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Trends in literacy rates and schooling among the scheduled tribe women in India

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  • Aparna Mitra
  • Pooja Singh

Abstract

Purpose - The purpose of the paper is to highlight the differences in literacy and schooling attainment among the scheduled tribe women in India. Design/methodology/approach - The paper uses data from the Census of India, Department of Education in India, and National Human Development Report prepared by the Government of India. Findings - The high status of women among the tribal groups in the northeastern states has important effects on the literacy rates, enrollment ratios and dropout rates of girls in that region. High‐poverty rates pose to be significant obstacles in attaining literacy and education among tribal women in India. However, large differences in literacy rates in the various states in India show that social and cultural norms, proximity to the mainstream Hindu culture, and the role of women are also important determinants in achieving literacy among tribal women. Originality/value - Literacy is considered to be an important tool for improving the status of women among the scheduled tribes. Aggregate statistics often paint a dismal picture of the low‐literacy rates and schooling among the scheduled tribe women. This paper shows that such statistics fail to capture the different trends in literacy rates and value placed in schooling among the various tribal groups in India. Differences in economic, social, and cultural backgrounds among the various tribes need to be emphasized in order to understand the differential nature of investments in literacy rates and schooling among tribal women in India.

Suggested Citation

  • Aparna Mitra & Pooja Singh, 2008. "Trends in literacy rates and schooling among the scheduled tribe women in India," International Journal of Social Economics, Emerald Group Publishing Limited, vol. 35(1/2), pages 99-110, January.
    • Handle: RePEc:eme:ijsepp:v:35:y:2008:i:1/2:p:99-110
    DOI: 10.1108/03068290810843864
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    References listed on IDEAS

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    1. Zeba A. Sathar & Cynthia B. Lloyd, 1994. "Who Gets Primary Schooling in Pakistan: Inequalities among and within Families," The Pakistan Development Review, Pakistan Institute of Development Economics, vol. 33(2), pages 103-134.
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    Cited by:

    1. Phathara-on Wesarat & Jaya Mathew, 2017. "Theoretical Framework of Glass Ceiling," Paradigm, , vol. 21(1), pages 21-30, June.
    2. Sangita Das, 2023. "Inequality in Educational Attainment: Urban-Rural Comparison in the Indian Context," Papers 2307.16238, arXiv.org, revised Oct 2024.
    3. Jayanta Kumar Bora & Rajesh Raushan & Wolfgang Lutz, 2018. "Contribution of Education to Infant and Under-Five Mortality Disparities among Caste Groups in India," VID Working Papers 1803, Vienna Institute of Demography (VID) of the Austrian Academy of Sciences in Vienna.
    4. Jayanta Kumar Bora & Rajesh Raushan & Wolfgang Lutz, 2019. "The persistent influence of caste on under-five mortality: Factors that explain the caste-based gap in high focus Indian states," PLOS ONE, Public Library of Science, vol. 14(8), pages 1-20, August.

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