project gender.pdf

dissertation, gender equality

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CHAPTER 1
INTRODUCTION

1.1 INTRODUCTION
Education is an important human activity. It is an important agent of social
modification and development in any society of any state. Education is measured as
an effective device through which developments transformation and social change
come to reality. Education springs an individual the size to adapt to change. It is
necessary for the development of every individual and it helps everyone to make
positive changes in character and also in their perspectives about different things.
According to Swami Dayanand, “Education is a means for character formation and
righteous living. Thus, education leads to the harmonious development of both people
and society. It helps people to accept right things in different viewpoints, criticize
everything and remove all social barriers existing in our society. Through proper
education the quality of the life can be improved through the growth of various
domains. Education is conceived as a means to develop “human capital” contributing
both to social productivity and quality of life. Education enriches people's
understanding of themselves and world.. Education increases people's efficiency and
inspiration and encourages entrepreneurship and technical developments. Education is
an important policy priority in creating a knowledgeable, skilled and adaptable
workforce which may able to contribute the country‟s competitiveness and social
cohesion.
Every nation offers various rights to their citizen for improving the condition of
livelihood. This include right to education, freedom, equality etc. through equality. It
means equal consideration for every people. But still, there exist different type of
inequalities. The most commonly seen is the gender equality. Gender equality is not
about women alone but in India male plays a dominant position in the society as a
result of this women are facing inequalities
While making a detailed analysis, we can understand that in Vedic period both the

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men and women have an equal status which changed in the Dravidian period and its
continuing till now. So this study mainly analyzes the attitude of secondary school
students towards gender equality due to the reason that they are the future citizens. So
it‟s important to know their attitude and to make proper changes through education if
needed.
1.2 MEANING OF ATTITUDE
Attitude means a person‟s willingness to act or behave about somewhat it may be
good or bad. Winston Churchill stated that “Attitude is a small object that makes a big
modification”. One of the greatest belongings that bring a big modification in a man
or a woman‟s insolence is constructive thinking. If you are enthusiastic to make
automatically good in obverse of other persons, then the insolence will be one of the
decisive influences. The best thing about this simple attitude is that it can make you
look like a winner or a runner at the same time. According to most persons, the active
and positive attitude grouping can be said to be one of the best insolences for all
people out here.
Definition of Attitude
“A mental or neural state of readiness, organized through experience, exerting a
directive or dynamic influence upon the individual‟s response to all objects and
situations with which it is related” - G.W. Allport
1.3 MEANING OF GENDER
Gender refers to the characteristics of women, men, girls and boys that are socially
constructed. This include norms, behavior and roles associated with being a male or
female as well as the relationship with each other, but since ancient time, females are
occupying the second position in the society. Thus, there shatter the concept of gender
equity.
1.4 MEANING OF EQUALITY
Equality means paying equal chance to make the most of their life and aptitude. No
one is considered as either dominant or subordinate to one another. In case of gender,

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the term gender equity is used to describe treatment of men and women as equal in all
aspects of society. It‟s the process of being fair to women and men.

1.5 MEANING OF GENDER EQUALITY
Gender equality is the national once all human being can have informal and identical
access to all the chances, possessions, etc., in spite of their organic differences. They
should be decided equality in emerging their own coming, equality in financial
contribution, equality in the way of existence, equality in conceding them the self-
determination to make choices, equality in nearly everything they go over in their life
(Mohanty, 2009).
1.6 GENDER EQUALITY IN INDIA
Gender equality in India is still a far away dream for us. In spite of education,
development, economic progress, new projects and schemes for empowering women
and other all there still the gender inequality exist at a higher rate. The details about
female feticides, school drop outs, suicides., rapes, dowry death and violence and
abuse towards women etc are providing clear evidence for the gender inequality in
India. In 2021, India ranked 135 out of 146 in global gender gap index, which clearly
shows the wide gap between the male and female.
1.7 GENDER EQUALITY IN KERALA
Kerala is the only state in India which shows higher sex ratio. It also provides various
opportunities for the development of women. But still the concept of gender equality
and the supporting things to it are insufficient in Kerala. Low quality of life,
discrimination for the wages and non availability of getting equal opportunities to
study and job are some of the problems faced by women. In most of the families in
Kerala, female are considered as inferior and are not involved in various decisions
making. This system was transforming in every families from generation to
generation.

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1.8 NEED AND SIGNIFICANCE OF THE STUDY
Adolescent is the period in which most of the characters of the students are changed.
The ideas, myths and their various perspectives are modified at the time of adolescent.
So it is important to analyze the behavior and their perspectives at various topics to
provide an insight to different subject matter. It is in the secondary level, children
starts to think about the superiority and inferiority, that are visibly seen in the society
and they also try to make and copy all these in their life too, the things are easily
changed at those period.
Gender equality exists all over the society especially in home and schools too. The
difference in the attitude towards boys and girls by parents, teachers and others are
accepted by students and all these are transforming to next level at greater intensity.
Knowledge about gender equality helps to decrease violence against different genders
and for the empowerment of different genders. Hence, it is important to analyze their
attitude and to make necessary changes through proper education. Awareness about
constitutional rights, freedom, dignity of other genders etc should be clearly nurtured
to secondary school students to make perfect future citizens.
1.9 STATEMENT OF THE PROBLEM
The present study about the topic is entitled as “ANALYSING THE ATTITUDE
OF SECONDARY SCHOOL STUDENTS TOWARDS GENDER EQUALITY ”
1.10 OPERATIONAL DEFINITION OF TERMS
Operational definition here refers what the investigator means in research work.
ATTITUDE
A mental or neural state of readiness, organized through experience exerting a
directive or dynamic influence upon the individual‟s response to all objects and
situations with which it is related. According to Travers, “An attitude is a readiness to
respond in such a way that behavior is given a certain direction”

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GENDER EQUALITY
Gender Equality means that women and men have equivalent circumstances for
realizing their full human rights and for conducive to, and promoting from, financial,
social, educational and political development
1.11 OBJECTIVES OF THE STUDY
The study is mainly conducted to meet the following objectives
 To find out the attitude of secondary school students towards gender equality
 To find out whether there is any difference between male and female students
with respect to their attitude towards gender equality
 To find out whether there is any difference between students from nuclear
family and joint family
1.12 HYPOTHESIS OF THE STUDY
1. Male and female students do not differ significantly with respect to the gender
equality.
2. The nuclear family and joint family students do not differ significantly with
respect to their gender equality.
1.13 METHODOLOGY
Survey method with questionnaire was used to conduct the study. Students of Evans
High School, Parassala are opted for the study and samples from 8
th
, 9th and 10
th

classes were used for the particular study. Stratified random sampling technique was
used for the selection of samples and a sample size of 100 students was used for the
present study.
1.14 TOOLS USED FOR THE STUDY
Normative Survey method is used to gather data. Likert‟s attitude scale was
constructed to check the attitude towards gender equality. Personal information
schedule was also used to gather information about students.

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1.15 STATIISTICAL TECHNIQUES
Descriptive measure mean is calculated and the inferential measure Standard
deviation is calculated to the subgroups of the sample. The hypotheses corresponding
to the study is proved using the correlation scores. The significance level was
calculated for the different variables using „t.‟ test
Thus following statistics were applied to analyze the data.
 Mean
 Standard Deviation
 „t‟ test
1.16 LIMITATION OF THE STUDY
 The present study was delimited to student of a particular school
 The study has been confined to a small sample of students
 There was a limited period of time for conducting the study

1.17 ORGANISATION OF THE REPORT

❖ The present study consists of five chapters. First chapter consists of introduction,
the need and scope of the present study, statement of problem, methods used for the
study and delimitation of the present study.
❖ Second chapter lists some of the previous studies related to the present studies that
are being conducted in India and abroad.
❖ Third chapter explains the method and procedure, objectives of the study, about the
research tools used for the present study and the mode of collection of data are given.
❖ Fourth chapter describes the various statistical techniques used for analyzing the
data and interpretation of results obtained.
❖ Fifth chapter summarizes the study by including major findings of the study,
suggestions for further research and limitations of the study.

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CHAPTER 2
REVIEW OF LITERATURE

2.1 INTRODUCTION
A review of literature is a classification and evaluation of what accredited scholars
and researchers have written on a topic, organized according to a guiding concept
such as a research objective, thesis or the problem / issue to be addressed. It is the
scholarly core of the dissertation. It is an analysis and synthesis of the source
materials, written in a specific style which flows from broad to narrow and considers
both the theoretical and empirical issues. The main purpose of the review of literature
is to report on original research or experimentation in order to make such information
available to the rest of the scholarly world.
According to Best & Kahn (1989), Review of related literature is the summary of
writings of recognized authorities and of previous research provides evidence that the
researcher is familiar with what is already known and what is still unknown and
untested. Since effective research is based upon past knowledge, this step helps to
eliminate the duplication of what has been done and provides useful hypotheses and
helpful suggestions for significant investigation. Citing studies that show substantial
agreement and those that seem to present conflicting conclusions helps to sharpen 70
and define understanding of existing knowledge in the problem area, provides a
background for the research project and makes the reader aware of the status of the
issue.
A literature review provides an overview and a critical evaluation of a body of
literature relating to a research topic or a research problem. Analyze a body of
literature in order to classify it by teams or categories, rate than simply discussing
individual works one after another. One of the important steps in the planning of any
research study is careful review of the research journals, books, dissertation and other
sources of information on the problem to be investigated a review of the related
literatures must proceed any of the well-planned research study.
Burg (1965) states “The literature in any field forms the foundation upon which all
future work will be build”

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The following studies were related to the gender equality, the studies done in India
and Abroad.

2.2 INDIAN STUDIES

Prathyusha Kadiyala, Smitha Malenahalli Chandrashekarappa and Narayana
Murthy (2020) revealed determinants of adolescent‟s attitude towards gender
equality in urban, rural, and tribal areas of the southern part of India. Gender
stereotyping and assumptions about men and women shape everyday personal
interactions and attitudes on gender norms. Adolescents forming the future society
would be playing an essential role in practicing gender equality norms and inculcating
it in future generations. Hence the study was undertaken to know the adolescent's
attitude towards gender equality norms and to explore its determinants and it was
found that about 50.5% of adolescents had negative attitude scores towards gender
equality, and 79.3 % of adolescent girls had reported the personal experience of
gender bias. Age, Sex, Residence, interpersonal influence of family and friends and
personal experience of gender bias among adolescent girls showed significant
association with their attitude towards gender equality. Nearly, half of the adolescents
have a negative attitude towards gender equality, and more than three fourth of
adolescent girls had personally experienced gender bias. The influence of family and
friends was significant in determining the attitude of adolescents towards gender
equality norms.
Zagrebina (2020) examined the attitudes towards gender equality: does being a
democracy matter? This study contributes to a societal vision of contemporary
democracy, a subject that was not sufficiently considered in the research literature, by
analyzing the mechanisms underlying the production of egalitarian gender attitudes in
less democratic and more democratic societies and concluding on the democratic
social context. A comparative analysis of gender attitudes in 72 countries shows that
citizens of the most democratized countries have more egalitarian gender attitudes in
politics, business and access to university education and employment, and that
determinant of gender attitudes vary by sex and socio-political context
Jain and Ruby (2020) noted that urbanization economic development and Gender
equality in employment in India. The main conclusion of the study is summarized as
followed. Female work force participation is much higher in less and middle

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urbanized states as compared to highly urbanized states. Capital state Delhi has
minimum female work force participation. Mainly literate workers are employed in
highly urbanized states. Child and old age workers are less in highly urbanized states
as comparison to medium and less urbanized states. In all the states, approximately
less than 20 percent workers are resides nearby their place of work. Maximum number
of workers are travelling up to 10 km for their job either they are from highly
urbanized states or medium or less urbanized states. One noticeable fact is
approximately double share of female child worker as comparison to share of male
child workers for all size of cities. Negligible difference is noted for share of old age
workers. Maximum workers are working in a skilled agricultural and fishery industry
less urbanized states in comparison to medium and highly urbanized states. They are
occupied basically in non-agricultural industries.
D Somani (2022) examined the ways to strengthening women empowerment and
gender equality in India and found out that there is a progression in the state of
women‟s education level and freedom but there exists gender inequality, utilization of
technology to promote women empowerment initiatives will facilitate women
empowerment and thereby reduce gender inequality.
Diva Dhar and Tarun Jain (2019) examined intergenerational transmission of
gender attitudes. Through the study it was found that when a parent holds a more
discriminatory attitude, his or her child is about 11 percent points more likely to hold
the view. Parents hold greater influence over students‟ gender attitudes that their peers
do. And that mothers influence children‟s gender attitudes more than father. Parental
attitudes influence child attitude more and student gender attitudes are positively
correlated with behavior such as interacting with children of the opposite gender.
Singh,Anamika (2018) revealed honor killing interrogating gender equality in
today‟s India. Results showed that the magnitude of incidents in various regions,
pattern of rise of cases, occurrence of cases of honor killing in different districts,
pattern of honor 80 killing, proportion of the killings of girls and boys, age variables
of girls killed for honor, age variables of boys killed for honour, comparison between
girls and boys, affiliation of the killers, causes of honor killing in Haryana,
dimensions of relationship between the girl and the boy, area wise honour killing,
support and involvements well as the facts and self-confession by perpetrators in the
cases of honor killing in Haryana. Results also showed that the certain emerging
complex and intricate picture of honor crime which throws light on myriad aspects of

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caste in India typically connected with class and gender. It is the caste and gender
elements within the caste system which has created inter-caste and intra-caste
differentiation and inequalities as well as the status differentiation manifested in
honour crime. Undoubtedly, illegal enablement and the idea of equal citizenship have
generated tension within the social fabric both in the rural and urban India.
Jeyle Ortiz-Rodriguez and Vijayan Pillai (2018) noted the effect of community
size on women‟s attitudes toward gender equality. Evidence points out that women‟s
adoption of egalitarian attitudes depends on micro and macro conditions. Households‟
and women‟s characteristics, such as education level, number of children, and age,
define their attitudes toward gender equality. Macro-social factors such as media,
social programs, place of residence, religion, and institutions, also significantly
influence women‟s attitudes toward gender equality. In addition, macro-social factors
have been found to moderate the effects of a number of determinants of women‟s
attitude toward gender equality. Communities provide the contexts that shape
women‟s attitudes and define the meaning of their experiences and characteristics.
Using hierarchical linear modeling this paper explores the nature of residential
community size on women‟s development of egalitarian attitudes. Results indicate
that community size moderates the impact of women‟s education, empowerment, and
employment on their attitudes toward gender equality. Sunil KumarMenon (2017)
studied gender budgeting and gender equality in Kerala an analysis in terms of
potentiality capability and effectiveness. The results revealed that increased
expenditure towards education and health from the period of princely rulers were
high. After the formation of the state, successive governments also followed the same
path. This increased expenditure helped in attaining gender equality and ultimately
resulted in the increased welfare of women. This shows that increased public
expenditure is a necessary condition for achieving gender parity and women
empowerment. But this is not sufficient. Increased expenditure along with other
conducive factors like social policy followed by the government, committed political
leadership, state intervention, social movements, better and effective implementation
of the health and education programmes, work of missionaries also contributed to the
empowerment of women. This proved that even in the absence of gender specific
allocations, gender parity can be achieved by ensuring increased participation of the
women in the public sphere. The results also showed that even in the absence of
gender budgeting the state was able to achieve gender parity in terms of socio-

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demographic indicators and this led to the empowerment of women partially. Before
the introduction of gender budgeting in Kerala, budgets were gender sensitive from
allocation point of view. After the introduction of gender budget initiative,
government tried to sensitize the budget deliberately and government is successful in
this to a certain extent. But, before the introduction of gender budget initiative proper
gender planning must be there. Government has to identify women‟s strategic needs
and needs of new generation women. Accordingly, government has to reformulate
schemes and programmes. Gender budgeting is not a must for achieving gender
equality for women empowerment but gender budgeting is potent, capable and
effective in bringing desired results. For best results, it needs proper planning,
formulation of policies, execution of these policies and commitment from the part of
the authorities.
Valecha, Simmi (2017) found that gender equality of the gandhian perspective.
Gandhi‟s critique of social evils, his consistent efforts for the liberation of women and
his immense faith in women‟s moral strength made an impact on women‟s struggle
for rights and equality as an integral part of the struggle for national independence.
Women participated in large numbers in „mass‟ movements led by him and this made
a big breakthrough in Indian women‟s lives. In 1885 the Indian National Congress
was founded and in its 1889 Bombay session, ten women participated. Gandhiji‟s call
to women and large-scale participation of women in the freedom movement brought
about changes in the perception of other nationalist leaders as well. Jawaharlal Nehru
who was influenced by the liberal views on women‟s question in the west was in
agreement with Gandhi that without economic freedom other aspects of women‟s
equality would not be realized. However, he disagreed with Gandhi on many points.
He did not agree that women‟s education alone can bring about the desired changes
and wanted women being trained in all human activities. He admitted that if women‟s
struggles remained isolated from the general political, economic, and social struggles,
the women‟s movement would not gain strength and will remain confined to the upper
classes. Equality between men and women was accepted as one of the objectives in
the Fundamental Rights Resolution of the Indian National Congress in 1931. Many
women who fought for the country‟s freedom also became active on the issues of
women‟s rights. This period saw the emergence of many women‟s organizations.
Biswas and Supriya, (2017) Investigated gender equality and women empowerment:
A study on the women associations of colonial Bengal. Result indicated that the close

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interaction and link was soon established between the women associations of Bengal
and other sister associations of India. In this respect, from the first decade of the
twentieth century women formed their own associations. Springing up in different
corners of the country they provided a common to organize women on an all-India
basis and expressed matters, such as education, inhibiting social institutions, legal
disabilities and political empowerment and the like. It may thus be clear that, women
leaders of these associations established ideals for other women, especially for those
who were keen to take part in outside activities. The characteristics of these
associations were that, although it wanted equality between the men and women but
still it was not against the men. Secondly, in these associations the interests of women
and country both were considered as interrelated with each other.
Andrey Shastri (2014) made an analysis of gender equality and women
discrimination and identified that discriminations are influenced by cultural norms and
tradition, religion and region etc. most of the female role is to look after house and
children and consider them as weak. Thus, women are discriminated in the male
dominant society. This discrimination not only hampers women future but also
impedes the growth of country.
Sunil Kumar Menon (2012) studied gender budgeting and gender equality in Kerala:
an analysis in terms of potentially capabilities and effectiveness. From the study it was
found that gender budgeting played a major role in creating gender equality in early
periods of Kerala. But later it was identified even in the absence of gender budgeting
but with proper planning and formulation of new policies women empowerment and
achieving gender equality is possible.
Purushottam Nayak, Bidisha Mahanta (2012) made an analysis about women
empowerment in India which mainly analyze the status of women and concept of
gender equality. The study reveals that women of India are relatively disempowered
and they enjoy somewhat lower status than that of man in spite of many efforts
undertaken by government. Gender gap exists regarding access to education and
employment. it is found that the acceptance of unequal gender norms by women are
still prevailing in the society. The study concludes by an observation that access to
education and employment are only enabling factors to empowerment. However,
depends largely on the attitude of the people towards gender equality.
Dinesh Das and Minakshee pathak (2012) examined the gender equality: A core
concept of socio economic development in India. The main conclusion of the study

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was all the difference that exist in society in the name of gender was socially created
and is distinct from other forms of socio economic inequalities.
Kamala Sankaran, Roopa Mahav (2011) analyzed the gender equality and social
dialogue in India which mainly addressed the current legal and policy framework in
India within which women can achieve a better work environment through collective
bargaining and social dialogue. It also reveals how the process of bargaining affects
the gender equality in work place.
Anuradha Mathu, A.Jain (2008) conducted study of gender equality in India.
Through the study it was revealed that in most of the communities girls and women
face restrictions, social norms of every society varies from one another, gender
inequality holds back the growth of individuals the development of nations and the
evolution of societies to the disadvantage of both men and women.
Kacie Moreno-Schoen in 2005 made a study about perspectives on population
growth and gender equality in Kerala. The main conclusion of the study is that while
compared to other states of India. Kerala had a better gender equality. By conducting
research that relies only on aggregate information about women excludes the
multidimensionality of women‟s autonomy status and place in society.

2.3 FOREIGN STUDIES
Gabriela Isabel, Pérez-Aranda, et.al. (2020) noted that attitudes towards gender
equality of government institution´s workers in south eastern Mexico. The objective
of this research was to analyze if there are differences between the Institutions of
Social and Public Security Assistance and between men and women who work for the
government of the State of Campeche, south eastern Mexico. The Analysis of
Variance (ANOVA) to compare groups revealed regarding religion, there are
significant differences between the Christian, the Catholic and the people who claim
to have no religious beliefs; Catholics are those who present a more favorable attitude
towards gender equality.
Wagstaff, M. Fernanda; Hadjimarcou, John and Chanoi, Chiara (2020) studied
gender equality in international business education. The United Nations established
gender equality as a top priority in its international agenda, and many stakeholders
around the world have joined the effort to build a fair playing field for all. Business

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educators can contribute to this effort by delineating problem areas in gender equality
in international business education, uncovering ways to address such problems, and
inquiring into the most basic premises we entertain in this quest. Our contribution to
this international agenda involves a review of the literature in international business
education by focusing on the paradigms that might guide our work on gender equality
in the classroom. The results revealed that the gender equality in international
business education and propose strategies for contributing to the United Nations' goal
of increasing gender equality by 2030 and research in teaching and learning on gender
equality in business education.
Shah, Saeeda (2020) revealed gender equality and situated constructions:
perspectives of women educational leaders in a Muslim society. Gender equality was
emphasized globally not just by international organizations such as the United Nations
but also by the national governments, as reflected in the relevant policy documents
nationally and internationally. However, the practice of gender equality that is
embedded in contextual constructions, conceptualizations, and interpretations of
gender equality varies across societies and communities. These situated constructions
of gender equality have implications for women's participation and experiences in the
public and the private spheres in their respective societies. The findings of the study
women academics in a Muslim society to investigate the impact of given
constructions of gender equality on women's experiences and career trajectories,
critically debating the interacting factors that shape these constructions and command
"willing" submission with complex implications for their professional journeys.
Cin, Firdevs Melis; Karlidag-Dennis, Ecem; Temiz and Zeynep (2020) noted
capabilities-based gender equality analysis of educational policy-making and reform
in turkey. The aim of the study was education reform and education policies in Turkey
from a capabilities-based gender equality perspective. The data draws on interviews
with stakeholders and practitioners to understand how gender equality was
conceptualized in policy-making and to what extent reforms have fostered gender
equality in girls' education. From a policy-making perspective, the data shows that
reform has been successful in terms of a tangible, measurable outcome of an increase
in enrolment rates. This can be attributed to a boost in the number of religious schools
and the introduction of single-sex education featuring a limited conceptual
understanding of gender equality, with a focus on closing the gender gap. However,

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from the practitioners' perspective, little concern has been given to gender equality
and constrained girls' capabilities. The results obtained that the tensions between
policy-makers and practitioners by highlighting the need for a comprehensive and
inclusiveunderstanding of gender equality in educational policy-making and
developing a capabilities-based gender equality policy that is able to dismantle
conservative and gendered structures and accommodate boys.
Keisu, Britt-Inger; Ahlstrom, Bjorn (2020) noted that the silent voices: pupil
participation for gender equality and diversity. The international body of research on
student voice concludes that active pupil participation has multiple positive effects on
the work environment and learning for pupils. In a large study on gender equality and
diversity work in Swedish schools, it became evident that pupils wanted to be active
participants. However, pupils considered that their wishes were, to a large extent,
ignored. Therefore, it is important to try to understand this further by investigating
pupils' perceptions of their experiences. The purpose of the study was to explore how
discourses of participation and power are practiced, not practiced, and materialized,
by focusing indepth on pupils' representations of gender equality and diversity work
within a small sample of Swedish schools. Findings of the study showed that the
analysis of focus group data identified three pupil representations of gender equality
and diversity work: "a onetime occurrence", "longing for participation" and "the
(un)fair teacher." These representations were derived from and intertwined with
discourses on pupil participation and power. Results also revealed that no substantial
levels of participation or power among the pupils were represented at the schools.
Instead, the analysis visualizes pupils as expressing powerlessness and
disengagement. However, the discourse "Openings in the barriers to participation",
together with pupils' democratic abilities, has the potential to enable change and the
development of pupil participation in schools.
Garcia Perez, Rafael et.al, (2020) studied student attitudes towards gender equality.
This article shows some of the results derived from a research project subsidized by
the Andalusia Government, whose purpose is to create and offer digital resources for
the assessment of gender culture in schools. This article describes students' attitudes
towards gender equality. The results showed that the students' positive attitude
towards equality, although differences between boys and girls are observed. The data
indicated that students display more deficits in the relational dimension.

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Christina Bornatici, Jacques-Antoine Gauthier and JeanMarie Le Goff (2020)
studied changing attitudes towards gender equality in Switzerland (2000–2017):
period, cohort and life-course effects. This paper investigates trends in Swiss
women‟s and men‟s gender attitudes in the period 2000–2017 using the Swiss
Household Panel data and it was found that over this time period, attitudes towards
gender roles become more egalitarian, while attitudes towards gender equality
achievement remain stable. Individual attitudes change over the life course based on
life events and the attitudes of one‟s partner.
Toraman, Cetin, Ozen and Fatmanur (2019) investigated effectiveness of the
gender equality course with a specific focus on faculties of education. The present
study was conducted in a faculty of education in Turkey which includes gender
equality in its education program as a compulsory-elective course. The aim was to
investigate the opinions of the students of the faculty of education on the effects of the
course on their views on gender. The comparison of the data collected through the
Gender Equality Scale before and after the course shows that the participants were,
unexpectedly, more likely to develop the opinion that men are superior to women after
the course. Whereas the course did not affect participants' approaches to the opinion
that women are dependent on men. Whether teachers' gender perspectives or views on
gender equality affect classroom practices; it is envisaged that gender perception,
which is shaped by most patriarchal and conservative patterns, will be transferred to
future generations through education and will adversely affect the demand for equality
in the future.
Bakker, et.al, (2019) studied gender equality in 4 to 5-yearold preschoolers' early
numerical competencies. Numerical competencies acquired in preschool are
foundational and predictive for children's later mathematical development. It remains
to be determined whether there are gender differences in these early numerical
competencies which could explain the often-reported gender differences in later
mathematics and STEM-related abilities. Participants were 4- to 5-yearold children
attending preschool in Flanders (Belgium). Results indicated that the gender equality
hypothesis and this evidence were substantial for seven of the eight numerical tasks.
Preschoolers' early numerical competencies are characterized by gender equality.
They probably do not explain later-reported gender differences.

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Ivana Jankovi and Jelisaveta Todorovi (2019) studied intimate partner violence,
attitudes toward gender equality and selfesteem of female student. The goal of this
research is to examine whether violence in female students‟ relationships can be
predicted based on adopted traditional or egalitarian attitudes towards gender equality
and based on level of self-esteem. Research sample consisted of 180 female students
from Faculty of Philosophy, who are in a relationship or had a relationship in past 6
months. It revealed that examined predictors could explain 6.2 % of committed
psychological violence and that statistically significant predictors are only attitudes
towards marital roles. For committed physical violence the examined predictors
explained 10.8% of variance and statistically significant predictors are self-esteem,
adopted attitudes towards parenting roles and attitudes towards marital roles.
Christopher Bishop (2019) explored gender roles and gender equality within the
evangelical church. The process involved the examination of perceptions of gender
among evangelical Christians in a nationally representative sample. The findings of
the study informed a series of questions designed to explore, at greater depth on a
regional level, the views of evangelicals regarding gender roles and gender equality
within their organizations. The study provided a multidimensional construct of how
the evangelical community defines themselves, understands gender roles and gender
equality, and how these definitions affirm and conflict with definitions outside of the
church as well as their own church‟s leadership and organizational structure.
Jude E. Kyoore and Iddisah Sulemana (2019) revealed do educational attainments
influence attitudes toward gender equality in Sub-Saharan Africa. Although there was
a plethora of literature on gender equality and women empowerment, studies on
whether (and to what extent) educational attainments affect people‟s attitudes toward
gender equality are lacking. This is particularly true for Africa, a mostly male-
dominated continent. Results show that the higher the level of education acquired the
more liberal and favorable the individual‟s attitudes are toward gender equality.
Ylostalo, Hanna; Brunila and Kristiina (2018) explored the possibilities of gender
equality pedagogy in an era of marketization. Gender equality works to determine the
societal and discursive power relations that have shaped gender equality. Results
showed that understanding gender equality work as a form of pedagogic practice

18. 18

might help overcome some of the barriers that gender equality work has encountered
for decades.
Carlos Ramos-Galarza, Diego Apolo, Sonia Peña-García and JanioJadán-
Guerrero (2018) studied gender differences towards gender equality: attitudes and
perceptions of college students. The objective was to analyse attitudes toward gender
equality among male and female university students in Quito, Ecuador. It was found
that there is a statistically significant difference when comparing attitudes toward
gender equality between the two groups of participants, where women were more
favorable toward gender equality. In the qualitative phase there identified a common
narrative theme in which women felt that they were in an unfavorable situation in
terms of gender relations. In addition, a category emerged that described awareness
and a desire on the part of women to change this situation.
Rocio Madolell Orellana, Inmaculada Alemany Arrebola, and Miguel Ángel
Gallardo Vigil (2018) analyzed attitudes toward gender in university students.
Despite feminist advances, gender stereotypes and sexist attitudes are still observed
today in society. Taking this as its starting point, this study aims to analyze whether
stereotyped beliefs and sexist attitudes exist among the university students of the city
of Melilla, and to analyze the beliefs on gender as a function of the variables sex,
cultural origin and the degree being studied. The results obtained indicate that the
student profile presenting the most sexist attitudes is found in men of Berber (cultural
group belonging to the north of Africa) cultural origin studying for a degree in
Business Administration and Management. In contrast, the university student profile
with the least sexist attitudes is that of a woman of European cultural origin studying
for a degree in Nursing.
Lopez, et.al. (2018) found that promising Nordic practices in gender equality
promotion: developing teacher education dialogue, practice, and policy cycles on-line.
This case study examines a Nordic on-line course on gender equality promotion in
education, in which principals, teachers, school staff and gender equality activists
engaged in dialogue regarding contents and practices. The on-line course was
designed with reference to promising practices identified in a previous Nordic
network project. The article considers challenges appearing across localities in
relation to diversity, in gender equality promotion practices, policies and pedagogies.

19. 19

Digitalization enables educational collaboration among teacher education institutions
between the distant Nordic countries and facilitates the dissemination of Nordic
education and the gender equality model, but this raises questions about whether these
forms of education and equality are globally 'branded'; and whether an intersectional
gender equality promotion approach can be contextually and locally specific. This
paper focuses on the contradictions of gender/sex binary concepts impairing
understandings of diversity, sexuality and identity, the consequences of the emergence
of skepticism toward practice standardization, discrepancies between norms of equal
treatment and critical reflection, and the development of citizen-based actions
initiating policy changes. It is shown that the results of the project will benefit Nordic
collaboration on teacher education development.

2.4 CONCLUSION
The study of related literature has helped the investigator to have a clear perspective
of the problem chosen for the present investigation. The view of related research
works has enabled the investigator to formulate relevant hypothesis for the present
study. Further, based on this view, a suitable methodology and well-planned
procedure for the present investigation could be adopted.

20. 20

CHAPTER 3
METHODOLOGY OF THE STUDY
3.1 INTRODUCTION
Research Methodology is a method to solve the research problem systematically. It
may be assumed as a science of studying to know how research is done scientifically.
It describes the several steps that are adopted in solving a research problem. Research
Methodology is considered as a methodical formal, rigorous and detailed procedure of
investigating of a problem. The scope of research methodology is very general.
Research methodology not only reflected as a research method but also considered the
logic behind the method. It is essential for the researcher to know not only the
research methods but also the methodology. It helps the investigator to choose the
methods, tools and techniques for the study. It helps the investigator in formulation of
the problem for investigation, to select appropriate statistical techniques to analysis
and interpretation of data and processes of inferences and generalizations
This chapter deals with the procedure and methodology used in the present
investigation and studies the design of study, method of sampling, tools used for
collection of data and statistical technique employed for data analysis. Educational
research is the process of arriving at dependable solution to problems through planned
and systematic collection, analysis and interpretation of data. Research methods are of
utmost importance in a research process. Research methods describe the various steps
of the plan of attack to be adopted in solving the research problem such as the manner
in which the problem is formulated, the definition of terms, the choice of subjects for
investigation, collection of data, analysis and interpretation of data and the process of
inferences and generalizations.
This chapter is devoted to the description of the method of investigation followed in
the study. The methods adopted, tools used, description of the tools, sample selected,
procedure for data collection and statistical techniques adopted for analyzing the data.

21. 21


3.2 PSYCHOLOGICAL VARIABLES OF THE STUDY
The variables of the present study are as follows:
Attitude towards Gender Equality
Based on Dimension - Class room, Employment, Education, Society, Home.
DEMOGRAPHIC VARIA BLES OF THE STUDY
Gender and Type of Family
3.3 RESEARCH DESIGN
The present non-experimental study is Normative Survey Research designed to
evaluate the extent of Attitude towards Gender Equality among secondary school
students.
Sl
no
Type Source
1 Nature of Research Normative survey
2 Variables Major variables
1. Attitude towards gender equality
and its dimensions
 Classroom factor
 Employment
 Education
 Society
 Home
2. Demographic variables
 Gender
 Type of family
3 Tools used Questionnaire related to attitude towards
gender equality was constructed

22. 22


3.4 TOOLS USED FOR THE STUDY
In order to assess the secondary school students‟ attitudes towards Gender equality,
the following tools were used for data collection.
 Questionnaire using Likert Attitude scale towards “Gender Equality” was
constructed.
 Personal information schedule for collecting individual data
3.5 DESCRIPTION OF TOOLS
ATTITUDE TOWARDS GENDER EQUALITY
The tool used to find the attitude towards gender equality titled as attitude towards
Gender Equality scale is constructed by Investigator. The tool contains 25 items. This
background enabled the investigator in establishing five dimensions - classroom wise,
employment, education, society, and home in attitude towards gender equality.
3.6 METHOD ADOPTED
The method adopted should always be valid, reliable and appropriate to the nature of
the problem under investigation and the kind of data that the problem demands. The
study being the influence of certain socio-psychological factors on the academic of
student, so selected normative method, in which Survey is the technique adopted for
the collection of data. The word normative is used because surveys are frequently
made for the purpose of ascertaining which is normal or typical condition or practice.
The normative survey method is that method of investigation, which attempts to
describe and interpret what exist at present in the form of conditions, practices,
process, effects, attitudes, beliefs etc. it is concerned with some phenomenon that are
4 Sampling technique Stratified random technique
5 Size of sample Total sample 100
Girls 48
Boys 52
6 Statistical technique
used
Mean, Standard deviation, t test

23. 23

typical or normal conditions. Different types of surveys help to establish the status of
the phenomenon under investigation. The purpose is to survey the present conditions,
understand relationships and basic future action on the findings. Surveys can be
confined to fact-finding on large number of areas or they can be complex and
sophisticated in design providing accurate findings.
3.7 POPULATION AND SAMPLE
Population and Sample Population or universe means, the entire mass of observation,
which is the parent group from which a sample is to be formed. For the purpose of
present study population is the secondary school students studying in Evans high
schools, Parassala is used. A sample is a small proportion of the population that is
selected for observation and analysis. By observing the characteristics of the sample
one can make certain inferences about which it is drawn. A sample is a small
proportion of a population selected for observation and analysis. By observing the
characteristics of the sample, one can make certain inferences about the characteristics
of the population from which it is drawn. The present study consists of 100 students
studying in Evans school. The sample was selected by using stratified random
sampling technique.
3.8 ADMINISTRATION OF TEST
After selecting the samples gave the instructions to students related to the study. In
order to minimize the discussion among students proper spacing among pupils were
maintained, Distributed question paper to 100 students. There was no fixed time limit
to complete the questionnaire. Questions were orally translated to those one having
doubts. Students took less than 30 minutes to complete the questionnaire.
3.9 ANALYSIS OF DATA
Thus, the total scores obtained by 100 students on all the variables were computed.
The data was analyzed using relevant statistical techniques, to find out whether the
differences in the independent variables accounted for significant differences in the
dependent variables. The usual levels of significance viz., 0.05, were employed to test
the significance of the obtained values.

24. 24



3.10 SCORING PROCEDURE OF THE TOOL ATT ITUDE
TOWARDS OF GENDER EQUALITY SCALE
The scoring procedure of the present scale is very simple. Each statement has five
responses wise AL, ON, ST, RY and NR (Always, Often, Sometimes, And Rarely and
Never). The subject was asked to read each statement carefully and express their
views freely by putting a tick mark against any one of the five options. For positive
statements 5, 4,3,2,1 marks were given and for negative statements 1, 2.3,4,5 marks
were given. The summated scores of the attitude scale were thus found out for each
statement and for the entire 100 individuals. The maximum possible score is 125,
while the minimum score is 30. The students were asked to show their responses by
placing tick marks. The students were asked to show their responses by placing tick
mark (√) is the appropriate column.

Responses Scores
Positive Negative
Always 5 1
Often 4 2
Sometimes 3 3
Rarely 2 4
Never 1 5

3.11 STATISTICAL TECHNIQUES
Survey method is used to gather the data. Measures such as mean and Standard
deviation are calculated to the subgroups of the sample. The hypotheses
corresponding to the study is proved using the correlation scores. The significance
level was calculated for the different variables using „t‟ test

25. 25

Following statistics were applied to analyze the data.
 Mean
 Standard Deviation
 „t‟- test
1. Arithmetic mean
Mean is the average of the given numbers and is calculated by dividing the sum of
given numbers by the total number of numbers. It is the most widely used measure for
representing entire data by one value. It is the average of all distribution and is useful
for further statistical interpretation
Mean = (??????
??????/n
??????
??????=1
)
Where,
??????
?????? is the individual value of observation
n is the number of values
2. Standard deviation

Standard deviation is a measure of the amount of variation or dispersion of a set of
values. A low standard deviation indicates that the values tend to be close to the mean
of the set, while a high standard deviation indicates that the values are spread out over
a wide range.

??????=
1
??????−1
(??????
??????−??????
―
)
2
??????
??????=1

Here,
s = Sample standard deviation
n = Number of observations in sample
xi = ith observation in the sample
??????
―
= Sample mean

26. 26

3. t- test ( test of significance)

It is used for finding significant level of different between two groups of population
from the mean and standard deviation,„t‟ value can be calculated. The t test is
calculated using the formula,


Where,
 t = Student's t-test
 x1= mean of first group
 x2= mean of second group
 s1 = standard deviation of group 1
 s2 = standard deviation of group 1
 n1= number of observations in group 1
 n2= number of observations in group 2


3.12 CONCLUSION
This chapter mainly consists of the methodology of the study, tools for the study,
procedures and techniques used in the study.

27. 27

CHAPTER 4
ANALYSIS AND INTERPRETATION OF DATA
4.1 INTRODUCTION
Analysis and interpretation of data refers to that fact of the study which is related with
the drawing of inference from the collected facts after an analytic study. Analysis of
data means studying the original material in order to realize inherent facts. These data
are studied from different angles in accordance with the objective of the study either
to explore the new facts or to interpret previously existing facts. Statistical data have
by themselves no utility and interpretation makes it possible for us to apply a test in
various fields of activity. The usefulness of collected information is in its proper
analysis and interpretation. All data are collected with an opinion to draw certain
conclusions about the problem which is being investigated. If statistical methods are
missed, it is natural that the conclusions found would be inaccurate and undependable.
If, on the other hand, an appropriate use of statistical method is made, there is no
reason why inference drawn would not be fairly accurate and trust worthy. It is
extremely needed to systematically arrange the data collected. The data arranged in
the order supports in drawing useful conclusions. Keeping in view the objective of the
study, the data on Attitude towards Gender Equality were collected in respect of
secondary school Students of Evans high school.
4.2 DESCRIPTIVE ANALYSIS
It involves the measures of central tendency and measures of variability. These two
are useful to study the nature of the distribution of any variable. The computed values
of mean and standard deviation are used to describe the properties of the particular
sample and descriptive statistics is used to reduce the bulk of data to manageable size.

28. 28

MEAN AND STANDARD DEVIATION OF ATTITUDE TOWARDS
GENDER EQUALITY OF THE ENTIRE SAMPLE
Attitude towards gender
equality
N Mean Standard deviation
Classroom 100 15.2 3.345
Employment 100 15.12 3.105
Education 100 15.28 3.312
Society 100 15.25 3.547
Home 100 15.19 3.318



4.3 HYPOTHESES TESTING
HYPOTHESIS: 1
The male and female students do not differ significantly with respect to their Gender
Equality


15.2 15.12 15.28 15.25 15.19
3.345 3.105 3.312
3.547
3.318
0
2
4
6
8
10
12
14
16
18
Classroom EmploymentEducationSociety Home
Mean
Standard deviation

29. 29

Gender equality
and its dimension
Gender N Mean Standard
deviation
T value Significance
level
Classroom Male 52 14.64 3.45 2.746 NS
Female 48 16.12 2.993
Employment Male 52 14.28 3.408 2.7033 NS
Female 48 16.02 2.471
Education Male 52 14.46 3.52 2.5803 NS
Female 48 16.16 2.838
Society Male 52 14.48 3.66 2.2912 NS
Female 48 16.08 3.293
Home Male 52 14.75 3.39 1.3770 NS
Female 48 15.66 3.203

It is inferred from the above table that the„t‟ Value for the dimensions are greater than
0.05. Hence there is no significance difference in Gender Equality and Its Dimensions
with respect to gender .Hence the hypothesis is accepted.
HYPOTHESIS: 2
The Nuclear family and Joint family students do not differ significantly with respect
to their Gender Equality and its Dimensions.

Gender equality
and its
dimension
Type of
family
N Mean Standard
deviation
T value Significance
level
Classroom Nuclear 74 15.14 3.50 0.26 NS
Joint 26 15.34 2.88
Employment Nuclear 74 17.94 3.276 0.946 NS
Joint 26 15.61 2.54
Education Nuclear 74 15.22 3.361 0.2638 NS
Joint 26 15.42 3.22

30. 30

Society Nuclear 74 15.17 3.621 0.357 NS
Joint 26 15.46 3.38
Home Nuclear 74 15.20 3.32 0.065 NS
Joint 26 15.15 3.35

It is inferred from the above table that the „t‟ Value for the dimensions are greater than
0.05 level of significance. Hence there is no significance difference in Gender
Equality and Its Dimensions with respect to Type of Family. Hence the hypothesis is
accepted.
4.4 Level of attitude towards gender equality
Attitude towards gender
equality
Low level Moderate level High level
Percentage 4% 96% 0





Attitude towards gender equality
Low
Moderate
High

31. 31

4.5 CONCLUSION
In this chapter, the data were generated by the administration of the tool to the sample
of 100 secondary students of Evans high school. The results are analyzed and
interpreted using different methods. The study consists of calculation of mean,
standard deviation and t-test. A brief summary of the study together with major
findings and conclusions arrived at along with their educational implications will be
dealt in the next chapter.

32. 32

CHAPTER 5
SUMMARY, FINDINGS, RECOMMENDATIONS, AND
CONCLUSION
5.1 INTRODUCTION
This chapter mainly summarizes the conclusions and recommendations deriving from
this study. It begins by looking at a summary of the initial aims and objectives,, and
related review of literature findings. It then contains a brief discussion presented
according to each of the main research questions followed by the results of this study.
The lessons educated, the strengths, the weaknesses and the special contributions of
this study are covered in this section. It completes with a list of recommendations. A
summary of the research is presented, and findings of the study are discussed and
interpreted. Every chapter has its own important in research. The report writing is a
last and important aspect of research. It includes every aspect, right from the
statements of problem to the findings of the study.
The present study is a hypothesis testing study, if hypothesis are tested and upheld
several times, the researcher may arrive at generalization. In this chapter the
conclusions derived from the findings of this study. The conclusions were based on
the purpose, research questions and results of the study. The implications of these
findings and the resultant recommendations will also be explained. Recommendations
were based on the conclusions and purpose of the study.
5.2 SUMMARY
Gender Equality is the measurable equal representation of women and men. Gender
equality does not imply that women and men are the same, but that they have equal
value and should be accorded equal treatment. Gender equality is a usually recognized
value. Still, on the practical level, it is not easy to achieve true gender equality even in
contexts which are in many ways favorable to it. Gender has showed to be a
complicated issue both for research and practice.

33. 33


5.3 STATEMENT OF THE PROBLEM
The present study about the topic is entitled as “ANALYSING THE ATTITUDE OF
SECONDARY SCHOOL STUDENTS TOWARDS GENDER EQUALITY”
5.4 OPERATIONAL DEFINITION OF TERMS
Operational definition here refers what the investigator means in research work.
ATTITUDE
A mental or neural state of readiness, organized through experience exerting a
directive or dynamic influence upon the individual‟s response to all objects and
situations with which it is related.
According to Travers‟ “an attitude is a readiness to respond in such a way that
behavior is given a certain direction”.
GENDER EQUALITY
Gender Equality means that women and men have equivalent circumstances for
realizing their full human rights and for conducive to, and promoting from, financial,
social, educational and political development.
5.5 OBJECTIVES OF THE STUDY
The study is mainly conducted to meet the following objectives
 To find out the attitude of secondary school students towards gender equality
 To find out whether there is any difference between male and female students
with respect to their attitude towards gender equality
 To find out whether there is any difference between students from nuclear
family and joint family

34. 34

5.6 HYPOTHESIS OF THE STUDY
1. Male and female students do not differ significantly with respect to the gender
equality.
2. The nuclear family and joint family students do not differ significantly with
respect to their gender equality

5.7 METHODOLOGY
Normative Survey method was used to conduct the study. Students of Evans High
School, Parassala are opted for the study and samples from 8
th
, 9th and 10
th
classes
were used for the particular study. Stratified random sampling technique was used for
the selection of samples and a sample size of 100 students was used for the present
study.
5.8 TOOLS USED FOR THE STUDY
Survey method is used to gather data by providing questionnaire. Likert‟s attitude
scale was constructed to check the attitude towards gender equality. Personal
information schedule is also used to collect personal data.
5.9 STATIISTICAL TECHNIQUES
Descriptive measures mean is calculated and the inferential measure Standard
deviation is calculated to the subgroups of the sample. The hypotheses corresponding
to the study is proved using the correlation scores. The significance level was
calculated for the different variables using „t.‟ test
Thus following statistics were applied to analyze the data.
❖ Mean
❖ Standard Deviation
❖„t‟ test

35. 35

5.10 MAJOR FINDINGS
After careful interpretation of data analysis the investigator has observed and listed
the following findings.
Attitude towards Gender Equality
1. The overall mean score for Gender Equality is 75.635 and S.D is 13.815. Among
Seven dimensions of Gender Equality the respondents exhibit the highest mean score
(15.28) in Education, and the lowest mean score (15.12) in Employment.. This shows
that employment sector has to be developed for better Gender Equality.
2. There is no significance difference in Attitude towards Gender Equality and Its
Dimensions with respect to gender. Hence the hypothesis is accepted.
3. There is no significance difference in Gender Equality and Its Dimensions with
respect to Types of Family. Hence the hypothesis is accepted.
4. Only 4 percent students have low attitude toward gender equality and 96 percent of
them have moderate attitude and no one have high attitude towards gender equality.
5.11 RECOMMENDATION
 It is important to give more awareness about the gender equality. Not only the
school but also the family have to change and show positive attitude towards gender
equality.
 Inclusion of examples related to both genders in academic curriculum and
making students more free to interact with each other will also help them to remove
the barrier of genders
 It is necessary to take suitable measure to reduce the increase in the number of
pupil showing low attitude towards gender equality and to produce students having
high attitude towards gender equality.

36. 36

5.12 LIMITATION
The generalization of this study is somewhat questionable as it has some limitations:
➢ The sample of the study was small. So to overcome this limitation sample size
must be increased and regionally diverse.
➢ Students might have manipulated their true responses so it can be overcome by
using counter questioning.
 There was only a small number of pupil studying in Malayalam medium


5.13 CONCLUSION
From studying the topic Attitude towards gender equality among secondary school
students it was identified that still in our modern society there exist low attitude
towards the concept among the teenagers. And there is no one who has a high attitude
towards gender equality. Most of the students are having a moderate attitude. It is
necessary to change their attitude by adopting proper measures in order to create a
better future where both male and female can live a life without the restriction of any
one.

37. 37

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39. 39


APPENDIX A
ATTITUDE TOWARDS GENDER E QUALITY



PERSONAL INFORMATION SCHEDULE

Fill in the blanks and put tick mark against appropriate answers

NAME:

CLASS:

GENDER: Male/ female/ other

TYPE OF FAMILY: Nuclear family/ Joint family

40. 40

APPENDIX B
GENDER EQUALITY QUESTIONNAIRE
Please note this instruction mentioned below: Each statement has 5 responding
column i.e. Always [A], Often [O], Sometimes [ST], Rarely [R]and Never [N]. Please
put a tick (√) mark in the respective box.

Sl no Statement A O ST R N
1 Do you feel boys and girls are treated in
equal manner in your class room?

2 Boys are better than girls at
extracurricular activities.

3 Girls are mostly treated with respect at
class room.

4 Girls‟ leadership is the best in the
classroom.

5 Girls are dominating in your class room
6 There is no need to pay equal wage to
women although men and women do
equal work

7 Women are facing many problems in
employment sector

8 There is a need of gender equality in
employment

9 Work to achieve gender equality today
benefits mostly well to do people

10 Women are treated equally in
employment area

11 Women are treated equally in education
12 Teaching equality in academics should be
transformed to social activity

13 Girls should not be allowed to study in
abroad

41. 41

14 School education is enough for girls

15

Education is important to everyone and it
helps to empowerment of women

16 Women always need men for help
17 Women are making less money than man
18 Social status of women is lower than man
19 Women are the vulnerable to economic
social and racial inequalities

20 Women give up their life dreams and
desires due to family circumstances.

21 Women are only good for cooking and
cleaning

22 Women and men should be equally
involved in household chores

23 There is no restriction to women in
studying ,dress code and in society

24 Male and female children should be
brought be without any gender
discrimination

25 Parents need to start raising awareness
about gender Equalities in their children