Addressing gender inequities: the role of an NGO school in Uttar Pradesh, India

Purpose – There has been an increase in the number of non-government organization (NGO) schools in India’s disadvantaged communities. Since these schools often serve the most marginalized populations, it is important to understand their role in addressing educational inequities. The purpose of this...

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Bibliographic Details
Published in:Asian education and development studies 2016-01, Vol.5 (1), p.121-131
Main Authors: Roberts, Jennifer L, Chittooran, Mary M
Format: Article
Language:English
Subjects:
Access to education
Case studies
Daughters
Education
Educational Policy
Educational Quality
Enrollments
Equal Education
Families & family life
Females
Gender equity
Girls
NGOs
Nongovernmental organizations
Parents & parenting
Private schools
Researchers
Students
Teachers
Textbooks
Toilet facilities
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Summary:Purpose – There has been an increase in the number of non-government organization (NGO) schools in India’s disadvantaged communities. Since these schools often serve the most marginalized populations, it is important to understand their role in addressing educational inequities. The purpose of this paper is to examine the role of an NGO school in Uttar Pradesh, India in improving girls’ education. Design/methodology/approach – A case study methodology was utilized to identify barriers to girls’ education and ways in which the NGO school is working to minimize educational inequities. Findings – The barriers to girls’ education in this study are traditional values, lack of economic opportunities, and safety concerns. The school works to minimize these inequities by providing a rigorous curriculum, teaching the students how to be good citizens, improving school facilities, and providing free school supplies. Implications – it is through better understanding the role of the NGO sector that a more complete understanding of the status of girls’ education will develop. Originality/value – This paper contributes to the literature on girls’ education, but expands the conversation to include NGO schools.
ISSN:2046-3162
2046-3170
DOI:10.1108/AEDS-05-2015-0016