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“A Study on Gender Equality and Self-Esteem of Post Graduate
Students”
Dr. Kumara S.K
Faculty in Education, Manasagangothri, University of Mysore, Mysore, India
DOI: https://doi.org/10.51244/IJRSI.2025.1208004121
Received: 08 Oct 2025; Accepted: 15 Oct 2025; Published: 24 October 2025
ABSTRACT
The present study entitled “A Study on Gender Equality and Self-Esteem of Post Graduate Students”
investigates the intricate relationship between gender equality and self-esteem among students pursuing
postgraduate studies at Mysore University. The research is grounded in the recognition that gender equality
and self-esteem are fundamental indicators of human development, social progress, and individual well-being.
Gender equality, enshrined in the Constitution of India and reinforced through national policies and
international frameworks such as the Sustainable Development Goals (SDG-5), ensures equal rights,
opportunities, and responsibilities irrespective of gender. Similarly, self-esteem, defined as an individual’s
evaluation of self-worth and personal value, plays a critical role in shaping decision-making, motivation,
resilience, and mental health.
The study adopts a descriptive survey design with a sample of 200 postgraduate students drawn through
stratified random sampling from different departments of Mysore University. The research employs a
researcher-constructed Gender Equality Scale, focusing on domains such as language, family interaction,
media, literature, culture, and upbringing, alongside the standardized Self-Esteem Scale developed by Dhar
and Dhar (2015). Statistical analyses, including percentage analysis and t-tests, were utilized to assess levels
and differences across gender.
Findings reveal that while the majority of students displayed average levels of gender equality and self-esteem,
significant gender differences emerged in self-esteem but not in gender equality. Specifically, male and female
students were found to hold similar perceptions of gender equality, but female students scored significantly
higher in self-esteem compared to their male counterparts. These results highlight the complex interplay
between societal norms, gender roles, and individual self-perceptions in shaping the experiences of young
adults in higher education.
The study has important educational implications. It underscores the need for equitable classroom
opportunities, gender-sensitive curriculum practices, and the promotion of cooperative learning strategies.
Additionally, it emphasizes the role of extracurricular engagement, media awareness, and motivational
interventions in enhancing self-esteem among students, particularly those with lower levels of self-confidence.
Strengthening gender equality and fostering positive self-esteem can create inclusive educational environments
that empower students to achieve their full potential and contribute meaningfully to society.
In conclusion, the research reaffirms that sustainable social development is possible only when gender equality
and self-esteem are cultivated together. Equal opportunities and recognition of both genders, coupled with
efforts to nurture students’ confidence and self-worth, are vital for building a progressive, balanced, and
inclusive society.
Keywords: Gender Equality, Self-Esteem, Postgraduate Students, Higher Education.
INTRODUCTION
"Is impossible to think about the welfare of the world unless the condition of women is improved. A bird can't
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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fly on only one wing."
-Swami Vivekanda
Women were put in place as keystones in the dome of India society. Women in the Rig-Vedic period relished
with high status in society. According to Katyayana and Patanjali, women were properly education in the early
Vedic period. Women had a great opportunity to acquire high intellectual and spiritual standards of their own.
Numerous historians claim that women experienced a golden age' during the Vedic period. Girls could be
educated, window remarriage was common, and women had the freedom to choose their spouse
(Swayamvara). Women were sages like Vac, Ambhrni, Romasa, Khona and many more highly intellectual
cholars (Bhramhavadinis). There were women rishis Ghosha, Lopamudra, Sulabhamaitreyi, Gargi, Godha,
Adhiti, indrani, etc. In this period women had economic freedom, women were engaged in different
occupations like teaching, spinning, weaving, production, and agriculture field. It was evidenced that the
countless examples of women like Kaykayi, sita, Rukmini, Urmila, Savitri, Sathyabhama, Savitri, and many
more were a symbol of expression of courages, strong willpower, and bravery.
As time passed women started experiencing low status in the Post-Vedic period due to rigid restrictions urged
by the caste system. As a consequence, women had to undergo serious issues like lack of education facilities,
pre-puberty marriage, confinement to domestic work, and the sati system. As the medieval period started and
proved that this era was sunset for women. Women started to struggle for their identity, and many social
reformers like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Swami Vivekananda, and Swami
DayanandaSaraswati were to help women to protect form the evils of society.
Presently the constitution of India ensures equality for all women (article, 14), equity of opportunity (article,
16) special provisions in favour of women & children (article, 15[3]), etc., "The status of women in modern
India is a sort of a paradox. If on one hand, she is at the peak of the ladder of success, on the other hand, she is
mutely suffering the violence afflicted on her by her family members. Compared with the past women in
modern times have achieved a lot but in reality, they have to still travel along way. Their path is full of
roadblocks. The women have left the secured domain if their home and are now on the battlefield of life, fully
armored with their talent. They had proven themselves. But in India, they are yet to get their dues. The sex
ratio of India shows that Indian society is still prejudiced against females. There are 933 females per thousand
males in India according to the census of 2001, which is below the world average of 990 females. There are
many problems that women in India have to go through daily. These problems have become the part and parcel
of the life of Indian women and some of them have accepted them as their fate" (Shashi, 2017).
Gender Equality:
Gender equality refers to the equal rights, responsibilities and opportunities of women, men, girls and boy.
Gender equality is achieved when the different behaviors, aspirations and needs of women and men are equally
valued and favoured and do not give rise to different consequences that reinforce inequalities (OCHA gender
toolkit). The concept of gender equality is that women and men, girls and have equal conditions, treatment and
opportunities for realizing their full potential, human rights and dignity, and for contributing to (and
benefitting from) economic, social, cultural and political development. Gender equality is, therefore, the equal
valuing by society of the similarities and the differences of men and women, and the roles they play. It is based
on women and men being full partners in the home, community and society. Equality does not mean that
women and men will become the same but that women's and men's rights, responsibilities and opportunities
will not depend on whether they are born male or female.
Gender equality implies that the interests, needs and priorities of both women and men and girls and boys are
taken into consideration, recognizing the diversity of different groups and that all human beings are free to
develop their abilities and make choices with out the limitations set by stereotypes and prejudices about gender
roles. Gender equality is a matter of human rights and is considered a precondition for, and indicator of,
sustainable people-centered development. (Unicef-Nov 2017).
The 2030 agenda for Sustainable development places gender equality and the empowerment of women and
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girls at the heart of its implementation with its promise to "leave no one behind". It provides an unprecedented
opportunity to transform the lives of women and girls and to catalyze progress towards sustainable
developments in all dimensions: economic, social and environmental. With its universal and transformative
mandate, the 2030 agenda outlines a set of 17 integrated sustainable development goals (SDGs) and targets to
achieve our common aspiration for a more equitable and inclusive worlds. Gender equality must be addressed
in its own right and as a catalyst for progress across the SDGs. The 2030 agenda for sustainable development
calls for integrated responses to the social, economic and environmental challenges facing us today.
As show in figure-1, goal 5 is the stand-alone goal of gender equality and the empowerment of women and
girls. Its targets emphasize the removal of barriers to achieving gender equality and address issues that catalyze
the achievement of the other goals in the framework. SDG goal 5 9 targets (from the 2030 Agenda) and 14
indicators are described in table no 1.
Table No 1:
Goals and targets (from the 2030 Agenda) Indicators
1. End all forms of discrimination women
and girls against all everywhere
1.1. whether or not legal frameworks are in place to
promote, enforce and monitor equality and non-
discrimination based on sex
2. Eliminate all forms of violence against all
women and girls in the public and private
spheres, including trafficking and sexual
and other types of exploitation
2.1. Proportion of ever-partnered women and girls aged
15 years and older physical, subjected to or sexual
psychological violence by a current or former
intimate partner in the previous 12 months, by the
form of violence and by age.
2.2. Proportion of women and girls aged 15 years and
older subjected to sexual violence by persons other
than an intimate partner in the previous 12 months,
by age and place of occurrence.
3. Eliminate all harmful practices, such as
child, early and forced marriage and
female genital mutilation.
3.1. Proportion of women aged 20-24 years who were
married or in a union before age 15 and before age
18.
3.2. Proportion of girls and women aged 15-49 years who
have undergone female genital mutilation/cutting by
age.
4. Recognize and value unpaid care and
domestic work through the provision of
public services, infrastructure and social
protection policies and the promotion of
shared responsibility within the household
and the family as nationally appropriate.
4.1. Proportion of time spent on unpaid domestic and care
work, by sex, age and location.
5. Ensure women's full and effective
participation and equal opportunities for
leadership at all levels of decision-making
in political,economic and public life.
5.1. Proportion of seats held by women in national
parliaments and local governments.
5.2. Proportion of women in managerial positions.
6. Ensure universal access to sexual and
reproductive health and reproductive
rights as agreed by the programme of
6.1. Proportion of women aged 15-49 years who make
their own informed decisions regarding sexual
relations, contraceptive use and reproductive health
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action of the international conference on
population and developments and the
Beijing platform for action and the
outcome documents of their review
conferences.
care.
6.2. Number of countries with laws and regulations that
guarantee women aged 15-49 years access to sexual
and reproductive health care, information and
education.
7. Undertake reforms to give women equal
rights to economic resources, as well as
access to ownership and control over land
and other forms of property, financial
services, inheritance and natural
resources, by national laws.
7.1. (a) the proportion of total agricultural population
with ownership or secure rights over agricultural
land, by sex; and (b) share of women among owners
or rights-bearers of agricultural land, by type of
tenure.
7.2. Proportion of countries where the legal framework
(including customary law) guarantees women's equal
rights to land ownership and/or control
8. Enhance the use of enabling technology,
in particular information and
communications technology, to promote
the empowerment of women.
8.1. Proportion of individuals who own a mobile
telephone, by sex.
9. Adopt and strengthen sound policies and
enforceable legislation for the promotion
of gender equality and the empowerment
of all women and girls at all levels.
9.1. Proportion of countries with systems to track and
make public allocations for gender equality and
women's empowerment.
The gender equality principle as a concept come to be enshrined in the constitution of India in its preamble,
fundamental rights, fundamental duties and directive principles. Equality is ensured there without cast, creed,
sex, or religion. The 5th five year plan (1974-78) only approach towards women issues shows a shift from a
welfare approach to a developmental approach. Government of India statutory body and commission: the
government of India has several statutory bodies and commissions related to gender equality and women
empowerment.
The government from time to time implemented policies for the skill development and employability of
women. In this regard, we may mention about training and employment programme (STEP) for women
scheme which was introduced in 1986-87. Sectors like fishery, animal husbandry, dairy, sericulture, wasteland
development, handloom, handicraft etc.
Self-Esteem:
Self-esteem is also one of the components of self-concept. According to the APA dictionary of psychology
self-esteem is the degree to which the qualities and characteristics contained in one's self-concept are perceived
to be positive. It reflects a person's physical. Self-image, view of his or her accomplisgments and capabilities,
values and perceived success in living up to them, as well as how others view and respond to that person.The
more positive the cumulative perception of these qualities and characteristics, the higher one's self-esteem. A
reasonably high degree of self-esteem is considered an important of mental health, whereas low self-esteem
and feelings of worthlessness are common depressive symptoms. Self-esteem is often considered as the
affective or emotional aspect of self and generally alludes to how one feels about and values himself or herself.
This is sometimes used as a synonym for self-worth.
Following are some definitions of self-esteem:-
Self-esteem is the judgment one makes about their self-concept. Self-concept refers to the attributes one
has (Gail McEachron-1993)
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Self-esteem was measurable via assessing a subject's attitude about themselves as a "thing". (Dr.
Morris)
Self-esteem is to the extent to which individual respect himself/herself and considers himself/herself to
be worthy. (Rosenberg-1965)
Self-esteem is also defined as a global barometer of self-evaluation involving cognitive appraisals
about general self-worth and affective experience of the self that are linked to these global appraisals
(Murphy, Stosny and Morrel, 2005).
Self-esteem refers to a person's beliefs about their worth and value. It also has to do with the feelings people
experience that follow from their sense of worthiness or unworthiness. Self-esteem comes from learning to
accept who we are by seeing the insufficiencies and still choosing to like ourselves. According to Madelyn
swift, our emotional health depends on our self-esteem (Sherie). Liking ourselves and feeling capable are the
foundations on which emotional health rests. Self-esteem is important because it heavily influences people's
choice and decision. In other words, self-esteem serves a motivational function by making it more or less
likely that people will take care of themselves and explore their full potential. People with high self-esteem are
also people who are motivated to take care of themselves and persistently strive towards the fulfillment of
personal goals and aspirations. People with lower self-esteem don't tend to regard themselves as worthy of
happy outcomes or capable of achieving them and so tend to let important things slide and be less persistent
and resilient in terms of overcoming adversity. They may have the same kinds of goals as people with higher
self-esteem, but they are generally less motivated to pursue them to their conclusion.
Need And Significance Of The Study:
With evidence one can say that every human being in this world is equal, both men and women play an equally
responsible role in the erection of society. Under the roof of globalization, any individual can take a step ahead
socially, culturally, politically, legally and economically irrespective of race, gender, caste and creed. Some of
the international organizations like UNO, ECOSOC, IWC, IUCN, IAEA, WTO, ICJ, and UNESCO have got
established to enhance the people to have a good quality of life and deal with their life issues (related to any
aspect if life).
The ministry of women and child development, GOI, developed the national policy for the empowerment of
women in 2001. The major objective of this policy is to "create an environment through positive economic and
social policies for the full development of women to enable them to realize their full potential". The
operational strategies and action plan include gender sensitization through a review of curriculum and
educational materials to include gender education and human rights issues.
The national commission for women (NCW) was set up as a statutory body in January 1992 under the national
commission for women act, 1990 with a mandate to safeguard the constitutional rights of women. In keeping
with its mandate, the commission has, from time to time taken various initiatives for gender awareness and
sensitization in the society regarding the rights of women. The NCW has developed a module in 2019 for
gender sensitization and legal awareness for class XI and class XII students in collaboration with the
kendriyavidyalayasanghatan. The module consisted of topics on sex vs. Gender, social construction of Gender,
Gender Roles, Gender Stereotypes, Gender division of labor, Patriarchy, masculinity, ending violence against
girls/ women: Advancing safety and rights and Gender Equality. Gender sensitization aims at making people
aware of the relations between men and women in society and understanding the significance of affording
women and men equal opportunities.
Our nation is not behind in this regard in protecting and safeguarding the citizens of the country. The
constitution is the supreme law of the country and made all the provisions for every citizen. The preamble to
the Indian constitution declares that India is a sovereign, socialist, secular, democratic and republic. The
impartial aspects of the preamble are to secure justice, liberty and equality for all citizens and promote
fraternity to maintain the unity and integrity of the nation.
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Despite all the provisions. It has been evidenced that such incidents in our society are related to the issues like
gender discrimination, gender inequality and so on. India was placed at 123 positions in the gender inequality
index (2019 survey) and the report noted that the labour force participation rate of women in the country was
20.5% despite the high growth rate and plentiful government measures to encourage gender equality, the
gender gap still exists in India. Lack of gender equality not only limits women's access to resources and
opportunities but also imperils the life of prospects of the future generation (sumanjeet 2016). If this continues
then there are chances of unbalancing the structure of the society itself, as a consequence, we may face of same
serious issues of female low literacy rate, lower educational attainment of women, child labour and so on.
Our beliefs about ourselves are important in shaping all kinds of important decisions, such as what colleges we
apply to, which career paths we choose, and whether we are willing to contribute ideas in the workplace or try
to compete for a promotion (Coffman, 2021) Formal educational does not solve all problems, but it is of
crucial relevance. recent studies conducted on self-esteem reveal that women display lower self-efficacy the
men across almost, though not all, achievement situations (Bleidorn et al., 2015). The effect is noted to begin
in early adolescence and continues thought adulthood. The empirical validity of this outcome has been
repeatedly tested and assessed as early as 1977 by lenney (1977). While the literature indicates that low self-
esteem is indeed a frequent and potentially debilitating problem among women, they are not lower in self-
esteem than in all achievement situations 9Bleidon et al., 2015).
From the review of related empirical studies, it is evident that there have been studies relating to women
empowerment, gender sensitization, gender equality and self-esteem, there have been many training modules
and policies emphasizing gender equality and women empowerment. But there have been no efforts made to
find a relationship self-confidence towards gender equality and gender sensitization and its development.
Hence in this context, the present study becomes significant.
Objectives of the study
The following are the objectives of the study.
* To assess the level of gender equality among Post Graduate Students.
* To assess the level of self-esteem among Post Graduate Students.
* To find the difference in gender equality between male and female Post Graduate students.
* To find the difference in self-esteem of male and female under Post Graduate Students.
Hypothesis of the study
* There is no significant difference in gender equality between male and female Post graduate students.
* There is no significant difference in self-esteem between male and female Post graduate students.
Variables
a) Criterion variable
1. Gender equality
2. Self-esteem
b) Background Variable
1. Gender
2. Stream
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Design of the study
The study is descriptive in nature. The survey technique was used to collect the data.
Population and sampling procedure
The population of the present research is Post Graduate students of Mysore university (University campus) for
the present study the stratified random sampling technique was used to select the sample different Stream
Department are selected for the study sample of 200 students from different Stream Department were taken.
The sample compared of male and female studying in Post graduate students in Mysore University. The
questionnaire of gender equality and self-esteem were used.
Tools used for the study.
To study the major objectives, the tests developed were.
1. Gender equality scale: - The researcher constructed the tool. The researcher couldn't find the
appropriate tool to study the gender equality of Post graduate students of Mysore university hence
through the various theories researcher find out the components to frame questionnaire. The
components are language, family interaction, media, literature, culture and upbringing.
2. Self-esteem scale: - The scale was developed by Dr. santhoshDhar and Dr. upinderDhar (2015). It
refers to the Positivity, openness. Competence, humility, self- worth, learning orientation. The scale in
English and includes 23 items. Students should record their responses in the blunt on the test sheet they
should examine their responses thoroughly to make sure that they have made form marks which will
enable to assess hemisphere dominance correctly.
Statistical Analysis
Percentage analysis
T.test
Objective-1
To assess the level of gender equality among Post graduate students.
In order to meet the objective 1 to assess the level of gender equality among Post graduate students, the
percentage analysis technique was employed. The results are presented in the table 2.
Table: 2 The level of gender equality among Post graduate students
No. of students Percentage analysis
Above average 39 19.5%
Average 111 55.5%
Below average 50 25%
Total 200 100
From the above table the level of gender equality of under graduate students shows 39 students are above
average, 111 students are average and 50 students are below average.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Objective-2
To Assess the level of Self-esteem among Post Graduate students.
In order to meet the objective 2 to assess the level of Self-esteem among Post Graduate students, the
percentage analysis technique was employed. The results are presented in the table 3.
Table: 3 The level of Self-esteem among Post Graduate students.
No. of students Percentage analysis
Above average 38 19%
Average 120 60%
Below average 42 21%
Total 200 100
From the above table the level of gender equality of post graduate students shows 38 students are above
average, 120 students are average and 42 students are below average.
Objective-3
Difference in Gender equality between Male and Female post graduate students.
In order to meet the objective to find whether there are any significance differences in gender equality
between male and female post graduate students the following research hypotheses was framed, there in no
significant differences in gender equality in between male and female post graduate students. To test these
hypotheses the T-test was employed.
Table-4 Comparison of mean score of gender equality between male and female post graduate students.
Variable Gender N Mean S-D DF t-value significant
Gender
equality
ObtainedT-Value Table T-Value Significant
difference Male 86 97.92 5.926 99.5 8.2 1.660
Female 114 121.97 30.45
The table4. reveals that the obtained t-value is less than table t-value at 0.05 levels. Therefore, the null
hypothesis is rejected hence the alternative hypotheses as accepted, hence there is significant difference in
genders equality of male and female post graduate students.
Objective-4
Comparison of mean score of self-esteem of male and female post graduate students.
In order to meet the objective to find whether there is any significance differences in self-esteem of
male and Female post graduate students the following research hypotheses was framed, there is no
significant differences in self-esteem between male and female post graduate students. To test
hypothesis, the T-test was employed.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Table 5. Comparison of mean score of self-esteem between male and female post graduate students.
Variable
Gender
N
Mean
S-D
DF
t-value
significant
Self
Esteem
Obtained T-Value TableT-Value Significant
difference Male 86 102.8 7.43 99.5 3.78 1.660
Female 114 106.97 8.09
The table5 reveals that the obtained T-value is more than table-t-value at 0.05 levels therefore, the null
hypothesis is rejected hence the alternative hypotheses as
accepted; hence there is significant difference in self-esteem of male and female post graduate students.
Findings
There is significant difference in genders equality of male and female post graduate students.
There is significant difference in self-esteem of male and female post graduates students.
Educational Implications
Provide equal opportunities in the classroom activities. Giving equal provisions to both the genders to
express their views and thoughts.
Explore gender concepts and roles from curriculum.
Cooperative learning should be adopted to improve gender equality.
Media plays a vital role in spreading awareness regarding gender equality.
Students can gain self-esteem from involvement in activities they care about, the activities like sports,
hobbies, art and craft and others.
Self-esteem can be improved through motivating students to uplift their positive thoughts and
encouraging their confidence.
Students with low self-esteem can be identified and to improve their self-esteem measures should be
taken like, engaging them with other classmates, social group activities and etc.
CONCLUSION
A society attains better development in all aspects when both genders are entitled to similar opportunities.
Equal rights in decision making, health, politics, infrastructure, profession, etc will surely advance our society
to a new level. In a society, everyone has the right to lead his/her life accordingly without any discrimination.
When this state is achieved where all individuals are considered to be equal irrespective of their caste, gender,
colour, profession, and status, we call it equality. Self-esteem is your opinion of yourself. People with healthy
self-esteem like themselves and value their achievements. While everyone lacks confidence occasionally,
people with low self-esteem feel unhappy or unsatisfied with themselves most of the time.
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