Five decades of independence have produced dramatic increases in womens’ educational achievements in India; but education for girls beyond a certain level is still perceived as socially risky. Based on ethnographic data and historical documents, this book explores the origins of that paradox. Contributors probe the complex relationships between traditional Indian social institutions the joint family, arranged marriage, dowry, and purdah, or sexual segregation and girls schooling. They find that a patrifocal family structure and ideology are often at the root of different family approaches to educating sons and daughters, and that concern for marriageability still plays a central role in womens’ educational choices and outcomes.
Table of Contents
Introduction and Theoretical Overview (Carol C. Mukhopadhyay and Susan Seymour. ) * Education And The Patrifocal Family Social Change or Social Reform: Women, Education, and Family in Pre-Independence India (Karuna Chanana. ) Womens Nature and Access to Education in Bengal (Malavika Karlekar. ) Arranging Marriages: How Fathers Concerns Limit Womens Educational Achievement (Steve Dern. ) Family Structure and Womens Participation in Science and Engineering (C. C. Mukhopadhyay. ) * Complexity And Change Schooling for What? The Cultural and Social Context of Womens Education in a South Indian Muslim Family (Sylvia Vatuk. ) Women, Marriage, and Educational Change in Bhubaneswar, India: A Twenty-five Year Perspective (S. Seymour. ) * Education As Challenge To The Patrifocal Family Asset and Liability: The Role of Female Education in Changing Marriage Patterns Among Havik Brahmins (Helen E. Ullrich. ) College Womens Aspirations: A Challenge to the Patrifocal Family System? (S. Seymour.)
Carol C Mukhopadhyay, Susan Seymour