A DISSERTATION

ON
ROLE OF PARENTS IN THE GENDER SOCIALISATION
OF CHILDREN: A STUDY IN JANHAPADA VILLAGE,
BARGARH DISTRICT, ODISHA

A Dissertation submitted in
Partial fulfilment of the requirements for the degree of

MASTER OF MASTER OF ARTS IN SOCIOLOGY

SOCIOLOGY

Sambalpur University
2021

Under the guidance of: Submitted by:

Dr. Saswat Ch. Pujari Suman Agrawal
Asst. professor Roll no. 18S19SO20
P.G. Dept. of Sociology Regd no.

POST GRADUATE DEPT. OF SOCIOLOGY

SAMBALPUR UNIVERSITY, JYOTI VIHAR,
BURLA, ODISHA – 768019
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Dr. Saswat Ch. Pujari
P.G. Department of Sociology
Sambalpur University
Jyoti Vihar, Burla – 768019

……………………………………………………………………
……………....

CERTIFICATE
This is to certify that SUMAN AGRAWAL has done this dissertation

work entitled “ROLE OF PARENTS IN THE GENDER

SOCIALISATION OF CHILDREN: A STUDY IN ANHAPADA

VILLAG, BARGARH DISTRICT”. I further certify that this thesis is

the record of the original works conducted by me and that to the best of

my knowledge. No part of the context has been submitted to any other

institution/university before for award of any degree or diploma.

Date:
Place: Dr. Saswat Ch. Pujari

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 DEDICATED
TO
MY PARENTS
And
MY RESPECTED GUIDE

DECLRATION
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I Suman Agrawal a student of P.G. Department of Sociology do hereby declare
that the dissertation entitled “ROLE OF PARENTS IN THE GENDER
SOCIALISATION OF CHILDREN: A STUDY IN JANHAPADA
VILLAGE OF BARGARH DISTRICT” has been submitted in partial
fulfilment for the degree of Masters of Sociology. The dissertation is prepared by
my own efforts. All the information is true to the best of my knowledge.

Suman Agrawal
Roll No. -18S19SO20
P.G. Department of Sociology,
Sambalpur University

ACKNOWLEDGEMENT

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At the outset I express my deep sense of gratitude to my guide Dr.
Saswat Chandra Pujari for proper guidance, wholehearted
cooperation, constant encouragement & generous help that he has
provided me in the course of present work.

I am also highly obliged to my esteemed teacher Prof. T. Paltasingh for

their valuable suggestion & help during the dissertation work. Also, I
am very much thankful to all my classmates for their help & cooperation
to complete this successfully.

Suman Agrawal

PREFACE

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This dissertation focuses on the study of “ROLE OF PARENTS IN GENDER
SOCIALIZATION OF CHILDREN: A STUDY IN JANHAPADA VILLAGE
BARGARH DISTRICT”. This thesis gives detailed information about how the
parents play a vital role in the socialization process and how they teach their
children about gender roles.

Chapter 1 includes the introduction of the topic followed by review of literature.

Chapter 2 deals with the methodology part which describes about the samples and
techniques used the research study. Chapter 3 includes the description of the field
which has the map of the village, location, female and male population etc.
chapter 4 includes the demographic profile of the respondent which includes the
social background of the respondent followed by age, gender, caste, occupation,
income etc. of the respondent. Chapter 5 and 6 deals with the data analysis and
major findings of the research followed by suggestions and conclusion.

I shall be pleased and obliged if it gains the appreciation of the readers and
attracts further study on this subject.

Suman Agrawal

CONTENT

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CERTIFICATE
DECLARATION
ACKNOWLEDGMENT
PREFACE
CHAPTER. 1: INTRODUCTION
1.1 INTRODUCTION
1.2 REVIEW OF LITERATURE
1.3 GAPS IN LITERATURE
1.4 SOCIOLOGICAL RELEVANCE
1.5 OBJECTIVES
1.6 LIMITATIONS OF THE STUDY
1.7 CONCLUSION

CHAPTER. 2: METHODOLOGY

2.1 INTRODUCTION

2.2 RESEARCH DESIGN

2.3 SAMPLING

2.4 SAMPLE SIZE

2.5 TOOLS OF DATA COLLECTION

2.6 DIFFICULTIES ENCOUNTERED

2.7 CONCLUSION

CHAPTER. 3: DESCRIPTION OF THE FIELD

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 3.1 INTRODUCTION

3.2 MAP OF INDIA

3.3 MAP OF ODISHA

3.4 MAP OF BARGARH DISTRICT

3.5 SOCIAL MAP OF JANHAPADA VILLAGE

3.6 LOCATION OF THE VILLAGE

3.7 HAMLETS

3.8 HISTORY OF THE VILLAGE

3.9 AGE WISE DISTRIBUTION OF POPULATION

3.10 GENDER WISE DISTRIBUTION OF POPULATION

3.11 CASTE WISE DISTRIBUTION OF POPULATION

3.12 TYPES OF HOUSES

3.13 INFRASTRUCTURE FACILITY OF VILLAGE

3.14 OCCUPATION WISE DISTRIBUTION OF POPULATION

3.15 INCOME WISE DISTRIBUTION OF POPULATION

3.16 HEALTH PROBLEMS ENCOUNTERED IN VILLAGE

3.17 GOVT SCHEMES AVAILABLE AT HOME

3.18 CONCLUSION

CHAPTER. 4: DEMOGRAPHIC PROFILE OF THE

RESPONDENT
4.1 INTRODUCTION

4.2 GENDER OF THE RESPONENTS

4.3 AGE OF THE RESPONDENTS

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 4.4 CASTE OF THE RESPONDENTS

4.5 FAMILY TYPE OF THE RESPONDENTS

4.6 OCCUPATION OF THE RESPONDENTS

4.7 INCOME OF THE FAMILY

4.8 EDUCATION QUALIFICATION OF THE RESPONDENTS

4.9 CONCLUSION

CHAPTER. 5: DATA ANALYSIS

5.1 INTRODUCTION

5.2 PARENTS VISION ABOUT CHILDREN CAREER

5.3 CHILDREN SPENDING THEIR LEISURE TIME

5.4 COLOUR LIKED BY CHILDRENS

5.5 EDUCATIONAL PERFORMANCE OF CHILDREN

5.6 HOW CHILDREN GOES OUT

5.7 CHILDREN & DECISION MAKING PROCESS

5.8 PARENTS VISION REGARDING MARRIAGE OF CHILDREN

5.9 PARENTS VISION ON DOMESTIC WORK

5.10 CHILDREN & EXTRA-CURRICULAR ACTIVITIES

5.11 CONCLUSION

CHAPTER. 6: FINDINGS, SUGGESTION & CONCLUSION

6.1 FINDINGS

6.2 SUGGESTION

6.3 CONCLUSION

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REFERENCES
APPENDIX 1: INTERVIEW SCHEDULE
APPENDIX 2: PHOTO GALLERY

LIST OF TABLES
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SL.NO. TABLE NO. CONTENT PAGE NO.
1 Table no. 3.9 Age wise distribution of 29
population

2 Table no. 3.10 Gender wise distribution of 30

population

3 Table no. 3.11 Caste wise distribution of 31

population

4 Table no. 3.12 Types of houses 32

5 Table no. 3.13 Infrastructure facility of village 32

6 Table no. 3.14 Occupation wise distribution of 33

population

7 Table no. 3.15 Income wise distribution of 34

population

8 Table no. 3.16 Health problems encountered in 35

village

9 Table no. 3.17 Govt. schemes available at 35

village

10 Table no. 4.2 Gender of respondents 37

11 Table no. 4.3 Age of the respondents 37

12 Table no. 4.4 Caste of the respondents 38

13 Table no. 4.5 Family type of the respondents 39

14 Table no. 4.6 Occupation of respondents 39

15 Table no. 4.7 Income of the family 40

16 Table no. 4.8 Education qualification of the 40

respondent

17 Table no. 5.2 Parents vision about children 42

career

18 Table no. 5.3 Children spending their leisure 43

time

19 Table no. 5.4 Color liked by children 44

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 20 Table no. 5.5 Educational performance of 45
children

21 Table no. 5.6 How children goes out 46

22 Table no. 5.7 Children & decision making 46

process

23 Table no. 5.8 Parents vision regarding 47

marriage of children

24 Table no. 5.9 Parents vision on domestic work 48

25 Table no. 5.10 Children & extra-curricular 49

activities

CHAPTER 1
INTRODUCTION
1.1 INTRODUCTION:

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 Every society is faced with the necessity of making a responsible member out of each
child born into it. The child must learn the expectations of the society so that is behavior can be
relied upon. Socialization is a process with the help of which a living organism is changed into a
social being. It is a process through which the younger generation learns the adult role which it
has to play subsequently. Human beings that belong to different societies have varied
perceptions, opinions, and manners towards socializing with the same or opposite sex.
Categorized in the main gender types, male and females are known to react in different ways
when given and exposed to same situation. The process of socialization is not equal for all; as
girls and boys are socialize differently. Regardless of the cultural norms and mores of any
society in particular, interaction with peers, family, classmates and other people depends on the
male’s and female’s orientation in gender socialization and gender roles. During childhood when
an infant is born they are socialised regarding their gender, they have different roles to play in
society according to their gender.

SOCIALISATION: In a society, the way of an individual’s thinking, activities and

behaviour, etc. are influenced mainly by the process of socialisation. Socialization processes are
fundamental to the life of community. The society moulds the individual from the time of their
birth in the way it wants the individual to be. Socialization refers to the lifelong process of
inheriting and disseminating norms, customs and ideology, providing an individual with the skill
and habits necessary for participating with in his or her own society. Socialization is a process of
cultural learning whereby a new person acquires necessary skills and education to play a regular
part in a social system. It is the process of fitting individuals into particular forms of group life,
transforming human organism into social being and transmitting established cultural traditions. It
has been noticed that children, with the growth of age, develop a sense about themselves and
their expected roles in the society through the process of socialisation. It is the process of social
learning. Through this process an individual is inducted into the social world. Through this
process, a child becomes an individual respecting their environment, law, norms and customs.

GENDER SOCIALISATION: The concept of gender is considered as a set of social

practices which influence the life of both male and female in the society. According to
Greenglass, ‘sex’ refers to person biological status, whereas, ‘gender’ represent a person’s
learned or cultural status. It has also been stated by Anthony Giddens and Sutton (2014) that sex

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refers to physical reference of the body and gender refers to the psychological, social and cultural
aspects of the male and female. Gender refers to the behavioural characteristics of an individual
regarding an individual’s essence of womanhood or manhood, masculinity or femininity.
Gender describes the different social practices, expectations and idea that are associated with
masculinity and femininity. Gender socialization is the process by which individuals are
informed about the norms and behaviours associated with their assigned sex, usually during
childhood development. Gender socialisation is the process of learning the social expectations
and attitudes associated with one’s sex. Sociologists explain through gender socialisation why
human males and females behave in different ways; they learns social roles.

Hensley contends that “an important part of socialization is the learning of culturally
defined gender roles.” Gender socialization refers to the learning of behavior and attitudes
considered appropriate for a given sex. Boys learn to be boys and girls learn to be girls. Gender
socialization is a “process by which individuals develop, refine and learn to ‘do’ gender through
internalizing gender norms and roles as they interact with key agents of socialization, such as
their family, social networks and other social institutions”. The behaviour that is seen to be
appropriate for each gender is largely determined by societal, cultural and economic values in a
given society. For very young children parents and family play the central role in shaping gender
socialization. They determine how the family interacts with a boy as well as the types of toys and
clothes that the baby is given.

ROLE OF PARENTS IN GENDER SOCIALISATION: Parents plays a very

significant role in gender socialization. As parents are present in a child’s life from the
beginning, their influence in a child’s early socialization is very important, especially in regards
to gender roles. Parents have informal control over its members. Parents act as a transmission
belt between the individual and society. It trains the younger generation in such a way that it can
take the adult roles in proper manner. Sociologists have identified four ways in which parents
socialize gender roles in their children: Shaping gender-related attributes through toys and
activities, differing their interaction with children based on the sex of the child, serving as
primary gender models, and communicating gender ideals and expectations.

1.2 RIVIEW OF LITERATURE:

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 The scientific inquires based on systematic thinking; factual observation and past experience
becomes a sound base of knowledge for the future research work to be undertaken. Review of
literature has not only widened to the understanding the theme related to the study, but also has
Sharpe the method of arranging the components in the framework of the study. Thus there are
some reviews related to the topic role of parents in gender socialization of children as following:

 Baker-Sperry (2007), discusses a study that was given out a group of elementary
children during their reading session. They went to the group to discuss to the Cinderella.
All the girls got excited, while many of the boys brushed it off and didn’t have much to
say about it for fear of being labelled feminine.

 Bell & Carver (1980), from birth, people are treated differently because of genitalia.
Male and female babies are dressed in different kinds and colors of clothing. Parents
respond differently to male and female infants.

 Derek H. Berg and Don A.K linger (2009) describes how we have stereotypical ideas of
what is considered male or female courses. The most predominate idea is that math is for
boys and reading is for girls, with this idea we have come to the conclusion that girls and
boys do poorly in their so called gender specific course. The depression occurs because
supposed to have an innate skill for and come to find out they don’t.

 Desai (1955), Joint family were inaccurate, if not wrong, owing to an incorrect
evaluation of what are considered to be the features or criteria of jointness Joint families
living which were the ideal is giving way to nuclear family types (Vogel and Bell: 2001).
Changing phase in socialization in Indian families (Somayali: 2000).

 Dhar, D., Jain, T., Jayachandran, S. 2018 “Intergenerational Transmission of Gender

Attitudes: Evidence from India.” study found a child’s gender attitudes were more likely
to be influenced by the attitudes of their parents. When a parent reported a particular
gender attitude, his or her child was 11 percentage points more likely to also hold that

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 attitude, suggesting that though “parents are an important factor in shaping children’s
attitudes”. Mothers had greater influence on the gender attitudes of both sons and
daughters compared to fathers: the authors suggest that this may be caused by the higher
amount of time mothers spent with their children relative to fathers, who are often
working or seeking work and absent from the home.

 Endendijk, J.J., Groeneveld M.G., Bakermans-Kranenburg M.J., Mesman J. 2016

“Gender-Differentiated Parenting Revisited: Meta-Analysis Reveals Very Few
Differences in Parental Control of Boys and Girls”. This meta-analyses of 126
observational studies sought to determine the extent to which parents treat sons and
daughters differently, reviewing their controlling behaviors and autonomy-supporting
behaviors. The rationale for the study is based on the theory that differentiated parenting
of boys and girls might be one mechanism to explain gendered differences in children’s
behavior.

 Ghamsari (1993) examined the "social role of the family in children". The result showed
that the more parents talk with their children and to have control and they teach their
children to be better community.

 Halpern, H.P., Perry-Jenkins 2015 “Parents’ Gender Ideology and Gendered Behavior
as Predictors of Children’s Gender-Role Attitudes: A Longitudinal Exploration”. This
longitudinal study explored how parent’s gender ideology and gender-based behavior
impacted comparably on their sons’ and daughters’ gender-role attitudes. The study
showed that when mothers were engaged in more traditional activities, such as
housework and childcare, their daughters demonstrated more knowledge of feminine
gender stereotypes – indicating that girls were more attuned to what they see their
mothers doing rather than what mothers might be saying about gender equality – while
their sons showed less knowledge of masculine behaviors.

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 Jaime L Marks, Chun Bun Lam & Susan M McHale (2009) gender role attitudes can
be learned from a variety of sources, but have such a huge impact that you might say they
play biggest role. Parents encourage children to gender specific and even behaviors are
either encouraged or frowned upon.

 Jane Sunderland (2006) describes how many fathers are left out of the loop when it
comes parenting aside as being a sidekick. There are four times as many books on
motherhood than there is on fatherhood and if a father is concluded he is usually just that
guy in the corner helping out. Basically, fatherhood is not being fully addressed which
can have deadly effects on how children infect view fatherhood. The article describes
how the mother has been given the title as main parent, where as the father is the part-
time parent.

 Kagesten A., Gibbs S., Blum R., Moreau C., Chandra-Mouli, Herbert A., Amin A.,
2016, “Understanding Factors that Shape Gender Attitudes in Early Adolescence
Globally: A Mixed-Methods Systematic Review”, findings indicate that boys and girls
differ in the way they endorse gender norms, and that these differences seem to be due to
the socialization processes experienced by each sex. Girls’ attitudes are more likely to be
shaped by how parents, siblings, peers and teachers manage their mobility, freedom,
sexuality and appearance, while boys’ attitudes are more strongly shaped by how their
peers reinforce stereotypically masculine attributes and behaviors. However, it was
reported that girls are less likely than boys to accept stereotypical inequitable gender
norms.

 Kurian and Ghosh: 1998, Sonawat:( 2001) Family as an institution plays an important
role in socialization of children Socialization of children in Indian families in traditional
settings tended to focus on socio-cultural continuality rather than change.

 Leaper, C. 2014, “Parents’ Socialization of Gender in Children”, the findings suggest

that there are several parental attitudes and behaviors which are likely to reinforce gender
stereotype in young children. These fall under five broad themes: language, expectations,

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 encouragement of certain tasks and activities, types of play and play materials, and role
modeling.

 Lois J. Smith (1994) found that children aged 2 through 11 were exposed to move than
20,000 television advertisements a year and that many images that children are being
shown to be ones roles. 70% of the time girls were seen in ads at home playing with their
toys. Boys were usually most of the time outside the home engaged in sports or other
aggressive behaviors.

 Mahboubeh Delavari (2011) examined ways of parenting and found that different
parenting styles in families with different effects on the formation of character and
upbringing and development of social, emotional, intellectual, emotional and children.

 Marcela Raffaelli, Lenna L Ontai (Sex Roles, 2004) explains that male and female
described different experiences of household activities, socialization of gender-typed
behavior, and freedom to pursue social activities or gain access to privileges. Parental
characteristics, particularly gender role attitudes, were linked to gender related
socialization.

 Paul D Hasting, Kelly E. Mcshane, Richard Parker (2007) parents play a huge role on
the lives of children and how they view the world. It discusses how parenting style
socialize children’s behaviours in to becoming a girl or boy. Ever since we were babies
we have been taught what is male and what is female. They describe in the article that
even by toddlerhood we are able to distinguish masculine and feminine characteristics
and what we start to identify our own gender by the time we are in preschool. In addition,
girls are encouraged to be compassionate and nurturing while boys are encouraged to be
more assertive.

 Peggy J. Cantrell (2001) found that commercial is indeed gender stereotyped and
behaviours are reinforced through these ads. The boys in the ads came off as more
aggressive and were placed in settings outside of the house, where as the girls were
indoors playing with dolls. But, what was most fascinating about this article was when

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 they wished to play with more 74% of children wanted to play with the boy toys.
Whereas 33% wanted to play with the girl toys.

 Platt, L., Polavieja, J. 2016, “Saying and Doing Gender: Intergenerational Transmission
of Attitudes towards the Sexual Division of Labor”, the study asserts that the parent-to-
child intergenerational transmission of attitudes and parental behaviors: moreover that
attitudes formed in childhood persist into adult life are likely to be part of the cause of
persistent inequalities in paid and unpaid work.

 Shariat (1997) studied the "Compare social development and academic achievement of
children of broken families with children joined up". The results showed that children
from disrupted families compared with children of coherent significantly in terms of
social development are at a lower level.

1.3 GAPS IN LITERATURE:

More research is needed that addresses the extent and the manner by which parents
influence their children’s gender development. Previous research has been largely based on
correlational designs that do not prove causations. Some association in behavior between parents
and their biological children may be due to shared genetic influences. The relative importance of
parents needs to be examined in more depth. In addition, more research needs to consider
indirect forms of parental influence.

1.4 SOCIOLOGICAL RELEVANCE:

Socialization is a process with the help of which a living organism is changed into a
social being and learns the norms of the society. But humans are socialized differently according
to their gender. Parents play a major role in teaching their children about the gender roles. Due to
different gender roles various discrimination arises in the society which further leads to violence
and creates stratification in the society.

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 For a better development of the society it is very necessary to address that how parents
are socializing their children, are they still teaching them gender roles or they are promoting a
gender neutral society.

1.5 OBJECTIVES:
 To study the socio-economic background of the respondents.

 To know the role of parents towards socialization process of children.

 To examine the perspective of parents regarding their male and female child.

 To know the perspectives of parents about the career and education of children.

1.6 LIMITATION OF THE STUDY:

 The study is limited to a particular area of Janhapada village.

 The study only focuses on the process of gender socialization given by parents and not
the other agents who are also responsible for this.
 The study only focuses on how children are learning gender roles by ignoring the
possible solution to promote a gender neutral society.

1.7 CONCLUSION:
After reviewing the related research literature, it was found that a
considerable number of research studies were conducted in this field. But the results of
these studies fluctuate from one study to another significantly. The socializing pattern of
parents differs from one another based on their social, economic position in the society.

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 CHAPTER 2

METHODOLOGY

2.1 INTRODUCTION:

Research method is of utmost importance in a research process. Research is a serious

academic activity with a set of objectives to explain or analyses or understands a problem or
finding solution(s) for the problem(s) by adopting a systematic approach in collecting,
organizing and analyzing the information relating to the problem. Research in common parlance
refers to a search for knowledge. Once can also define research as a scientific and systematic
search for pertinent information on a specific topic. In fact, research is an art of scientific
investigation. The Advanced Learner’s Dictionary of Current English lays down the meaning of
research as “a careful investigation or inquiry especially through search for new facts in any
branch of knowledge.” It is actually a voyage of discovery. We all possess the vital instinct of
inquisitiveness for, when the unknown confronts us, we wonder and our inquisitiveness makes us
probe and attain full and fuller understanding of the unknown. This inquisitiveness is the mother
of all knowledge and the method, which man employs for obtaining the knowledge of whatever
the unknown, can be termed as research.

Research is an academic activity and as such the term should be used in a technical sense.
D. Slesinger and M. Stephenson in the Encyclopedia of Social Sciences define research as “the
manipulation of things, concepts or symbols for the purpose of generalizing to extend, correct or
verify knowledge, whether that knowledge aids in construction of theory or in the practice of an
art.” Research is, thus, an original contribution to the existing stock of knowledge making for its
advancement. It is the pursuit of truth with the help of study, observation, comparison and
experiment. In short, the search for knowledge through objective and systematic method of
finding solution to a problem is research.

The purpose of research is to discover answers to questions through the application of

scientific procedures. The main aim of research is to find out the truth which is hidden and which
has not been discovered yet.

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2.2 RESEARCH DESIGN:

The formidable problem that follows the task of defining the research problem is the
preparation of the design of the research project, popularly known as the “research design”.
Decisions regarding what, where, when, how much, by what means concerning an inquiry or a
research study constitute a research design. “A research design is the arrangement of conditions
for collection and analysis of data in a manner that aims to combine relevance to the research
purpose with economy in procedure.” In fact, the research design is the conceptual structure
within which research is conducted; it constitutes the blueprint for the collection, measurement
and analysis of data.

Research design is needed because it facilitates the smooth sailing of the various
research operations, thereby making research as efficient as possible yielding maximal
information with minimal expenditure of effort, time and money. Just as for better, economical
and attractive construction of a house, we need a blueprint (or what is commonly called the map
of the house) well throughout and prepared by an expert architect, similarly we need a research
design or a plan in advance of data collection and analysis for our research project. Research
design stands for advance planning of the methods to be adopted for collecting the relevant data
and the techniques to be used in their analysis, keeping in view the objective of the research and
the availability of staff, time and money. Preparation of the research design should be done with
great care as any error in it may upset the entire project. Research design, in fact, has a great
bearing on the reliability of the results arrived at and as such constitutes the firm foundation of
the entire edifice of the research work.

In my study I used both exploratory and descriptive research design.

2.3 SAMPLING:

All items in any field of inquiry constitute a ‘Universe’ or ‘Population.’ A complete

enumeration of all items in the ‘population’ is known as a census inquiry. It can be presumed that
in such an inquiry, when all items are covered, no element of chance is left and highest accuracy
is obtained. But in practice this may not be true. Even the slightest element of bias in such an
inquiry will get larger and larger as the number of observation increases. Moreover, there is no

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way of checking the element of bias or its extent except through a resurvey or use of sample
checks. Besides, this type of inquiry involves a great deal of time, money and energy. Therefore,
when the field of inquiry is large, this method becomes difficult to adopt because of the
resources involved. Perhaps, government is the only institution which can get the complete
enumeration carried out. Even the government adopts this in very rare cases such as population
census conducted once in a decade. Further, many a time it is not possible to examine every item
in the population, and sometimes it is possible to obtain sufficiently accurate results by studying
only a part of total population. In such cases there is no utility of census surveys.

2.4 SAMPLE SIZE:

This refers to the number of items to be selected from the universe to constitute a
sample. This a major problem before a researcher. The size of sample should neither be
excessively large, nor too small. It should be optimum. An optimum sample is one which fulfills
the requirements of efficiency, representativeness, reliability and flexibility. While deciding the
size of sample, researcher must determine the desired precision as also an acceptable confidence
level for the estimate. The size of population variance needs to be considered as in case of larger
variance usually a bigger sample is needed. The size of population must be kept in view for this
also limits the sample size. The parameters of interest in a research study must be kept in view,
while deciding the size of the sample. Costs too dictate the size of sample that we can draw. As
such, budgetary constraint must invariably be taken into consideration when we decide the
sample size.

50 sample sizes were taken from both male and female of the household. The sample was
selected by stratified random sampling techniques taken from the census schedule. The
stratification was done based on the family having children of both gender. Than simple random
sampling technique is used based on the stratified sampling to get the data.

2.5 TOOLS OF DATA COLLECTION:

The task of data collection begins after a research problem has been defined and research
design/ plan chalked out. While deciding about the method of data collection to be used for the
study, the researcher should keep in mind two types of data viz., primary and secondary. The

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primary data are those which are collected afresh and for the first time, and thus happen to be
original in character. The secondary data, on the other hand, are those which have already been
collected by someone else and which have already been passed through the statistical process.
The researcher would have to decide which sort of data he would be using (thus collecting) for
his study and accordingly he will have to select one or the other method of data collection. The
methods of collecting primary and secondary data differ since primary data are to be originally
collected, while in case of secondary data the nature of data collection work is merely that of
compilation.

 PRIMARY DATA COLLECTION: Interview schedule, observation, focused group

discussion and face to face interaction methods were used for primary data collection. In
the interview schedule both close ended and open ended questions were used based on
the objective of the study to get the primary data.

 SECONDARY DATA COLLECTION: The secondary data are collected from books,
journals, articles, and from anganbadi centre, RI office, and panchayat office.

After the completion of data collection, the data were coded according to the requirement.
All the data collected through interview schedule convert into a form that pattern permits
statistical tabulation, usually this mean that all the information would be translated in a
numerical form which fascinated data analysis. The data collected are manually tabulated. The
data were centered in the master table on the basis of all the answer of a question simple
frequency table were made.

2.6 DIFFICULTIES ENCOUNTERED:

In every research work it is a common thing that a researcher would must face some
difficulties in the field. During my field work in Janhapara village, Bargarh, Odisha, I faced
some difficulties while collecting data. The total time I spend in the field was 12 days.

As the study was a unique one for the respondents most of them were showing great
enthusiasm in giving information besides questioning the researcher a number of times on

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various things. In certain places interviews were held for more than two hours. In the case of
getting annual income particulars most of the people have not revealed their correct income.
However cross questions were put to them and elicited the maximum information.

2.7 CONCLUSION:

Methodology is the things which make the research empirically verified and
scientifically relevant. In social sciences research 100 percentage prediction is not give the
correct and liable information. To reduce the inaccuracy, the method, tools and techniques of
data collection is necessary.

CHAPTER 3

DESCRIPTION OF THE FIELD

3.1 INTODUCTION:
The description of the field gives us the overall knowledge regarding the area of study,
the population, religion and culture, natural resources, education facilities, health facilities and
the infrastructural facilities in the area and also communication available to the area. This
chapter deals with the field of social research which is important for human beings and its
systematic manifestation. The Important aspect of field work is the training of adjustment in
alien situation and to find out the local problems with the help of various tools and techniques.
Village means group of people living in restricted area separated from other group. They are
mainly depended upon agricultural activities.

We went to the janhapada village for our field study. We resides for 12 days in the village
and interact with various experienced person. The people of the village were very cooperative
and helpful. They support us in the entire process of our research. Interacting with various types
of people we are able to know different problems they are facing and how they are managing the
things. We also learn various thing about their culture, their living pattern etc.

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3.2 MAP OF INDIA:

3.3 MAP OF ODISHA:

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3.4 MAP OF BARGARH DISTRICT:

Bаrgаrh district is situated on the western part of Оdisha. It is linked with the state
headquarters, Bhubaneswar which is 370 KMs by road and rail. The district has been divided
into two subdivisions, namely, Bаrgаrh and Раdamрur. For revenue administration, the district
has been divided into 12 tehsils. For the maintenance of law and order, the district has been
divided into sixteen police stations. There are 12 СD Blocks. Bargarh municipality is the one
municipality in the District and 3 N.А.Сs are Bаrраli, Раdаmрur and Аttаbirа. There are total 268
Gram Panchayats and 1208 Revenue villages in the district.

Agriculture acts as the backbone of the economy of the Bargarrh district. Most of the
indigenous inhabitants in Bargarh district mainly practice crop cultivation, because of the
presence of natural drainage facilities.

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3.5 SOCIAL MAP OF JANHAPADA VILLAGE:

3.6 LOCATION OF THE VILLAGE:

Attabira block is one among the 12 blocks of Bargarh district and consist of 97 villages.
The janhapada village is one among them. Janhapada village is located in Attabira Tehsil of
Bargarh district in Odisha, India. It is situated 7km away from sub-district headquarter Attabira
and 18km away from district headquarter Bargarh. Janhapara is the gram panchayat of Janhapada
village. The total geographical area of village is 1677 hectares. Janhapada has a total population
of 7,210 peoples. There are about 1,777 houses in Janhapada village. Bargarh is nearest town to
Janhapada which is approximately 18km away.

Out of the large population a sample of 440 household were taken which is consist of 7
hamlets. The total population survey include 1709 in which 913 are male and 796 are female.

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3.7 HAMLETS:
There are 7 hamlets in Janhapada which is been surveyed. The 7 hamlets include Bandh
pada with 56 household, Harijan pada with 57 household, Luhura pada with 42 household,
Padhan pada with 113 household, Sahara pada with 57 household, Tali pada with 73 household
and lastly Mularbandh pada with 42 household.

3.8 HISTORY OF THE VILLAGE:

Every village has its own history, with the passage of time the history becomes vast and it
becomes a story for everyone. And the history of the village passes through generation to
generation. In course of time the history becomes a story. The village Janhapada has its own
history.

I have interacted with a number of people regarding the history of the village during the `12 days
of our fieldwork. From all those interaction I came to know that many years ago the village was
in a corner surrounded with dense forest. No one even knew about this village. One day at night
the Britishers were going on horseback on a road near that village. They were tired and they
wanted to take some rest. Than they saw that there was a place nearby which has illuminated by
the light of moon. They rested in the village. The village was still unknown to others. As the
Britishers knew for the first time about that place, they informed the king about it. By knowing
all this, the king names that place as JANHAPADA. From that day onwards people came to
know about this village and started residing there.

TABLE 3.9 AGE WISE DISTRIBUTION OF POPULATION:

AGE NUMBER PERCENTAGE

BELOW 10 199 11.64

11 – 20 YEARS 243 14.21

21 – 30 YEARS 306 17.9

31 – 40 YEARS 283 16.55

41 – 50 YEARS 282 16.5

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 51 – 60 YEARS 217 12.69

61 – 70 YEARS 103 6.02

71 – 80 YEARS 62 3.62

81 – 90 YEARS 10 0.58

ABOVE 90 YEARS 04 0.2

TOTAL 1709 100

TABLE 3.10 GENDER WISE DISTRIBUTION OF POPULATION:

SOCIAL SEX FEMALE % MALE %

GROUPS NUMBERS
GENERAL 468 219 46.79 249 53.2
OBC 544 253 46.5 291 53.49
SC 395 186 47.08 209 52.91

ST 302 138 45.69 164 54.3

TOTAL 1709 796 46.57 913 53.42

291

249 253
219 209
186
164
138

GENERAL OBC SC ST

FEMALE Column1

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TABLE 3.11 CASTE WISE DISTRIBUTION OF POPULATION:

CASTE NUMBER PERCENTAGE

GENERAL 117 26.59

OBC 142 32.27

SC 112 25.45

ST 69 15.68

TOTAL 440 100

To the Social group is an important factor to proceed any study, so in janhapada village
the maximum number of population belongs to OBC which constitute 33% and ST group are
very less in number which is consist of only 16%. The other two social group GENERAL and
SC are 27% and 26% respectively.

69

117

GENERAL
OBC
SC
112 ST

142

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TABLE 3.12 TYPES OF HOUSES:
TYPES OF HOUSE NUMBER PERCENTAGE
KACCHA HOUSE 147 33.4
PUCCA HOUSE 197 44.77

MIXED 96 21.81
TOTAL 440 100

TABLE 3.13 INFRASTRUCTURE FACILITY OF VILLAGE:

INFRASTRUCTURE NUMBER
PRIMARY SCHOOL 01

HIGH SCHOOL 01
PUBLIC HEALTH CENTRE (PHC) 01

POST OFFICE 01
REVENUE OFFICE 01

PANCHAYAT OFFICE 01
COMMUNITY CENTRE 04

ANGANBADI CENTRE 05
TEMPLE 04

POND 01
TUBE WELL 09

VILLAGE MARKET 01
MANDI

SHOP 10
TELECOM NETWORK (TOWER) 03

HOTEL 02

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TABLE 3.14 OCCUPATION WISE DISTRIUTION OF POPULATION:

OCCUPATION NUMBERS PERCENTAGE

FARMER 180 40.9

LABOUR 147 33.4

BUSINESS 22 5.0

PRIVATE JOBS 21 4.77

GOVERNMENT JOBS 40 9.09

OTHERS 30 6.81

TOTAL 440 100

OCCUPATION
Farmer Labour Business
Pvt. Jobs Govt. Jobs Others

7%
9%

5%
41% TABLE 3.15
5% INCOME WISE
DISTRIBUTION
OF
POPULATION:
33%

INCOME PER NUMBERS PERCENTAGE

MONTH
BELOW 10000 247 56.13

10001 – 20000 86 19.54

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 20001 – 30000 42 9.54

30001 – 40000 39 8.86

ABOVE 40000 26 5.9

TOTAL 440 100

INCOME PER MONTH

247
250

200

150

86
100

42 39
50 26

0
below 10000 10001-20000 20001-30000 30001-40000 above 40000

TABLE 3.16 HEALTH PROBLEMS ENCOUNTERED IN VILLAGE:

HEALTH PROBLEMS NUMBER

BLOOD PRESSURE 138

DIABETES 96

SKIN 97

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 ORTHO 73

GYNECOLOGY 36

ENT 06

EYE 51

OTHERS 36

TABLE 3.17 GOVERNMET SCHEMES AVAILABLE AT VILLAGE:

GOVT SCHEMES NUMBER PERCENTAGE

SWACCHA BHARAT 323 73.4

PM AWAS YOJNA 28 6.36

INDRA AWAS YOJNA 57 12.95

BIJU PAKKA GHAR 43 9.77

UJJWALA GAS 301 68.4

JANANI SURAKSYA 293 66.59

JONANA
MISSION 293 66.59
INDRADHANUSH
RATION CARD 326 74.09

3.18 CONCLUSION:-

From the above discussion we can have better understanding of the field area
Janhapada village which comprises of location and area, the population and income,
numbers of households, types of houses, the population and social groups, infrastructural
facilities and many more. It also helps to know about the types of caste structure in the
village.

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 CHAPTER. 4

DEMOGRAPHIC PROFILE OF THE RESPONDENTS:

4.1 INTRODUCTION:
Knowledge about the social background of the Respondent is an important part of
social science research. It not only helps the researcher to understand the respondents but
also to roughly judge the kind of replies that will originate from the latter. It also helps
the researcher in creating rapport with respondent. This chapter is devoted to the analysis
of socio-economic background of respondent on study. As man is a social being, they
needs better social and economic development for a better living in the society. It
provides multi-dimensional development of their personality.

The tables below reveal the background characteristics of the households.

Socioeconomic and demographic characteristics are presented in the table where
frequency of the households and its percentage have been given in respect with each
characteristic. Being a member of the household, a respondent can be influenced a lot
from the socioeconomic status and attitudes of family towards education and employment
of the individuals. Hence, it is imperative to give a first look over such characteristics of
the households. The explanation of 50 respondents’ families is given according to
socioeconomic characteristics.

TABLE 4.2 GENDER OF RESPONDENTS:

CATEGORY NUMBER PERCENTAGE

MALE 28 56
FEMALE 22 44

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 TOTAL 50 100

GENDER To understand the role of parents on the

socialization process of the children it is
MALE
FEMALE
very important to know the gender of the
44%
56%
parents, as father and mother have different
attributes towards their children. So here
the researcher has taken 50 respondents
under which 28 respondents are male which
constitute 56% and 22 respondents are female which constitute 44%.

TABLE 4.3 AGE OF THE RESPONDENTS:

AGE NUMBER PERCENTAGE

30 – 40 16 32.0
41 – 50 18 36.0
51 – 60 13 26.0
61 – 70 03 6.0
TOTAL 50 100

AGE OF RESPONDENT
The above table shows that among 50

18
respondent 16 respondent belong to 30 to
16 40 age group which consist of 32%, 18
13 respondent belongs to 41 to 50 age group
which consist of 36%, 13 respondents are
from 51 to 60 age group which consist of
26% and only 3 respondents are from 61 to
3
70 age group which is 6%.
30 - 40 years 41 - 50 years 51 - 60 years 61 - 70 years

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TABLE 4.4 CASTE OF THE RESPONDENTS:

CATEGORY NUMBERS PERCENTAGE

GENERAL 02 4.0
OBC 26 52.0
SC 14 28.0
ST 08 16.0
TOTAL 50 100

SOCIAL GROUPS
4% The caste of the respondent also determines the
16%
way they socialise their children. So it is
General
necessary to know the social background of the
OBC
SC respondent in which they belong. Here the
ST researcher found that among 50 respondent, 26
28% 52%
respondent belongs OBC which consist of 52%
and other categories like GENERAL, SC & ST
consist of 2, 14 and 8 respondent respectively.

TABLE 4.5 FAMILY TYPE OF THE RESPONDENTS:

FAMILY TYPE NUMBERS PERCENTAGE

JOINT FAMILY 09 18.0
NUCLEAR FAMILY 41 82.0
TOTAL 50 100

The tables shows that among the 50 respondents, 9 respondents have joint family and 41
respondents have nuclear family which consist of 18% and 82% respectively.

TABLE 4.6 OCCUPATION OF THE RESPONDENTS:

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 OCCUPATION NUMBER PERCENTAGE
SELF EMPLOYED 20 40.0
LABOUR 15 30.0
HOUSEWIFE 13 26.0
OTHERS 02 4.0
TOTAL 50 100

OCCUPATION

Among the 50 respondent, 20 respondent

2% Self Employed are self-employed which includes
26% Labour
41% farming and business and constitute 40%,
Housewife
Others 15 respondent are labourers which consist
30% of 30%, 13 respondent are housewife
which is 26% and other 4% perform
different work.

TABLE 4.7 INCOME OF THE FAMILY:

MONTHLY INCOME NUMBERS PERCENTAGE

100 – 5000 03 6.0
5001 - 10000 18 36.0
10001 – 20000 17 34.0
ABOVE 20000 12 24.0
TOTAL 50 100

The above table shows the monthly income of the family in which 3 families have monthly
income of rs.100 to 5000 which is 6%, 18 families have income up to 10000 which constitute
36%, 17 families have monthly income up to 20000 and 12 families have monthly income above
20000 which consist of 24%.

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TABLE 4.8 EDUCATION QUALIFICATION OF RESPONDENTS:

CATEGORY NUMBERS PERCENTAGE

PRIMARY 22 44.0

SECONDARY 18 36.0

HIGHER 05 10.0

NONE 05 10.0

TOTAL 50 100

The education qualification of the respondent has been mentioned in the above table. It shows
that 22 respondent have primary education, 18 respondent have secondary education, 5
respondent have higher education and other 5 respondent are illiterate.

4.9 CONCLUSION:

From the above study I concluded that this chapter is devoted to the analysis of socio-
economic background of respondent on study. As man is social being, he needs better social and
economic development for a better living in the society. It provides multi-dimensional
development of his personality. So before understanding a person it is necessary to understand
his/her demographic profile.

CHAPTER 5
DATA ANALYSIS
5.1 INTRODUCTION:
The quality and utility of monitoring, evaluation and research in our projects are
fundamentally relies on our ability to collect and analyses quantitative and qualitative data.

40 | P a g e
Monitoring and evaluation plans, needs assessments, baseline surveys and situational analyses
are all located within a project cycle and require high-quality data to inform evidence-based
decision-making and programmatic learning. To achieve this it is useful to reflect on research
practices, which in a monitoring, evaluation, accountability and learning context refers to the
systematic investigation of programs. Although this session targets monitoring and evaluation
specialists, it is framed by the research agenda and will build on your existing knowledge of
using different data collection methods in your project work. More specifically, we will discuss
the process of identifying research questions and selecting appropriate methodologies,
understanding the difference between quantitative and qualitative data, and associated benefits
and limitations.

We will give an overview of common methods and data analysis techniques for both
quantitative and qualitative research and finally discuss the interpretation of findings using
multiple data sources. The scope of this module is limited to concepts that will enable learners to
gain a broad understanding of the subject area. I collected data from Janhapara village of Bargarh
District, Odisha. After collection of both qualitative and quantitative data, the data analysis part
came.

TABLE 5.2 PARENTS VISION ABOUT CHILDREN’S CAREER:

CATEGORY BOYS % GIRLS %

FARMER 08 16.0 02 4.0

TEACHER 16 32.0 26 52.0

DEFENSE 03 6.0 NIL 00

BUSINESS 05 10.0 01 2.0

OWN CHOICE 14 28.0 13 26.0

OTHERS 04 8.0 08 16.0

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 TOTAL 50 100 50 100

VISION ABOUT CAREER

BOYS Column1

26
16

14
13
8

8
5

4
3
2

1
0

F ARME R T E ACHE R DE F E NSE B USI NE SS OWN OT HE RS

CHOI CE

The above table is about the views of parents regarding the career of their children. How
parents view the career of their children tells so much about how they are socialising their
children and how they have different career choices for their male and female child. The
researcher found that only 8 parents want their male child to be a farmer which is only 2 in
regard to girl child. Most of the respondent which includes 52% of respondent sees their girl
child’s career as a teacher which is the highest at the same time 32% parents views their male
child’s career as a teacher. 6% of the respondent wants their male child to join defence on the
other hand not a single parents want their girl child to join defence. Business as the career for
children is choses by 3 parents for their son but only a single parent choose business as a career
option for their daughter. 28% and 26% of parents want their son and daughter to choose their
own career according to their own choice respectively. Lastly 4 respondent are not sure about
their son’s career whereas 8 respondents want their daughter to marry and not to build any
career.

TABLE 5.3 CHILDREN SPENDING THEIR LEISURE TIME:

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 ACTIVITIES BOYS % GIRLS %

WATCHING TV 15 30.0 18 36.0

STUDIES 10 20.0 12 24.0

HOUSEHOLD WORK 02 4.0 13 26.0

OUTDOOR GAMES 23 46.0 07 14.0

TOTAL 50 100 50 100

23

18

15
13
12
10

2
Waching TV Study Household work Outdoor Games

BOYS GIRLS

The above table shows that how children spend their leisure time. The researcher found
that 36% girls spend their leisure time in watching TV, 12% in studies, 26% in doing household
works and only 14% in playing outdoor game. While 30% boys spend their time in watching TV,
20% in studies, and 4% boys are only doing household work and finally 46% boys are playing
outdoor games.

TABLE 5.4 COLOUR LIKED BY CHILDREN:

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 COLOUR BOY % GIRL %

BLACK 19 38.0 07 14.0

BLUE 17 34.0 12 24.0

PINK 02 4.0 16 32.0

GREEN 08 16.0 07 14.0

OTHERS 04 8.0 10 20.0

The researcher founds that 38% boys are liking black color while only 12% girls are in
favor of black color. At the same time the color liked the most by girls is pink which constitute
32% which is least liked by the boys and constitute only 4%. 34% boys show their likeness
towards blue color while only 24% girls chooses it. The color green is liked by 16% boys and
14% girls. 8% and 20% of boys and girls are in favor of others colors.

19
20
16
17
18

16
12
14
10
12
BOY
10 7 7 Column1
8
8

6 4
4 2
2

0
BLACK BLUE PINK GREEN OTHERS

TABLE 5.5 EDUCATIONAL PERFORMANCE OF CHILDREN:

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 The educational performance of the girls
are better than the boys as parents says that
58% of the girls are more sincere in
42% BOYS studies and have better performance in
58% GIRLS
their studies. The girl child agrees that
their parents support them in their career
building.

TABLE 5.6 HOW CHILDREN

GOES OUT:

CATEGORY BOYS % GIRLS %

WITH 03 6.0 39 78.0

ACCOMPANY

ALONE 47 94.0 11 22.0

The above table shows the movement of the children either with a accompany person or
alone. The researcher found that mostly the parents are not allowing their girl child to go out of
the home alone, 78% of the respondent agree with the fact that their daughter always go out with
a accompany person on the other hand 94% of parents allows their son to move out of the home
alone.

TABLE 5.7 CHILDREN AND DECISION MAKING PROCESS:

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 5

18

GIRLS
BOYS

NONE

45

The researcher found that 45 respondent are ready to allow their son to take their own
decision while only 18 respondent allow their daughter to take their own decisions regarding
their career, but 5 respondent claim that they don’t allow either the son or daughter to take their
decisions.

TABLE 5.8 PARENTS VISION REGARDING THE MARRIAGE OF

CHILDREN:

CATEGORY BOYS % GIRLS %

WHEN CHILD
IS 32 64.0 06 12.0
INDEPENDENT
WHEN THEY
FOUND A 06 12.0 36 72.0
GOOD
PARTNER
WHEN THEIR
CHILDREN 12 24.0 08 16.0
WISHES TO

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 The above table shows the data about the vision of parents regarding their children’s
marriage. What the parents think about the marriage of children gives a vast idea about the
thought process of parents and how they are socialising their children. 64% of respondent have
the opinion that the son should marry when they are economically independent and settled in
their life, whereas only 12% parents are agreeing with this. In the case of daughter’s marriage
72% parents says that they will marry their daughter when they found a good partner for her and
not wait for their economic independence. 24% and 16% parents claim that they will wait for
their son and daughter’s wish to get marry and give importance to their career respectively.

TABLE 5.9 PARENTS VIEWS ON DOMESTIC WORK:

CATEGORY NUMBERS PERCENTAGE

ONLY GIRLS 16 32.0

ONLY BOYS NIL 00

BOTH 28 56.0

NONE 06 12.0

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 12%

32%
ONLY GIRL
BOTH
NONE

56%

From the above table the researcher found out the parents thinking regarding the
domestic works. Maximum parents which constitute 56% claims that household work is a
necessity thing in everyone’s life there should be no discrimination regarding this, both girls and
boys should be able to do household chores. 16% parents view was that only girls should involve
in household work on the other hand not a single parent agrees with the opinion of only boys
doing the household activity as they believe it is the work of a women and their should be no
involvement of boys in this field.

TABLE 5.10 CHILDREN AND EXTRA-CURRICULAR ACTIVITIES:

CATEGORY BOYS % GIRLS %

IT SKILLS 29 58.0 12 24.0

DANCE/SING 02 4.0 04 8.0

TAILORING 04 8.0 14 28.O

ART & CRAFT 11 22.0 11 22.0

OTHERS 04 8.0 09 18.0

TOTAL 50 100 50 100

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 EXTRA-CURRICULAR ACTIVITIES
BOYS Column1

12

11
29
14
9
11
4
2 4 4
IT SKI L L S DANCE / SI NG T AIL ORI NG ART / CRAFT OT HE RS

The above table describes about the parents wish regarding the extra-curricular activities
in which they want to involve their children. 58% parents want their son to involve in IT skill
whereas 24% parents want their daughter in ITs. 2 and 4 respondent want to involve their son
and daughter in dancing and singing respectively. 28% parents want to involve their daughter in
tailoring works which is only 8% in boy’s case. By taking children’s hobbies into consideration,
22% parents respond that they want to involve their children in art and craft. Parents are of the
view that dancing and tailoring is more a feminine activity which suits the girls more. But they
are also of the opinion that in 21st century it is important to learn IT skills so whether it’s a boy or
girl they should learn it.

5.11 CONCLUSION:

From the above data analysis I concluded that data analysis is a necessary part in field
research. It helps to give a clear data through which I observe that the parents play a vital role in
the socialization process and teaching their children about the gender roles. Most of the
respondent are encouraging their daughter for study but at the same time they are also teaching
them that there are various gender norm present in the society and they should behave
accordingly. It is also found that the young parents with better education and economic resources

49 | P a g e
socializing their children differently as they don’t find any issue in involvement of their son in
domestFic work and they teach their son that it’s a basic necessity and everyone should learn it.
The researcher also observe that parents of lower strata wants to encourage both their children
but due to poor economic condition they can provide facilities to single children only. As parents
play a very important role in teaching their children about gender roles so it is necessary for the
parents to socialize their children in such a way that they will promote gender neutrality.

CHAPTER 6

FINDINGS, SUGGESTIONS AND CONCLUSION

6.1 FINDINGS:

 From all the above studies it is clear that there are different gender roles assigned to
children by their parents. As we can find that 52% of parents choose the profession of
teacher for their daughter by giving the reason that it is a better job option for girls. It is
also seen that not a single parent want their daughter to join defense and only 2%
respondent choose business as a profession for girls.

 Based on the research analysis it is found that 46% of boys spend their leisure time by
playing outdoor games. At the same time 86% girls spend their time inside the home
either doing household works, studying or playing indoor games. Parents says that they
don’t feel much comfortable outside the home.

 It is found out that boys love to watch and play things which are regarded as masculine in
nature like tractors, motorcycles, cricket etc. while girls are playing Barbie dolls, indoor
games, art and craft etc.

 When the likeness towards color is asked than 70% boys chooses black or blue color but
the girl’s likeness is more towards red and pink color. It is found that when a boy show
his likeness towards pink color than he is criticized by his friends for choosing a feminine
color.

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  Parents reveal that the educational performance of girls are better than boys, and they
encouraged for higher studies. But it is also found that in economically poor families girl
child are not getting much scope for their higher studies as from an early age they get
involved in household work.

 The research analysis shows that 45 parents allow their son to take their own decisions
but only 18 parents allow their daughter to do so.

 Regarding the marriage of their children 64% parents says that the son will marry when
he is economically independent, while 72% parents says that a girl should marry when
they find a good partner for her. On the other hand 28% parents give more importance to
girl’s career instead of her marriage.

 The research analysis reveals that 56% parents are teaching their children that household
work should be done by both girls and boys as it is not necessary that household work
should be done by girls only. But at the same time 32% parents think household work
should be limited to girls only.

 I found that parents are not directly teaching their children about gender roles but most of
the children are learning it by seeing their parents and imitating their behavior.

6.2 SUGGESTIONS:

 As much as 54% girls have better performance in studies and have interest in further
studies but due to family responsibility in early age they are lacking it. So there should be
some educational facilities in village so that they will be able to manage it.

 There is not a better transport facility in village because of which parents don’t feel
comfortable to leave their children outside for higher studies especially the girl child. So
the transport facility of the village should be improved so that all can easily move to other
areas for getting educational facilities.

 Parents should be aware to promote a gender neutral society in which there should be no
discrimination among boys and girls.

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  More parents have a fear regarding the security of their girl child so both parents and
children should be aware about the laws related to girls for their safety.

6.3 CONCLUSION:
Gender stereotypes are pervasive in contemporary Indian society. The socialization process gives much
priority to her future than to the present. A girl is trained to be a good wife at a very young age and
parents are expected to get them married as early as possible. The widespread prevalence of gender
bias in all spheres of life is a reflection of the deep-rooted gender inequalities that persist throughout
India. This is due to male patriarchy, a system of male dominance legitimized by the family and the
society through superior rights, privileges, authority and power. Parents justify the household level
discrimination against girls. The desire for a male child to continue the family lineage, the expectation of
old age security for parents and the inheritance of property in favor of boys, etc. are responsible for
discrimination against girls, which is the major hindrance for their overall development. Girls are
restricted at every moment of their life and deprived of opportunities like education; they are even
deprived of a chance to enjoy their childhood. Gender discrimination and gender inequality are not
something that women or men were born with, and it is not natural phenomena; it is a social
Discrimination that is controllable through improving awareness and having a neutral
socialization.

REFERENCES
 Alwin D.F (1988), “Trend in parental socialization value detroil”, American Journal of
sociology, Vol. 12, No.3, PP. 142-158

 Arnett JJ (2014) Socialization in emerging adulthood: from the family to the wider world,
from socialization to self- socialization. In: Grusec JE, Hastings PD (Eds) Hand-book of
socialization. Theory and research, 2nd edn. Guilford Publications, New York, pp. 85–
109.

 Baker-Sperry, Lori, “The Production of meaning through peer interaction: Children and
Walt Disney Cinderella.”Sex Roles, 56.11/12 (2007):717-727.

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POST GRADUATE DEPARTMENT OF SOCIOLOGY

SAMBALPUR UNIVERSITY
JYOTI VIHAR, BURLA (ODISHA)-768019
“ROLE OF PARENTS IN GENDER SOCIALIZATION OF CHILDREN:
A STUDY IN JANHAPADA VILLAGE OF BARAGARH DISTRICT”.

NAME………………….

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 PG. 4th SEMESTAR
ROLL No: ………….
INTERVIEW SCHEDULE

SL No … STARTING TIME………………
SL No. Census …………. Date………………………………
Code……………………….
A.GENERAL BACKGROUND:
 NAME………………………………………………………………………………….
 AGE………………………………..
 SEX…………………………………
 CASTE…………………………….
 RELIGION………………………..
 VILLAGE………………………….
 HAMLET………………………….
 PANCHYAT………………………
 BLOCK…………………………….
 DISTRICT…………………………

B. Family Particulars :

Sl. Relation Sex Age Marital Education Occupation and Income Total
No with HOH Status Primary Annual Secondary Annual Annual
Income Income Income
1

2
3
4
5
6

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7
8

Questions for parents:

1. What is your occupation?
a) Govt. Employee b) Self-employed c) Housewife d) others specify ____
2. What is your educational qualification?
a) Primary b) secondary c) higher d) none
3. What is your monthly income?
a) 100-5000 b) 5000 - 10000 c) 10000 - 20000 d) more than 20000
4. How many children do you have?
a) Two b) Three c) Four d) > 4
5. What is education qualification of your children?
1) Primary 2) Secondary 3) Higher

6. What your children do at leisure time?

Activities Child 1 Child 2 Child 3 Child 4
(boy/girl) (boy/girl) (boy/girl) (boy/girl)
Study
Watch TV
Outdoor
games
Indoor games
Household
work

Career plan for children:

7. What is your vision for your children career?

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 Child 1 Child 2 Child 3 Child 4
(Boy-Girl) (Boy-Girl) (Boy-Girl) (Boy-Girl)

8. has your children attended school/college last year?

Yes / No
If No, than why?
9. Who has better performance in studies among your children?
a) Boy b) Girl c) Both d) None
10. Do you allow your children to go out for educational purpose?
Yes / No
If YES, whom you will allow?
11. Will you encourage your children for higher education? Yes / No
If yes, whom you will encourage?
12. Why you will favor your children for higher education?
Boy:
Girl:
13. Do you allow your children to go out for work purpose? Yes/No
If YES, whom you will allow?
a) Boy b) Girl
14. How does your Boy child go out?
(1) With accompanying person
(2) Alone

15. How does your Girl child go out?

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(1) With accompanying person
(2) Alone

16. Whom you choose for the domestic work?

a) Boy b) Girl
17. Will you allow your boy child to do domestic work? Yes / No
18. Which of your children attends late night functions?
a) Boy b) Girl c) Both d) None
19. In whom education more money is spend?
a) Boy b) Girl

Future plan:
20. Do you allow your children to choose the role model?
Yes / No
If Yes, whom you allow?
21. Which job is appropriate for your children according to you?
Boy:
Girl:
22. What is the ideal age of marriage for the children according to you?
Boy: a) when you found a good partner b) when your child is independent
C) When he wishes to get married d) others specify _______
Girl: a) when you found a good partner b) when your child independent
C) When she wishes to get married d) others specify_______
23. Apart from studies, what are the extracurricular activities in which you want
to involve your children?
Boy: a) IT skills b) dance /sing c) tailoring d) others specify _______

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Girl: a) IT skills b) dance/sing c) tailoring d) others specify ______
24. Do you allow your children to take their own decisions? Yes / No
If Yes, who you allow and why?

25. Which of your children is more active on social media?

a) Boy b) Girl c) Both d) None
26. How your children spend money?
Boy : a) study materials b) dress & stationary c) food d) mobile recharge
e) sports f) others specify ____
Girl: a) study materials b) dress & stationary c) food d) mobile recharge
e) Sports f) others specify____
27. What is the behavior of parents towards their children?
Boy:
Girl:
28. Do you find any kind of gender discrimination in your locality? Yes / No
If yes, what are those?
29. Do have any suggestions regarding gender socialization?

Comment of the Respondent:-

Comment of the Researcher:-

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Signature of Supervisor Signature of Researcher

Closing Time:-

PHOTO GALLERY

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