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Gendered conditions of higher education access: advancing a gender prism analytic through the case of Haryana, India.

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Title: Gendered conditions of higher education access: advancing a gender prism analytic through the case of Haryana, India.
Authors: Henderson, Emily F. (AUTHOR), Sabharwal, Nidhi S. (AUTHOR)
Source: Educational Review. Jul2025, Vol. 77 Issue 5, p1460-1479. 20p.
Subjects: Young adults, Higher education, Gender, Empirical research, Prisms
Geographic Terms: Haryana (India), India
Abstract: This article argues that a holistic, nuanced analytical framework for analysing gender and access to higher education (HE) would be of great benefit to the field, especially in an era where many country contexts are declaring that gender inequalities in HE access are solved due to the use of the gender parity index (GPI) as a measure of success. As such, this article proposes a framework to analyse gendered conditions of access to HE, referring to the various ways in which young people of different genders arrive in HE but with different gendered backgrounds behind them and different gendered expectations of their futures ahead of them, even when they were born into the same families and communities. Drawing on feminist sociological and poststructuralist thinking, the proposed framework promotes a refractive perspective to unpack the varied gendered influences that shape young people's educational trajectories. The article illustrates the framework with the case of the north-Indian state of Haryana, based on an in-depth mixed-methods empirical study of gendered HE access in government colleges. The analysis reveals enduring gendered disparities that are otherwise masked by the use of GPI, including gendered differences in the perceived purpose of HE for young people, which results in differentiated prioritisation of e.g. quality of institution or subject choice. The article aims to provide future studies in this area with a framework that can be applied in and beyond the Indian context. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Gendered conditions of higher education access: advancing a gender prism analytic through the case of Haryana, India.
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  Data: <searchLink fieldCode="AR" term="%22Henderson%2C+Emily+F%2E%22">Henderson, Emily F.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sabharwal%2C+Nidhi+S%2E%22">Sabharwal, Nidhi S.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Jul2025, Vol. 77 Issue 5, p1460-1479. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender%22">Gender</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink><br /><searchLink fieldCode="DE" term="%22Prisms%22">Prisms</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Haryana+%28India%29%22">Haryana (India)</searchLink><br /><searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article argues that a holistic, nuanced analytical framework for analysing gender and access to higher education (HE) would be of great benefit to the field, especially in an era where many country contexts are declaring that gender inequalities in HE access are solved due to the use of the gender parity index (GPI) as a measure of success. As such, this article proposes a framework to analyse gendered conditions of access to HE, referring to the various ways in which young people of different genders arrive in HE but with different gendered backgrounds behind them and different gendered expectations of their futures ahead of them, even when they were born into the same families and communities. Drawing on feminist sociological and poststructuralist thinking, the proposed framework promotes a refractive perspective to unpack the varied gendered influences that shape young people's educational trajectories. The article illustrates the framework with the case of the north-Indian state of Haryana, based on an in-depth mixed-methods empirical study of gendered HE access in government colleges. The analysis reveals enduring gendered disparities that are otherwise masked by the use of GPI, including gendered differences in the perceived purpose of HE for young people, which results in differentiated prioritisation of e.g. quality of institution or subject choice. The article aims to provide future studies in this area with a framework that can be applied in and beyond the Indian context. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00131911.2024.2325066
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 1460
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      – SubjectFull: Young adults
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Gender
        Type: general
      – SubjectFull: Empirical research
        Type: general
      – SubjectFull: Prisms
        Type: general
      – SubjectFull: Haryana (India)
        Type: general
      – SubjectFull: India
        Type: general
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      – TitleFull: Gendered conditions of higher education access: advancing a gender prism analytic through the case of Haryana, India.
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            NameFull: Henderson, Emily F.
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            NameFull: Sabharwal, Nidhi S.
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            – D: 01
              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
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