Overcoming Barriers to Education: A Study on Tribal Women's Empowerment in Birbhum District

Abstract

This study investigates the role of education in empowering tribal women in the Birbhum district of West Bengal, India. Despite a higher sex ratio among the Scheduled Tribe (ST) population, tribal women face significant educational disparities. Drawing on census data, field studies, and institutional reports, the research reveals low literacy rates, high dropout rates, and poor learning outcomes among ST women. Factors such as linguistic disconnect, inadequate school infrastructure, and economic pressures contribute to these educational barriers. The study highlights the transformative potential of education in enhancing women's agency, health awareness, economic opportunities, and civic participation. Case insights from Birbhum underscore the importance of culturally relevant pedagogy and localized interventions. The paper offers evidence-based recommendations, including mother tongue-based education, residential schools, conditional cash transfers, remedial courses, vocational education, and strengthening self-help groups and literacy drives. The study concludes that dismantling systemic barriers and adopting a tailored educational approach that respects tribal culture and integrates economic support is crucial for empowering tribal women in Birbhum. By laying the foundation for an informed, independent, and influential generation of tribal women, education can serve as a catalyst for transformative change in the region.