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Evaluating Gender and Equity in Elementary Education: Reflections on Methodologies, Processes and Outcomes

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  • Vimala Ramachandran

Abstract

This article traces the path taken in India towards more rigorous and nuanced analyses of gender and equity issues in elementary education. It argues for the need to go beyond counting numbers of girls and boys enrolled or completing school and delve into the in-school, family and community issues that facilitate or impede successful school completion. Based on research studies and evaluations the article argues for a nuanced and textured analysis of gender and social equity issues that influence educational outcomes as well as frame educational opportunities available to girls and to children from socially disadvantaged groups. The article explores methodologies to capture overt and subtle forms of discrimination and exclusion in schools. The unique feature of this article is that it explores the systemic factors that have inhibited access and learning and explores research methodology adopted to capture the voices of children in schools and those who are out of school.

Suggested Citation

  • Vimala Ramachandran, 2012. "Evaluating Gender and Equity in Elementary Education: Reflections on Methodologies, Processes and Outcomes," Indian Journal of Gender Studies, Centre for Women's Development Studies, vol. 19(2), pages 233-258, June.
    • Handle: RePEc:sae:indgen:v:19:y:2012:i:2:p:233-258
    DOI: 10.1177/097152151201900204
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    References listed on IDEAS

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    1. Vimala Ramachandran, 2008. "Factors Influencing Successful Primary School Completion for Chidren in Poverty Context," Working Papers id:1595, eSocialSciences.
    2. Vimala Ramachandran, 2008. "External Aid in Elementary Education: A Double-Edged Sword," Working Papers id:1673, eSocialSciences.
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    Cited by:

    1. Angrej Singh Gill, 2017. "State, Market and Social Inequalities: A Study of Primary Education in the Indian Punjab," Millennial Asia, , vol. 8(2), pages 194-216, October.

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