Introduction and Theoretical Overview

Mukhopadhyay, Carol C.; Seymour, Susan

doi:10.4324/9780429268649-1

Cited by 8 publications

(11 citation statements)

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“…Through their constant struggle, many girls have convinced their parents about the importance of education and career preferences on par with their brothers. The study largely supports the similar argument forwarded by many scholars (Gautam, 2015; Mukhopadhyay, 2021; Mukhopadhyay & Seymour, 1994) in the context of Muslim women. They argue that while selecting the institute for higher education for women, the family and parents are mainly concerned about ‘female chastity’, which constrains the educational choices of the daughter while still fulfilling the son’s higher educational aspirations and ambitions.…”

Section: Introductionsupporting

confidence: 89%

“…There would be many factors that indirectly influence the personal decision of an individual to opt for particular subjects and disciplines for higher studies, such as the expectation of the parents over children’s education, their attitude, the educational atmosphere of the family, etc. (Mukhopadhyay & Seymour, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…Mukhopadhyay and Seymour (1994) focus on the impact of the patriarchal family structure and ideology on Indian women. The study argues that the nature and extent of parental involvement vary in families, but decisions are always gender biased.…”

Section: Introductionmentioning

confidence: 99%

“…Still, it often causes a profound impact on the welfare of the entire natal family - its economic welfare, ability to secure ʻgoodʼ marriages for family members, and overall family status. (Mukhopadhyay & Seymour, 1994, pp. 105–106)…”

Section: Introductionmentioning

confidence: 99%

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Gender, Religion and Higher Education: Strategies of Muslim Women Students in India

Rahiman

2023

Sociological Bulletin

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Social scientists critically examine the role of higher education in women’s empowerment. In the Indian context, gender, religion, caste, class and region are crucial in determining access to education. The gender gap has been a significant obstacle in India’s pursuit of educational goals. The status of Muslim women’s education has been a contested policy from state and community vantage. Prominent scholarly writings argue that Muslim women were even more isolated from the social and cultural changes than their men were and even more invisible in the public arena of society. Their condition is more pathetic in educational and cultural realms. The primary objective of this paper is to empirically outline the negotiation and strategies employed by Muslim women students in negotiating with their families, religion, communities and careers. The study followed qualitative methodology to understand Muslim women’s educational choices, the rationale behind their educational decisions, and their agency in negotiating with their families and the career prospects of young Muslim women. The current paper argues that there is a remarkable growth in the history of women’s education in India, especially after the 90s, which could not change the social structure and social status of women in society in general and Muslim women in particular. Still, the gender differences remained stable in the educational practices, in the families, and even in the equity-minded educational committees. According to various government reports and studies, despite the improvement in the educational enrolment rate of Muslims, the representations of the Muslim community in general and Muslim women, in particular, are minimal in higher education. More than looking at the representation of Muslim women in education institutions, the current paper will analyse the challenges and experiences of Muslim women to reach the secondary and higher secondary levels of education.

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Section: Introductionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender, Religion and Higher Education: Strategies of Muslim Women Students in India

Rahiman

2023

Sociological Bulletin

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“…In India, the concept of an “ideal woman” is dictated by patrifocal norms unique to the Indian social system. The concept of “patrifocality” encompasses a social system and its associated beliefs that emphasise gendered family roles and men’s superiority over women within familial structures; it creates the basis for idealised behaviour within the society, providing a unique context for the work–family conflict affecting Indian women engineers (Mukhopadhyay and Seymour, 2021). Furthermore, the idea of women having equal stakes in their career and home is conflicted (Bhowmick, 2022), as women are required to prioritise family over work.…”

Section: Introductionmentioning

confidence: 99%

Tussle of identities: Indian women engineers on work–family conflict

Purang,

Dutta,

Biwalkar

2024

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Purpose This study aims to focus on understanding the work–family conflict of Indian women engineers through the lens of identity conflict. Design/methodology/approach Semi-structured interviews conducted with 20 Indian women engineers working in India and abroad of varying ages and work experience helped in understanding the types, sources and coping decisions about work–family conflicts experienced by them. Thematic analysis was conducted to analyse the qualitative data. Findings The findings reveal that as women engineers negotiate their “engineering” and “woman” identities, work–family conflict manifests as a battle of time and responsibilities, psychological strain and behaviour-based conflict. Furthermore, self-expectations and negative social sanctions play an important role in augmenting the experiences of these conflicts. The results also reveal how women re-strategize their career decisions to conciliate their conflicting identities. Originality/value This study furthers the literature on resolving work–family conflict by taking an identity perspective. Recommendations in literature such as work flexibility and part-time work, place the onus on women to increase their capacities to perform different roles better. Examining work–family conflict from an identity perspective allows us to look at the psychological processes underlying the challenges women face in balancing work and home in a male-dominated profession. These give insights into the need to go beyond accommodations in the workplace to redefine gender roles and relations for equal participation of women in the modern workforce.

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“Going Out to School”: The Impact of Girls’ Education on Family and Gender Systems in Bhubaneswar, India

Seymour

2018

The Impact of Education in South Asia

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Introduction and Theoretical Overview

Cited by 8 publications

References 0 publications

Gender, Religion and Higher Education: Strategies of Muslim Women Students in India

Gender, Religion and Higher Education: Strategies of Muslim Women Students in India

Tussle of identities: Indian women engineers on work–family conflict

“Going Out to School”: The Impact of Girls’ Education on Family and Gender Systems in Bhubaneswar, India

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