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Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJIF 2016 = 4.44, www.srjis.com UGC Approved Sr. No.48612, AUG-SEPT 2017, VOL- 4/23 https://doi.org/10.21922/srjhsel.v4i23.9642

PROBLEMS OF RURAL GIRL STUDENTS IN HIGHER EDUCATIONAL INSTITUTION A. Selvan, Ph. D. Assistant Professor, Department of Education, Alagappa University, Karaikudi-630003 Abstract Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society. Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

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INTRODUCTION Higher Education refers to the third stage of education that learners take on in the learning process. Tertiary education is under taken in colleges or Higher Education Institution like universities and it may be delivered virtually or at a distance. Education is the sole weapon which can be successfully used against almost all the deep rooted evils prevailing in the society. Sex biases are common everywhere whether it is in home educational institutional place of work or society in general. These biases create barriers both structural and attitudinal in girls especially of the rural girls to have higher education in particular. Some of the prominent problems in girl‟s education are Social problem , Economic problem and Educational problem, social attitude towards education of girls is generally not positive. Education for girls is considered as an important practice of „pardah‟ system, Early marriage, parental illiteracy, lack of Educational facilities at home, male teachers as the tutors and girls responsibilities at home are the other hindrances among girls access to education. Economic Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. A. Selvan (Pg. 5992-5998) 5993 problems the girls are in condition to care of siblings perform household chores. Earn and contribute to family

income especially in economically worse families. Educational

problems girls are not prepared (socially) to join further education or training on the other hand there are no institutions and facilities available to them. The girls students are highly motivated to avoid success. They perhaps feel secure if they opt for more traditional occupational than for nontraditional ones. Some more problems faced by rural girls to have tertiary education are ignore of higher education by illiterate parents ,no adequate transport facilities in remote areas, economically backward families adopt girl students for daily wages, girls are considered weaker sex in the society. Parents feel that higher education is more expensive poor economic background of the family guidance and counseling for higher education are out of reach of rural girls and their parents. By minimizing the above mentioned problems a rural girls may achieve success in their tertiary education. Giving guidance and counseling to illiterate parents the importance of tertiary education to girls students Fees concessions and other facilities offered for the rural girls regarding higher education and career development. This Paper aims at giving suggestions for rural girls to pursue tertiary education and our constitution grants the right of equal opportunity with regard to have tertiary education and employment opportunities to girl and boy students without distinction. TERTIARY EDUCATION: MEANING Tertiary means education after secondary level. Primary and secondary level are compulsory in most countries, whereas Tertiary is not so any form of higher education (ex) college, university, is called Tertiary education. The term tertiary means “Third “and therefore tertiary education refers to the third stage of education that learners take on in the learning process. Tertiary education is under taken in colleges (or) universities and it may be delivered virtually (or) at a distance. RURAL GIRLS AND HIGHER EDUCATION IN THE PRESENT CONTEXT The formal education is known to influence the Higher education participation of girls and it continues to facilitate girls development of potential. Since independence, literacy rate of female have continuously –improved although it is still very low in comparison to men. The Number of girls enrolled in the institutions of Higher education has also increased considerably. The participation of women in technical and professional stream has shown a

Dr. A. Selvan (Pg. 5992-5998) 5994 marked increase. There has also been an increase in number of girl student‟s in Engineering and Technologies streams. PROBLEMS IN GIVING TERTIARY EDUCATION TO RURAL GIRL STUDENTS There are a large number of problems that girl student‟s have to face for developing their career potential . Some of the serious problems are as Follows. Sex- Basis at Home The teaching of difference between the boy and the girl is introduced first of all in the family. The uninvited and unwanted girl child who is devoid of proper Food, love and care in comparison to the male child. Whose education is of secondary importance and who is not allowed to play (or) participate is any activity except. The household chores and sibling care grow into a female adolescent with expected Feminine and marriage goals. Hence physical personal, social and emotional development is restricted. Her bringing up does not prepare get for higher education. Educational Institutions After home, the place which affects children‟s behavior is school. Here children face sex-bias in books, curriculum transaction, allocation of subjects, SUPW activities participation in some of the co-curricular activities etc. In colleges and universities also, the biases in them are to be propagated. In this way the quality of girl education does not match with that of educational. Vocational and personal development. In Society Many societies are strongly sex-biased. The expectations of family, neighbors and other social groups from a girl are of (traditional) women‟ Who has no sense of me, she is subservient committed home maker, obedient white and daughter-in-law, and a sacrificing mother. She is submissive soft spoken reserved, sky, docile, tolerant and does not resist husband and his family for atrocities committed by them. The general and underlying causes that lead to the dropout statistics in education are complex. They are amalgam poverty, illiteracy, weak family structure, inadequate parenting, and an over burdened higher education system. STUDENTS PROBLEM IN GETTING TERTIARY EDUCATION Social Problems

Dr. A. Selvan (Pg. 5992-5998) 5995 Social attitude towards education of girl is generally not positive; Education for the girl is considered as unimportant practice of „Pardah” system and early marriage, parental illiteracy, lack of educational facilities at home, male teachers in the school and girls responsibilities at home etc. are the other hindrances in girls access to education. Economic Problems When there, is no one to feed the family and educate the male “Wanted” child how can the parent afford to enroll the girl child in school. Who will take care of siblings perform household chores earn and contribute to family income? In the families where they can afford education it is the boys who get this benefit. Educational Problems The major educational problem is lack of educational institutions especially beyond tertiary level in the rural areas. There are some institutions for men but they too are for away from the village. Moreover, they lack hostel facilities for girls. The problem is both ways. On one hand the girls are not prepared (socially) to join further education (or) training and on the other hand there are no institutions and facilities available to them. As the educational

status

is directly related to career development the above

mentioned educational problems severely restrict the educational development of girl and hence hinder their career development. ADVANTAGE OF GETTING TERTIARY EDUCATION IN RURAL AREAS 1. Higher education gives the change to study a subject are interested in and boost your career prospects and earning potential 2. The Benefits of higher education For individual and society, highlights both the monetary benefits of higher education and also lesser known benefits including a healthier, lite style and reduced risk of obesity. 3. Higher education are correlated with high level of civic participation, including volunteer work. Voting and blood donation. 4. Your choice of career might be a key factor in deciding whether to go into higher education. 5. Higher education required for a wide range of careers such as medicine, Education, Engineering Accounting and low. 6. Increase participation in education affairs among girl student‟s. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. A. Selvan (Pg. 5992-5998) 5996 7. More job opportunities. For higher education. 8. Increase social connectivity‟s for the rural girl student‟s 9. Rural girl student‟s can solve their many problems. 10. Getting information & Transaction service from Higher education. GENDER INEQUALITY AND EDUCATION IN RURAL AREA Education seems to be the key Factor, which only can initiate a chain of a differently perceived for male and Female. Key indicators such as literacy in the access to education and each of these indicators reveal that the level behind their male counterpart. The low adult literacy rates For women are women and thus do not necessarily capture the recent progress. The problem attendance has also been found incredibly low. Rural girls belong to disable As per the data, Girl dropout ratio has tended to increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society. IMBALANCES AND DROPOUT-AMONG GIRL STUDENT’S AT HIGHER EDUCATION The imbalances in higher education in reflect differences in family and community attitudes towards the relevance of education rather than the distances to campuses. In other words, the causal Factors in Dropout among girl student‟s rate are preclominantly. Socioeconomic background the effects of powerful social influences for Rural girl student‟s are apparent well before the Final years of senior schooling (or) eligibility For university entry- as school completion rates are lower in rural areas, many rural girl student‟s do not reach the point at which it is meaningful to speak of potential barriers to higher education. For rural girl student‟s higher education may be seen as less relevant to life and employment, and completing school and going on to University is not quite the norm that it might be in some urban regions. These imbalances are those between rural and urban girl students and those between Indians of lower socio economic background and those of medium and higher socioeconomic backgrounds. Over all lower and medium socio economic background more girl students in dropout of higher education. INFLUENCING FACTOR RESPONSIBLE FOR CREATING PROBLEM AMONG GIRL CHILDREN IN RURAL AREA 1. Difficulties in pursuing higher education because of unplanned family Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. A. Selvan (Pg. 5992-5998) 5997 2. Importance is not given to girls students in giving higher education 3. Parent feel that they don‟t support economically in future 4. Even after getting higher education parents feel that they are meant for home guards. 5. Parents fix marriage while continuing the higher education. 6. Not getting success in higher secondary education so parents refuse to send to higher education. 7. Face difficulty because the higher education is given in two sessions morning and evening 8. Interesting subject branch is no available in the educational institutions. 9. Importance of higher education is not known by parents 10. No adequate transport facilities remote areas. 11. Parents feel that higher education is more experience 12. Not getting proper guidance to know the importance higher education. Conclusion: Rural participation in higher education faces additional hurdles of culture and tradition that present against girl students post-secondary education opportunities and the cultural problems are more among rural girl students. Were the old traditions of protection of young women‟s subordination to their husbands and the place of women in society as Focused on the Home and child rearing are the strongest and exposure to Feminist reforms are the weakest. Poor rural communities think that education is not for them but only for the privileged castes. Enrolment in tertiary education is also very low. The opportunities for higher education is very important. But Girl students could not avail this opportunity. Until and unless they also have opportunities to earn, to pursue and participate in a democracy way and they cannot develop as a independent individual. Girl student‟s suffer because of

discrimination and inequality treatment.

Therefore, Girls

children must enhance their awareness in getting higher education and they must be trained to develop their status. References: Aggarwal (1995), “Teacher Education in a Developing Society”, Vikes publishing house Pvt. Ltd, New Delhi. Barn and Dreeben (1983),”How Schools work”? university of Chicago press, USA. Bernard (1972) “Psychology of Learning and Teaching” McGraw Hill Book Company, New York. Chiauhan(2008),”Advanced Educational Psychology” Vikas publishing house Pvt Ltd, New Delhi. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. A. Selvan (Pg. 5992-5998) 5998 Gorden H.Bover (1990), “Psychology of Learning and Motivation,’’ sterling publishers PVT.ltd, New Delhi. Richard Lougy(2007), “Teaching Young Children with PDAP’, SAGE publication, New Delhi. Sharma(1997), “Basic Principles of Learning and Teaching”, printed book Enclave-Jaipur, India Bourgeois (2012), Post –Secondary Education and Rural Women Enrolled in liberal arts Undergraduate Degree” Canadian Journal of Higher education Vol.42 No.3 P.No145-169. Curtis and David(2011), “Tertiary Education in rural Australia. Is VET a substitute for, (or) a pathway into, Higher Education in Rural Australia Vol.21 No.2 P.No19-35 Gervasoni et al (2013), Humanities Education as a pathway for women in Regional and Rural Australian Journal Of Adult learning Vol.53 No.2 P.No253-2789. Johnson et al (2007), Women’s Access to Higher Education in Tanzania; A qualitative study the university of Iowa Vol.40 No.34 P.No239. Renn and Kristen(2012), “Role of women’s Higher Education Institutions in International contexts.” The international journal of Higher Education and Educational planning Vol.64, No.2 P.No.177-191. Zuoxu et al(2010), A study of women’s Access to higher Education in Rural and urban china. An analysis across Different types of Higher Education institutions” Chinese Education and society Vol.43 No.4 P.No.32-40.