijras (68.42%) have increased their income
generation resources.
 Only 1 illiterate TG/Hijra (5.26%) has raised voice against partiality and
injustice at their work place while 8 literate TG/Hijras (42.10%) have raised
their voice.

Political Empowerment of Transgender/Hijras

 In the present study only 5 illiterate TG/Hijras (26.31%) and 12 literate
TG/Hijras (63.15%) used their right to vote.
 Only 1 illiterate TG/Hijra (5.26%) and 8 literate TG/Hijras (42.10%)
express their desire to join politics.
 Out of 38 TG/Hijras only 11 TG/Hijras (28.94%) have adhaar cards as
transgender otherwise they are listed as males/females.
 Only 1 illiterate respondent (5.26%) has driving licence while 5 literate
respondents(26.31%) have driving licences.
 5 illiterate TG/Hijras (26.31%) and 12 literate TG/Hijras (63.15%) have
awareness of their rights.
 Only 9 illiterate TG/Hijras (47.36%) and 18 literate TG/Hijras (94.73%) are
awaiting for a policy to provide free legal- aid to them.
 5 illiterate TG/Hijras (26.31%) and 12 literate TG/Hijras (63.15%) have
awareness of welfare policies for them.

Expectations from Society and Government

 All of the 38 TG/Hijras (100%) want to live with their parents, with dignity
and economical security like other persons of society.
 All the 38 Transgender/Hijras (100%) stressed on the urgent necessity for
making laws to prevent them from discrimination and sexual violence.
 28 TG/Hijras (73.68%) expect equality before law.
Summary 173

 Among 38 the 19 literate Transgender/Hijras (50%) reported the need of well

trained teachers and school administration to tackle the issues of gender non
conforming students.
 Out of 38 the 18 TG/Hijras (47.36%) desire to be self-employed or involve
in business.
 6 illiterate TG/Hijras (31.57%) and 14 literate TG/Hijras (73.68%) expect
from government to make some schemes to provide free medical services
and gender transition treatments (formal and informal) as it costs too much.
 32 out of 38 TG/Hijras (84.21%) admit that gender transition treatments are
very important to reduce their discrimination in society.
 All respondents (100%) emphasized on establishment of special schools for
transgender/hijras initially on similar pattern of schools for children with
special needs and after few years they can get admission in common schools.
 In the present study 1 high school (5.26%), 2 intermediates (10.52%) and 2
graduates (10.52%) TG/Hijras stressed on the need of more and more
awareness- raising workshops, talk shows and media campaigns arrange by
the government and NGOs for the betterment of TG/Hijra community.
 27 out of 38 respondents (71.05%) expect legal awareness programmes and
free legal- aid for them.
 The findings of in-depth interviews, FGDs and case study reveal that level of
education is not good among Transgender/Hijra community. The social
stigma and discriminations are the main challenging factors in accessing
education.The literate TG/Hijras have very less social empowerment,
economic empowerment and political empowerment but a bit more than
illiterate TG/Hijras. The literate TG/Hijras have more opportunities of
employment than illiterate TG/Hijras. The literate TG/Hijras have more
expectations from society and government than illiterate TG/Hijras.