Vol. 7, Issue 2, Part B (2025)

Despite numerous government schemes and efforts to promote universal education, gender disparities continue to persist in rural Bihar. Girls often encounter multiple layers of discrimination that hinder their access to and continuation in formal education. These challenges stem from deeply rooted patriarchal norms, socio-cultural traditions, caste hierarchies, and economic constraints. Additionally, poor infrastructure, absence of female teachers, long travel distances, and safety concerns further exacerbate the situation. This study investigates these gendered dimensions of education through a sociological lens, using qualitative methods such as interviews and field observations in select rural regions of Bihar.
The analysis is grounded in theoretical frameworks such as Bourdieu’s concept of cultural capital, Walby’s theory of patriarchy, and Crenshaw’s notion of intersectionality. These perspectives help to understand how social identities like gender, caste, and class intersect to reinforce inequality. The findings indicate that girls from marginalized communities are particularly disadvantaged. Though schemes like Beti Bachao, Beti Padhao and Balika Cycle Yojana exist, their impact is often limited due to weak implementation and societal resistance. The paper concludes with recommendations for gender-sensitive educational reforms, improved infrastructure, and the need for a cultural shift in attitudes toward girls' education to ensure a more inclusive and equitable educational landscape in rural Bihar.