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Gender and Disability: Dual Marginalization

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  • Rajni

Abstract

Human society has undergone many shifts and changes at structural and functional levels. The hierarchical structure which exists in the society is the root cause of discrimination among different groups and communities. Groups who are at the lower end are powerless and face discrimination in almost every domain of society. Such marginalization can occur due to gender, ethnicity, disability, caste, class and many more such constructs. The struggle of Girls with Disabilities (GwD) to access and participate in the educational domain remains an issue of great concern for disability activists and researchers. The purpose of this study was a) to explore and understand the lived experiences of GwD in their struggle for education through the lens of the Social Model of Disability (SMD) and b) to identify the issues, concerns, and challenges that GwD face due to their doubly marginalized identities-one based on disability and other on gender, by using the ‘case study’ research method. Themes emerging from the study are (a) socio-cultural issues and disability identity, (b) peer interaction in an educational setting, (c) access and participation in formal educational institutions, (d) gateways of empowerment, and e) structural access and assistive facilities. The findings indicate how policymakers can enhance access and the quality of participation of GwD in educational institutions.

Suggested Citation

  • Rajni, 2020. "Gender and Disability: Dual Marginalization," Indian Journal of Gender Studies, Centre for Women's Development Studies, vol. 27(3), pages 410-419, October.
    • Handle: RePEc:sae:indgen:v:27:y:2020:i:3:p:410-419
    DOI: 10.1177/0971521520939285
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    References listed on IDEAS

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    1. Hatzenbuehler, M.L. & Phelan, J.C. & Link, B.G., 2013. "Stigma as a fundamental cause of population health inequalities," American Journal of Public Health, American Public Health Association, vol. 103(5), pages 813-821.
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    Cited by:

    1. Bianca Rochelle Parry & Errolyn Gordon, 2021. "The shadow pandemic: Inequitable gendered impacts of COVID‐19 in South Africa," Gender, Work and Organization, Wiley Blackwell, vol. 28(2), pages 795-806, March.
    2. Hirschman, Daniel, 2021. ""Controlling for what?" Folk economics, legal consciousness and the gender wage gap in the United States," SocArXiv j8pra, Center for Open Science.
    3. Andrea Dominguez & Rocío Diez, 2022. "Gender Barriers in Academia: Perceptions of Inequality in Professional Development among Female Academics in the Faculty of Education, University of Alicante, Spain," Societies, MDPI, vol. 12(6), pages 1-12, November.
    4. Gressel, Christie M. & Rashed, Tarek & Maciuika, Laura Aswati & Sheshadri, Srividya & Coley, Christopher & Kongeseri, Sreeram & Bhavani, Rao R, 2020. "Vulnerability mapping: A conceptual framework towards a context-based approach to women’s empowerment," World Development Perspectives, Elsevier, vol. 20(C).
    5. Harris-Fry, Helen & Lamson, Lauren & Roett, Katelyn & Katz, Elizabeth, 2022. "Reducing gender bias in household consumption data: Implications for food fortification policy," Food Policy, Elsevier, vol. 110(C).

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