Gender inequality is an international concern that impacts us all. It puts women's health and wellbeing at risk, traps them in low-wage jobs without legal protections, contributes to violence against them and their children, and limits economic progress - creating lasting obstacles to prosperity for future generations. Sociologists approach gender inequality from different theoretical angles, including interactionist perspectives and feminist theories. Interactionists focus on micro-level interactions that influence gender (and other group-based) inequality, proposing that these can either promote or hinder its existence; furthermore they recognize that developing gender inequalities involves an ongoing process which is affected by both past and current experiences of individuals contributing to their current positions.

I have selected the article ‘How schooling is creating social changes for lowered-caste girls in rural India’ by Joan Dejaeghere. This article is a part of sociology discipline. Some of the questions related to the article include:

1. What social and structural changes are occurring in lowered-caste families and communities as a result of girls’ increased participation in primary and secondary school?

2. How are gender relationships changing and how could they foster greater gender equality?

3. How are caste relationships changing if girls and boys choose inter caste marriages, or choose not to marry, and how might these changes contribute to greater caste equality?

The main research goals of the article focuses on the empowerment and education associated with the caste and gender inequality. It also focuses on the aspect as to how the girls’ schooling has made a contribution to the change in gender norms in rural India.

This research uses qualitative research study as interviews are conducted from the girls who had completed their secondary school in Uttarakhand in order to understand as to how schooling has impacted the social changes for lower castes.