Date of Award
Mesude Ebru Kongar
This research paper will examine gender inequalities in formal education in India and Republic of Korea from a Gender and Development perspective. Gender and Development perspective builds on the human development framework that defines development as a process of expanding people's choices and emphasizes differences in wellbeing by gender, along with other social stratifiers. This paper will (a) document, compare and contrast gender inequalities in educational outcomes (e.g. adult literacy and school enrolment rates) in India and Korea; (b) examine the role of social startifiers such as class and location (that have disproportionally larger negative effects on women than men) on educational achievements; (c) study the two-way relationships between gender inequality in education and other forms of gender inequalities (e.g. in labor markets) in these economies; (d) discuss the governmental efforts at the national level that aim at reducing gender inequalities in education through policies from a comparative perspective (e.g. quotas for women in tertiary education in India and lack of it in South Korea). This contribution argues that gender disparity in education in India exceeds that of in Korea due to various factors such as differences in household income, stronger presence of son preference, lack of educational facilities in the rural areas and concerns over girls' safety, economic unfreedom of the government and so on. Similar policies introduced for the encouragement of school enrollments in India and Korea, have had very different results as lack of economic resources has limited the policy's effective in India. This paper further discusses the pros and cons of the use of quotas in education and what measures can taken by the Indian Government to help decrease gender inequality in education.
Garg, Misha, "Education from a Gender and Development Perspective in India and Republic of Korea" (2012). Dickinson College Honors Theses. Paper 22.