Author: Asim Mahata & Dr. Chaman Singh
DOI Link: https://doi.org/10.70798/PP/020300002
Abstract: The education of tribal girls represents one of the most pressing challenges in the pursuit of equitable and inclusive education systems in India. Despite significant policy reforms and constitutional safeguards, tribal communities continue to experience widespread educational deprivation due to structural inequalities, cultural marginalization, and entrenched socio-economic barriers. This theoretical study explores the interconnectedness of socio-economic status (SES) and familial dynamics in shaping the educational experiences and outcomes of tribal girls, with a particular focus on the secondary level. Drawing upon sociological theories, gender studies, and education research, it analyzes the role of poverty, cultural beliefs, gender norms, parental aspirations, and community engagement in influencing school enrollment, retention, and academic performance. The study argues for a culturally responsive and holistic approach to educational interventions, emphasizing economic empowerment, parental awareness, and the integration of indigenous knowledge systems. The findings contribute to a nuanced understanding of intersectional barriers while offering theoretical insights for policy formulation and community-based strategies aimed at promoting educational equity.
Keywords: Tribal Girls, Socio-Economic Status, Parental Aspirations, Cultural Marginalization, Educational Equity.
Page No: 9-14