Abstract: Despite a sharp increase in the share of girls who enroll in, attend, and complete various levels of schooling, an educational gender gap remains in some countries. This paper argues that one explanation for this gender gap is the degree of social exclusion within these countries, as indicated by ethno-linguistic heterogeneity, which triggers both economic and psycho-social mechanisms to limit girls' schooling. Ethno-linguistic heterogeneity initially was applied to explaining lagging economic growth, but has emerged in the literature more recently to explain both civil conflict and public goods. This paper is a first application of the concept to explain gender gaps in education. The paper discusses the importance of female education for economic and social development, reviews the evidence regarding gender and ethnic differences in schooling, reviews the theoretical perspectives of various social science disciplines that seek to explain such differences, and tests the relevance of ethnic and linguistic heterogeneity in explaining cross-country differences in school attainment and learning. The study indicates that within-country ethnic and linguistic heterogeneity partly explains both national female primary school completion rates and gender differences in these rates, but only explains average national learning outcomes when national income measures are excluded.

Despite a sharp increase in the share of girls who enroll in, attend, and complete various levels of schooling, an educational gender gap remains in some countries. This paper argues that one explanation for this gender gap is the degree of social exclusion within these countries, as indicated by ethno-linguistic heterogeneity, which triggers both economic and psycho-social mechanisms to limit girls' schooling. Ethno-linguistic heterogeneity initially was applied to explaining lagging economic growth, but has emerged in the literature more recently to explain both civil conflict and public goods. This paper is a first application of the concept to explain gender gaps in education. The paper discusses the importance of female education for economic and social development, reviews the evidence regarding gender and ethnic differences in schooling, reviews the theoretical perspectives of various social science disciplines that seek to explain such differences, and tests the relevance of ethnic and linguistic heterogeneity in explaining cross-country differences in school attainment and learning. The study indicates that within-country ethnic and linguistic heterogeneity partly explains both national female primary school completion rates and gender differences in these rates, but only explains average national learning outcomes when national income measures are excluded.

Girls have achieved remarkable increases in primary schooling over the past decade, yet millions are still not in school. In their previous book, Inexcusable Absence, Maureen A. Lewis and Marlaine E. Lockheed reported the startling new finding that nearly threequarters of the girls who are not in school belong to ethnic, religious, linguistic, racial, or other minorities. In this companion volume, they further analyze the determinants of school enrollment, completion, and learning in seven countries: the highly heterogeneous populations of Laos, China, Pakistan, India, and Guatemala and the homogeneous populations of Bangladesh and Tunisia. The authors find that in ethnically and linguistically diverse populations, minority groups --minority girls in particular -- lag significantly behind the majority population in school attendance, while highly homogeneous populations like Bangladesh and Tunisia have successfully integrated girls into school on a par with boys. By increasing understanding about the major impediments to universal primary education, Exclusion, Gender and Education provides valuable new knowledge to those who are working to bring gender equity to the education systems of poor countries.

Despite a sharp increase in the share of girls who enroll in, attend, and complete various levels of schooling, an educational gender gap remains in some countries. This paper argues that one explanation for this gender gap is the degree of social exclusion within these countries, as indicated by ethno-linguistic heterogeneity, which triggers both economic and psycho-social mechanisms to limit girls' schooling. Ethno-linguistic heterogeneity initially was applied to explaining lagging economic growth, but has emerged in the literature more recently to explain both civil conflict and public goods. This paper is a first application of the concept to explain gender gaps in education. The paper discusses the importance of female education for economic and social development, reviews the evidence regarding gender and ethnic differences in schooling, reviews the theoretical perspectives of various social science disciplines that seek to explain such differences, and tests the relevance of ethnic and linguistic heterogeneity in explaining cross-country differences in school attainment and learning. The study indicates that within-country ethnic and linguistic heterogeneity partly explains both national female primary school completion rates and gender differences in these rates, but only explains average national learning outcomes when national income measures are excluded.

"For the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but broad priorities within the goal are vulnerable to cherry-picking and misrepresentation, placing it at the heart of tensions between instrumentalist and rights-based approaches to education. This text, a critical analysis of SDG 4, provides a framework for examining trends and developments in education globally. As the first volume that examines early implementation efforts under SDG 4, Grading Goal Four formulates a critique along with strategies for moving forward. By scrutinising the challenges, tensions and power dynamics shaping SDG 4, it advances rights-based perspectives and strategies for effective implementation and builds capacity for strengthened monitoring and analysis of the goal"--

Chapter 68 Women as Victims of Domestic Violence, Chapter 69 Self Help Groups and Empowerment Among the Tribal Women, Chapter 70 Social Exclusion of Girls—Remedial Measures, Chapter 71 Inclusive Education: National and International Scenario, Chapter 72 A Study on Competency Mapping of Women Teachers in Colleges in Madurai City, Chapter 73 “Women Into Educational Leadership and Management: International Differences?”, Chapter 74 Social Exclusion of Women in Poverty: A Situation Analysis, Chapter 75 Premenstrual Syndrome (Pms) Among Hostel Students—A Study in Bharathiar University, Coimbatore, Chapter 76 ‘Untouchability’, the Economic Exclusion of Dalits in India: With Special Reference to Dalit Women, Chapter 77 Oscillation Between Respect and Rejection—A Study Among Urban Elderly, Chapter 78 Gender Based Discrimination: Exclusion of Women in the Indian Labour Market, Chapter 79 Gender Discrimination in Education Among The Fishing Community, Chapter 80 Prevalence of Anemia Among Female Teacher Trainees in the Diet of Chennai District, Chapter 81 Challenges of Women Entrepreneurs in Theni District, Chapter 82 Literacy—A Key to Women’s Empowerment.....

In the last couple of years there has been a spurt of growing interest in and awareness about questions of social exclusion and inclusion. While the nature of exclusion in India has centered around the caste system, other disadvantaged groups such as tribal, women and poor have also suffered from similar disabilities. Their politics of exclusion and inclusion, censure and celebration show that they wish to be a part of the so-called mainstream academic discourse yet cannot be. The objective of this book is to discuss about social exclusion arising out of institutions of caste and gender and the inclusive policies designed for them. This book makes a comprehensive analysis on the thematic issues identified for this seminar within the frame work of human rights education. The recommendations made through this book are expected to influence the policy of inclusive growth within the broad frame work of human rights education. This book is expected to fulfill the teaching research and extension needs of academics, research scholars, students, pursuing subject like sociology, anthropology, social work, history, economics, political science, rural development, women studies, futurology, public administration, etc.

This book combines analysis of policy and empirically based studies on gender, education, and development.

While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the gender education gap? In The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools, Thomas DiPrete and Claudia Buchmann provide a detailed and accessible account of women’s educational advantage and suggest new strategies to improve schooling outcomes for both boys and girls. The Rise of Women opens with a masterful overview of the broader societal changes that accompanied the change in gender trends in higher education. The rise of egalitarian gender norms and a growing demand for college-educated workers allowed more women to enroll in colleges and universities nationwide. As this shift occurred, women quickly reversed the historical male advantage in education. By 2010, young women in their mid-twenties surpassed their male counterparts in earning college degrees by more than eight percentage points. The authors, however, reveal an important exception: While women have achieved parity in fields such as medicine and the law, they lag far behind men in engineering and physical science degrees. To explain these trends, The Rise of Women charts the performance of boys and girls over the course of their schooling. At each stage in the education process, they consider the gender-specific impact of factors such as families, schools, peers, race and class. Important differences emerge as early as kindergarten, where girls show higher levels of essential learning skills such as persistence and self-control. Girls also derive more intrinsic gratification from performing well on a day-to-day basis, a crucial advantage in the learning process. By contrast, boys must often navigate a conflict between their emerging masculine identity and a strong attachment to school. Families and peers play a crucial role at this juncture. The authors show the gender gap in educational attainment between children in the same families tends to be lower when the father is present and more highly educated. A strong academic climate, both among friends and at home, also tends to erode stereotypes that disconnect academic prowess and a healthy, masculine identity. Similarly, high schools with strong science curricula reduce the power of gender stereotypes concerning science and technology and encourage girls to major in scientific fields. As the value of a highly skilled workforce continues to grow, The Rise of Women argues that understanding the source and extent of the gender gap in higher education is essential to improving our schools and the economy. With its rigorous data and clear recommendations, this volume illuminates new ground for future education policies and research.