By: Dr.Rajkumar Singh
Public perception about the girl child varies significantly across different cultures, societies, and regions. In many parts of the world, there is a growing recognition of the importance of educating girls. Educating girls is seen as a key to economic development and social progress. Campaigns like “Malala Fund” and “Because I am a Girl” by Plan International have raised global awareness about the need to invest in girls’ education.
There is increasing support for gender equality, with movements advocating for equal rights, opportunities, and treatment for girls and women. Legal reforms in many countries aim to protect the rights of the girl child, including laws against child marriage, female genital mutilation (FGM), and gender-based violence.
Unfortunately, in some cultures, girls are still seen as less valuable than boys, leading to practices like sex-selective abortions and preference for male children. Traditional roles often limit girls’ opportunities, keeping them confined to domestic duties and denying them the same educational and professional opportunities as boys.
Girls face higher risks of violence, including sexual abuse, trafficking, and exploitation. This violence can occur in homes, schools, and communities. Discriminatory practices, such as dowry systems and child marriages, persist in certain regions, severely impacting the lives of girl children. Girls, in many parts of the world have less access to healthcare, nutrition, and education compared to boys. This disparity can lead to long-term negative impacts on their health and well-being.
Generally, poverty exacerbates these issues, with families often prioritizing limited resources for boys. Public perception of the girl child is complex and multifaceted, shaped by a mix of cultural, economic, and social factors. While significant progress has been made in many areas, substantial challenges remain. Efforts to improve the status and perception of girl children must continue to be comprehensive, involving education, legal reforms, community engagement, and international cooperation. The goal is to create a world where girls are valued equally and have the same opportunities to thrive as boys.
The perception of the girl child in ancient and medieval times was influenced by a variety of cultural, religious, and societal factors. In Mesopotamian culture, girls were often viewed as property of their fathers or husbands. Their primary roles were domestic, involving household chores and childbearing. Legal codes like the Code of Hammurabi included provisions for the protection of women, but also reinforced patriarchal structures.
Egyptian society showed somewhat more progressive attitudes toward women and girls compared to other ancient civilizations. Women could own property, inherit, and engage in business. While girls were still expected to fulfil traditional roles, they had more legal rights and social status.
In classical Athens, girls received minimal education and were largely confined to domestic roles. They were considered under the guardianship of their male relatives. In contrast, Spartan women had more freedom and responsibilities, reflecting a different societal structure. Roman girls had slightly more freedom compared to their Greek counterparts, with some access to education, especially in affluent families. However, they were still expected to marry and manage households, often at young ages.
In ancient India, girls were generally regarded as inferior to boys, and practices like dowry and child marriage were prevalent. Hindu scriptures often emphasized the importance of women as mothers and wives, though some texts also highlighted the spiritual importance of women. Confucian principles dominated Chinese society, emphasizing a hierarchical structure with women subordinate to men. Girls were often seen as less valuable than boys, primarily due to their perceived inability to contribute economically to the family.
In medieval Europe, the perception of girls was largely shaped by the feudal system and the Church. Girls were expected to marry and produce heirs. Noble families might educate their daughters to some extent, especially in manners, household management, and sometimes in literacy. Peasant girls had fewer opportunities and were often involved in agricultural labour from a young age.
Islamic teachings provided certain rights to women and girls, such as inheritance and education. The Prophet of Islam (Peace be upon Him) emphasized the importance of treating daughters with kindness. However, cultural practices often limited these rights, and girls were typically expected to adhere to traditional roles within the family.
The medieval period in India saw the entrenchment of practices like purdah (seclusion) and child marriage, especially among higher castes. Some regions and communities, however, continued to educate girls and allow them more freedom. The Song dynasty saw the reinforcement of Confucian values, further entrenching gender roles and the subordination of women. Foot binding became a widespread practice, symbolizing the extreme subjugation and control over women’s bodies.
Challenges and variations
The girl child, at large, faced persistent challenges which include: a. Gender Preference: In some cultures, there remains a preference for male children, leading to practices such as sex-selective abortions and neglect of girl children. Girls are still often expected to perform domestic duties and care for younger siblings, limiting their time and opportunities for education and personal development.
Girls are at a higher risk of experiencing gender-based violence, including domestic abuse, sexual harassment, and human trafficking. Practices like dowry, honour killings, and forced marriages continue to affect girls negatively, particularly in certain regions. In many areas, girls have less access to educational and economic resources compared to boys, perpetuating cycles of poverty and inequality. Women and girls often face discrimination in the workforce, resulting in lower wages and fewer opportunities for career advancement.
Sub-Saharan Africa and South Asia cultures recorded high child Marriage Rates. These regions have some of the highest rates of child marriage, impacting girls’ education and health. Despite progress, many girls still face barriers to education due to poverty, conflict, and cultural norms. Some countries have legal restrictions that limit the rights of girls and women, including restrictions on mobility, dress, and employment.
However, many countries in this region have made significant strides in increasing educational opportunities for girls. Western and Developed Countries have strong gender equality movements and better legal frameworks to protect the rights of girls. Although, the perception of the girl child has improved considerably, with increased awareness, better legal protections, and more opportunities for education and empowerment, its significant challenges remain, particularly in regions with deep-seated cultural biases and economic inequalities.
The writer is a youth motivator and former Head of Department of Political Science, B.N. Mandal University, Madhepura, Bihar, India.
Kashmir Images is an English language daily newspaper published from Srinagar (J&K), India. The newspaper is one of the largest circulated English dailies of Kashmir and its hard copies reach every nook and corner of Kashmir Valley besides Jammu and Ladakh region.
