'Your Mind Becomes Open with Education': Exploring Mothers' Aspirations for Girls' Education in Rural Bihar

Autor/in	Gordon, Rebecca
Titel	'Your Mind Becomes Open with Education': Exploring Mothers' Aspirations for Girls' Education in Rural Bihar
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 5, S.837-854 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gordon, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1976616
Schlagwörter	Foreign Countries; Mothers; Rural Areas; Well Being; Barriers; Parent Attitudes; Economic Factors; Parent Aspiration; Academic Aspiration; Context Effect; Daughters; India + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; Rural area; Ländlicher Raum; Well-being; Wellness; Wohlbefinden; Elternverhalten; Ökonomischer Faktor; Elternwille; Daughter; Tochter; Indien
Abstract	The transformational power of education is considered crucial to improving life outcomes. However, girls in rural India often still face barriers to learning. The literature notes economic and socio-cultural barriers to girls' education which both mediate, and are affected by, parental aspirations. This research explored the aspirations for girls' education of members of a grassroots microfinance organisation in rural Bihar through one-on-one interviews and focus group discussions. Economic factors, such as increased awareness of employment opportunities and changing financial situations enabled mothers to act on their pre-existing aspirations for daughters' education, supported by shifts in the requirement of higher levels of education for marriage. Mothers also emphasised the potential for education to enhance their daughters' wellbeing as influencing their aspirations. Therefore, policymakers must prioritise education that has a socially transformative agenda, as well as providing support to tackle economic and socio-cultural barriers to girls' education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01