Educational Disparities Among Scheduled Tribe Girls in Karnataka State: A Gendered Analysis

This paper examines the educational disparities experienced by Scheduled Tribe (ST) girls in Karnataka state through a gendered analytical framework. Despite various governmental initiatives aimed at promoting inclusive education, ST girls continue to face significant challenges in accessing and completing formal education. The objectives of this research paper are threefold: (1) To assess the current status of educational attainment among ST girls in Karnataka, (2) To identify the socio-economic, cultural, and institutional barriers that hinder their educational progress, and (3) To explore the intersectionality of gender and tribal identity in shaping educational outcomes. The research study adopts a mixed-methods approaches, combining secondary data analysis from sources such as the National Family Health Survey (NFHS), Census of India, and District Information System for Education (DISE), with primary qualitative data collected through field interviews and focus group discussions in selected tribal-dominated districts. The findings reveal persistent gender-based inequalities in enrolment, retention, and learning outcomes among ST students, with girls particularly disadvantaged due to early marriage, household responsibilities, inadequate school infrastructure, and deep-rooted patriarchal norms. This research paper highlights the need for targeted, gender-sensitive educational policies and grassroots interventions that address the specific needs of tribal girls. The study contributes to the broader discourse on educational equity, social justice, and the empowerment of marginalized communities in India.