Abstract

This study adds to the existing literature on women and education in developing countries in general, and India in particular, by recognizing the important linkages between the family and the acquisition offemale literacy in developing .countries, particularly in rural areas, and by addressing some ofthe important familial, sociocultural, individual-level, and institutionalfactors that constrain female educational attainment. While ourfocus is on India, findings have valuefor other societies as well. Specifically, we report the findings ofa field study designed to elicit feedback and insight from the perspective ofrural women about the form, content, and operation ofliteracy programs. We find that despite their own negative experiences with education, rural women seek participation in education programs suited to the specific needs of themselves, their children, and their community. Implications for community action and improved coordination between international agencies, government, nongovernmental organizations and communitiesfor educational programs are discussed.

How to Cite:

Bhandri, R. & Smith, F. J., (1997) “Rural Women in India: Assessment of Educational Constraints and the Need for New Educational Approaches”, Journal of Research in Rural Education 13(3), 183–196.

Rights: Copyright