PARENTAL ATTITUDE TOWARDS WOMEN EMPOWERMENT THROUGH EDUCATION – A MIXED METHOD ANALYSIS

Abstract

This study examines persistent gender disparities in education and empowerment—central to Sustainable Development Goal 5—by investigating parental attitudes toward girls aged 15–25 in five West Bengal districts (Kolkata, Hooghly, Howrah, South 24 Parganas, and North 24 Parganas). Drawing on incidental sampling (n = 100), we employ a mixed methods design: qualitative case studies illuminate lived experiences, while quantitative analysis using the Mann–Whitney U test evaluates attitudinal differences. A bespoke, standardized scale was developed to capture parental biases. Findings reveal a prevailing preference for boys’ education, with many families erecting overt and covert barriers that precipitate abrupt or silent school dropouts among young women. Consequently, girls’ educational aspirations remain unmet, reinforcing social inequities and impeding equitable development. This research underscores the urgent need for targeted interventions—policy reforms, community engagement, and parental awareness campaigns—to dismantle entrenched biases and promote genuine educational inclusion for women and girls.