The Research Dialogue

Author(s): Rama Negi¹, Prof. Satveer Barwal²

DOI: https://doi.org/10.64880/theresearchdialogue.v4i4.28

Abstract

This study examines how cultural beliefs and geographical distance shape the participation of tribal girls in higher education in Kinnaur District, Himachal Pradesh, a high-altitude Scheduled Tribe region where the female literacy rate stood at 70.96 percent in 2011. The objective was to assess the influence of traditional gender norms and the remoteness of institutions on girls’ transition to college. Using a descriptive cross-sectional design, data were collected from 200 respondents across selected villages through a structured questionnaire and analysed using percentage analysis, chi-square tests and correlation. The hypothesis predicted that both cultural beliefs and distance significantly constrain participation. Results indicate that early-marriage expectations, son-preference in resource allocation and the absence of nearby colleges depress enrolment, while parental education and exposure act as facilitators. Chi-square tests confirmed significant associations between distance, cultural attitudes and participation. The study concludes that improving local institutional access and addressing entrenched gender beliefs are jointly necessary to raise tribal girls’ higher education participation, supporting Sustainable Development Goal 4 in Himalayan tribal contexts.

Keywords: tribal girls, higher education, cultural beliefs, geographical distance, Kinnaur