Gender Inclusion in Education in India: Challenging the Status Quo

Abstract

Amongst the multiple obstacles faced on the path to equitable education in India, one of the pertinent challenges is gender inclusion and equality. The present paper aims to highlight the socio-psychological facets of gender dynamics in order to chart out any kind of effective gender inclusive policy. In a patriarchal society, the hegemonic masculine ideology of men being more powerful and competent than women pervades throughout the social life. A classroom represents a microcosm of the society and provides a stage for the gendered scripts to unfold. Thus, it is important to question the ontological absolutism that has been ascribed to gender roles and understand how this influences the interpersonal relations during the transactional process of education. The gender roles are social constructions, which can be subject to constant deconstruction and reconstruction. It is only through the reconstruction of the gender norms that inclusion and equality can be conceptualized and internalized. Mere systemic reforms through policy refinements may provide cosmetic level changes. This paper attempts to understand the complex issue of gender inclusion in education, particularly in STEM, from a psychological perspective using Bronfrenbrenner’s bio ecological model of human development (1999) and suggests focused strategies through involvement of the various stakeholders at multiple levels to achieve gender inclusion and equality in the fulfillment of Sustainable Development Goal 4, which pertains to the provision of quality education for all to create a better world.