TY - JOUR
T1 - The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India
T2 - A qualitative study
AU - Bhagavatheeswaran, Lalitha
AU - Nair, Sapna
AU - Stone, Hollie
AU - Isac, Shajy
AU - Hiremath, Tejaswini
AU - T., Raghavendra
AU - Vadde, Kumar
AU - Doddamane, Mahesh
AU - Srikantamurthy, H. S.
AU - Heise, Lori
AU - Watts, Charlotte
AU - Schweisfurth, Michele
AU - Bhattacharjee, Parinita
AU - Beattie, Tara S.
N1 - Funding Information:
This research was carried out with the STRIVE research consortium which is funded by UKAID from the UK Department for International Development. The investigator was also able to receive a travel grant from LSHTM to assist with travel costs to Bangalore. We thank the KHPT research team, intervention team as well as all the study participants for their contribution to this study.
Publisher Copyright:
© 2016.
PY - 2016/7/1
Y1 - 2016/7/1
N2 - This qualitative study explored the barriers and enablers to scheduled caste/scheduled tribe (SC/ST) adolescent girls entering into, and completing secondary education in northern Karnataka, South India. In-depth interviews were conducted with 22 adolescent girls, their respective parent/guardian (n = 22) and 11 teachers, recruited purposively from 11 villages within two districts in northern Karnataka. Multiple barriers were identified to disadvantaged caste adolescent girls' entry into and retention in education in this setting, and these operated at the individual, family, community and school levels. In addition, some enablers to education were also described. The study highlights the importance of involving multiple stakeholders to overcome the barriers to education for SC/ST girls, and of working to change beliefs and expectations around gender norms as well as improving the quality of education in this setting.
AB - This qualitative study explored the barriers and enablers to scheduled caste/scheduled tribe (SC/ST) adolescent girls entering into, and completing secondary education in northern Karnataka, South India. In-depth interviews were conducted with 22 adolescent girls, their respective parent/guardian (n = 22) and 11 teachers, recruited purposively from 11 villages within two districts in northern Karnataka. Multiple barriers were identified to disadvantaged caste adolescent girls' entry into and retention in education in this setting, and these operated at the individual, family, community and school levels. In addition, some enablers to education were also described. The study highlights the importance of involving multiple stakeholders to overcome the barriers to education for SC/ST girls, and of working to change beliefs and expectations around gender norms as well as improving the quality of education in this setting.
KW - Adolescent girl
KW - Caste
KW - Education
KW - Enabler
KW - Gender
KW - Karnataka
KW - Marginalised
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U2 - 10.1016/j.ijedudev.2016.04.004
DO - 10.1016/j.ijedudev.2016.04.004
M3 - Article
AN - SCOPUS:84963959015
SN - 0738-0593
VL - 49
SP - 262
EP - 270
JO - International Journal of Educational Development
JF - International Journal of Educational Development
ER -