Role of education in gender equality and women’s socio-economic and personal empowerment in central India

Abstract

This study examines the role of education in promoting gender equality and enhancing women’s socio-economic and personal empowerment in Central India. This paper examines women's perceptions and navigation of education as a tool for empowerment within patriarchal, caste-based, and socioeconomically constrained environments, drawing on Amartya Sen’s Capability Approach and intersectional feminist theories from scholars such as bell hooks, Kamla Bhasin, and Kimberlé Crenshaw. A qualitative, phenomenological research design using was employed, involving in-depth interviews with ten women aged 20–35 from various caste, marital, and educational backgrounds. The analysis employed a deductive thematic approach, facilitated by NVivo 12 software, which enabled structured coding while remaining anchored in the participants' lived experiences. The results indicate that education markedly improves confidence, decision-making skills, and economic autonomy. These outcomes are frequently contingent upon factors such as family support, cultural norms, and systemic barriers associated with caste, class, and mobility. The findings suggest that education enhances women's self-confidence, critical thinking, and decision-making skills, although its effects may vary by context. A substantial number of respondents indicate that education fosters independence and respect, allowing individuals to challenge gender norms, delay marriage, join the workforce, and assume leadership roles within their families and communities. The complete attainment of these benefits is obstructed by institutional barriers, including caste-based discrimination, limited mobility, safety issues, and the persistent undervaluation of women's contributions. This study illustrates women's emotional resilience and their engagement in minimal yet significant acts of disobedience as they navigate and assert their autonomy within socially constrained contexts. The study bolsters these findings by promoting legal reforms and policies that integrate education within frameworks sensitive to gender and cultural distinctions. It emphasizes that merely enhancing access is insufficient; to achieve lasting change, the societal norms and institutional structures that continue to restrict women must be addressed. The results provide significant contributions to feminist scholarship, grassroots action, and inclusive development strategies. By asserting their agency, assuming leadership roles, and making autonomous decisions, women champion their rights while concurrently reshaping society and fostering collective social advancement.