The Ministry of Women and Child Development launched an initiative in 2008 to spread awareness and adhere to the equal opportunities in terms of education, healthcare and nutrition for girls. Every January 24 is celebrated as National Girl Child Day remarking the significance of equal rights with addressing to the existing societal challenges like Child marriage.
Let’s look at the socioeconomic and Non-STEM status of girls on this to mark the importance and adhere to the realities of the status of girls.
According to a study 2019-21 by National Sample Survey, 10.1% of children in the entire school-going age (5-17 years) are out of school, and the share of girls is 10.6%, higher than that of boys, 9.6%. In rural areas 12.5% of girls are out of school compared to 7.4% in urban areas. Many eastern and northern states like Bihar and Uttar Pradesh shows disparities against girls of 21.5% and 18.7%, respectively. The poor scheduled tribes are the most vulnerable to the difference of 38.5%, compared to 3.1% of girls from upper caste out of school.
There are other factors which affects the socio economic status of a girl like income or poverty, caste, religion and rural or urban location. It is more likely for girls to live in poverty than boys since 44.1% of child laborers are girls, according to UNICEF, 2020 (United Nations Children’s Fund). Even with improvements, child marriage remains a concern with 22.3% of Indian women aged between 20 to 24 were married before 18, stated in a report by NFHS-5, 2019-21. The limited access to quality healthcare, inadequate nutrition, and increased risk of exploitation are significant determinants of the underlying disparities among the girls and boys.
Fewer girls in STEM studies
A report on Analysis of barriers, support and gender gap in the choice of STEM studies in Secondary education, states that fewer Girls prefer STEM (Science, Technology, Engineering and Mathematics) Studies. The families and teachers encourage more boys than girls towards STEM activities.
There are 125 million girls of primary and secondary age in the developing world are out of school mentioned in a report “Mapping gender equality in STEM from school to work” by UNICEF.
UNESCO, 2021 reports that only 28% of the global STEM researchers are women, highlighting the need to dismantle stereotypes and biases ingrained in these fields. In India, women hold 27% of STEM Jobs (WEF Global Gender Gap Report, 2021).
Theses statistics and reality checks calls for action in terms of increased investments in girl’s education, programmes addressing the societal challenges and promoting female role models and creating a supportive environment for girls.
