Author: Dr. Santanu Biswas
DOI Link: https://doi.org/10.70798/PP/020300006
Abstract: This study examined the impact of socio-cultural factors on educational outcomes among Jharkhand’s major Janajati populations, including Santhal, Munda, Oraon, Ho, Kharia, Birhor, and Bedia communities. Using a mixed-methods approach, data were collected through household surveys, interviews, and secondary sources to assess literacy rates, dropout patterns, and the influence of cultural, economic, and gender-based variables. Results indicated that cultural beliefs, gender roles, language barriers, early marriage, child labor, and seasonal migration significantly contributed to educational inequality. Statistical analysis revealed positive correlations between dropout rates and both child labor and early marriage prevalence, with marked gender disparities in school participation. Comparative analysis with global and national studies highlighted similarities in structural barriers faced by indigenous populations worldwide, while also underscoring region-specific challenges in Jharkhand. The intersection of poverty, tradition, and policy gaps emerged as a critical determinant of sustained educational disadvantage. The study concluded that addressing educational inequality among Janajati groups required culturally responsive pedagogy, targeted poverty alleviation, and gender-sensitive interventions.
Keywords: Jharkhand, Janajati, Socio-Cultural Factors, Educational Inequality, Dropout, Child Labor, Early Marriage
Page No: 40-47