Gender Discrimination among Adolescent Girls in Jammu and Kashmir with Special Reference to Srinagar and Budgam

Safoora Ameen; Dharminder Singh

doi:10.36948/ijfmr.2026.v08i01.65582

Gender Discrimination among Adolescent Girls in Jammu and Kashmir with Special Reference to Srinagar and Budgam

Author(s)	Ms. Safoora Ameen, Dr. Dharminder Singh
Country	India
Abstract	Abstract Gender discrimination remains one of the most persistent barriers to educational equality in developing societies. This paper explores the experiences of adolescent girls studying in schools of Srinagar and Budgam, Jammu and Kashmir. It examines how structural and everyday practices within educational institutions reproduce gender inequality. Drawing from both qualitative and quantitative data, the study reveals that bias operates subtly through teacher expectations, peer interactions, and institutional norms that shape girls’ confidence and participation. The findings highlight the need for inclusive educational reforms and teacher sensitization to build equitable learning spaces for both genders. Despite significant educational reforms and constitutional safeguards, gender bias continues to manifest subtly in schools through differential treatment by teachers, peer behavior, and institutional practices. This paper explores gender discrimination among adolescent girls in the districts of Srinagar and Budgam, analyzing classroom experiences, teacher-student interactions, peer influence, and the extent to which girls’ voices are heard in decision-making spaces. Drawing upon field-based insights and school-level data, the study identifies patterns of implicit gender bias and examines their implications for girls’ educational participation, confidence, and long-term empowerment. The analysis also evaluates existing policies and interventions aimed at promoting gender equity in education. The findings emphasize that while enrolment rates of girls have improved, persistent stereotypes and structural barriers still limit their sense of belonging and agency within the educational environment. Recommendations are proposed for fostering gender-sensitive pedagogy, participatory school environments, and stronger policy enforcement to achieve true gender parity in education.
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-08
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.65582
Short DOI	https://doi.org/hbjmhb

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Gender Discrimination among Adolescent Girls in Jammu and Kashmir with Special Reference to Srinagar and Budgam

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