Lalitha Bhagavatheeswaran, Sapna Nair, Hollie Stone, Shajy Isac, Tejaswini Hiremath, Raghavendra T., Kumar Vadde,Mahesh Doddamane, H.S. Srikantamurthy, Lori Heise, Charlotte Watts, Michele Schweisfurth, Parinita Bhattacharjee, Tara S. Beattie
International Journal of Educational Development, Volume 49, July 2016
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.