Academic journal article International Journal of Education and Management Studies

Critical Role of Education in Transformation of Marginalized Adolescent Girls

Academic journal article International Journal of Education and Management Studies

Critical Role of Education in Transformation of Marginalized Adolescent Girls

Article excerpt

Over the past 15 years, the situation in India with respect to education has improved considerably. There is widespread acceptance of the value of education, and there is a lesser need for external mandate. This groundswell notwithstanding, there is still a long way to go before we can assume quality and functionality of schools. This research is aimed at assessing the qualitative change in girls as a result of schooling.

School contributes to positive self-esteem and self-confidence. Furthermore, it fosters the ability to take decisions and risks and in turn get access to better resources and opportunities. In this journey it sees the support of adults and facilitators, affirming the theory of social constructivism by Vygotsky (1978).

Adolescence is a fundamental and vital stage in a girl's development. Personal wellbeing and mental health of girls is strongly impacted during her adolescent years (Call et ah, 2002; Tolman, Impett, Tracy & Michael, 2006).

It is known that several creative and liberated thinking abilities are inculcated in children through schooling. These skills contribute to the overall development of the students and help them to deal with the world independently. Qualitative development of students that happens during schooling contributes to their personal growth (CARE India, 2004).Through this research, I want to understand whether these qualities have been assimilated by Indian adolescent girls studying in different cultures and schools over the time period of one year and if so, then has it resulted in a change in their thought processes about their cultural beliefs and values and other aspects of their life.

This study evaluates the perceived changes observed in adolescent girls (12-16 years in age) living in the Mewat district of Haryana in Northern India (rural area) after the completion of one year of school and in adolescent girls living New Delhi (urban area) and studying in a school from the appropriate age, with regard to the following indicators: wellbeing, cultural beliefs and values, and aspirations and vision for the future.

The study of the concept of'identity' is crucial to this discussion. This concept includes the 'sclf-conccpt' as well as 'self-esteem'. While self-concept refers to the beliefs an individual has about oneself, self-esteem is the way in which one perceives their own self-concept. Self-esteem is said to develop distinctively for every adolescents stated by Zimmerman, Copeland, Shope and Dielman ( 1997).

The vital role of cultural beliefs and values of adolescent girls that contribute to shaping their aspirations and visions for the future have also been taken into account in the present study.

This study has used two tools to evaluate the cultural beliefs and values of the adolescent girls. One process of assessing the cultural beliefs and values involved understanding the values of their parents. The first tool to measure the parental values is developed on the basis of the theory known as 'Schwartz Basic Human Values' that used the Schwartz Value Survey (SVS; Schwartz, 1992). In 1992, Schwartz identified 10 values types. These can be represented, on the basis of the basic human values theory, using a circumflex structure, which uses two bipolar dimensions: openness to change versus conservation and self-transcendence versus self-enhancement (Figure 1). Following this theory, the present study has been analyzed on the basis of these 4 dimensions in order to understand the participants' parent's values and cultural beliefs.

The present study also uses a part of what is called the "Portrait Values Questionnaire" (PVQ) that can be used in place of the SVS. The significance of a value for an individual is subtly displayed through each portrait as they include goals, aspirations, or wishes of a person (Schwartz, 2006a; Schwartz, Melech, Lehmann, Burgess, & Harris, 2001). For example: "Thinking up new ideas and being creative is important to this person", describes a person for whom self-direction values are important. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.