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The role of families in the gendered educational trajectories of undergraduate students in Haryana, India
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Thomas, Anjali (2021) The role of families in the gendered educational trajectories of undergraduate students in Haryana, India. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3763861
Abstract
This thesis explores the family as a gendered site where young people’s access to higher education (HE) is negotiated. The study is located in Haryana, a north- Indian state exhibiting high incidence of sexism and violence against women, along with a relatively developed economy. Haryana also reports a relatively high and gender equal HE enrolment rate within India. State-funded government colleges provide low-cost HE and are often the principal option available to students in rural and semi-urban areas. The study examines how local patrifocal gender regimes operate through and within families to influence access to these institutions.
The intersectional analysis of gendered access to higher education and the significance of the family in this thesis is based on a theoretical framework which understands family as a site where contextual and culturally specific gendered regimes are reproduced and changed over time. These gendered regimes influence how families and individuals are able to access and mobilise different kinds of social, economic and cultural capitals as they make decisions regarding HE. The thesis traces these gendered dynamics within the family through educational narratives about decisions and choices regarding HE.
The empirical study used individual and family group semi-structured in-depth interviews with full-time undergraduate students and their families from three colleges located in different districts of Haryana. The study shows that different family members simultaneously perform gendered roles of supporting, informing, inspiring and steering young people’s educational choices. While making HE decisions, different family members exercise their individual agencies which are shaped by their gender identities and family norms. This is also influenced by intersectional factors such as social class and caste. Decisions about HE are not individual, but a group decision made by families within their particular intersectional contexts. This thesis unsettles individualised conceptualisations of educational choice, widening participation and access to HE.
| Item Type: | Thesis (PhD) | ||||
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| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education |
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| Library of Congress Subject Headings (LCSH): | Educational mobility -- India, Northwestern, Educational sociology -- India, Northwestern, Educational equalization -- India, Northwestern, Women in education -- Social aspects -- India, Northwestern, Right to education -- India, Northwestern, Sex differences in education -- India, Northwestern | ||||
| Official Date: | January 2021 | ||||
| Dates: |
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| Institution: | University of Warwick | ||||
| Theses Department: | Centre for Education Studies | ||||
| Thesis Type: | PhD | ||||
| Publication Status: | Unpublished | ||||
| Supervisor(s)/Advisor: | Henderson, Emily F. ; Stewart, Ann ; Abbott, Ian, 1955- | ||||
| Sponsors: | Fair Chance Foundation | ||||
| Format of File: | |||||
| Extent: | 321 leaves : illustrations, maps | ||||
| Language: | eng |
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