In this chapter, you will learn
- —Understand how children grew up differently in Samoan society in the 1920s
- —Learn about the gender-based differences in growing up in Madhya Pradesh in the 1960s
- —Analyze how societies create distinctions between boys and girls from an early age
- —Recognize the importance of valuing housework and care-giving tasks
- —Examine the lives and challenges of domestic workers, mostly women
- —Understand the role of the Constitution and the government in promoting gender equality
Growing Up in Samoa in the 1920s
The Samoan Islands are part of a large group of small islands in the southern part of the Pacific Ocean. Studying how children grew up there helps us understand that gender roles differ across societies.
Key Features of Samoan Childhood:
- No Formal Schooling: In the 1920s, children in Samoan society did not go to school
- Early Responsibilities: Older children, often as young as five years old, were given the responsibility of looking after younger ones
- Boys at Age 9: Boys joined the older boys in learning outdoor jobs like fishing and planting coconuts
- Girls Until Teens: Girls had to continue looking after small children or do errands for adults until they were teenagers
- Girls After 14: After the age of fourteen or so, girls also went on fishing trips, worked in the plantations, and learnt how to weave baskets
What This Tells Us:
- Boys were freed from caregiving responsibilities much earlier than girls
- Girls spent more years doing domestic and caregiving work before moving to other activities
- Even in a society without formal schools, gender-based differences in roles existed
Exam Tip: Samoan society is used as an example to show that gender roles are created by societies everywhere, not just in India. Boys got outdoor freedom at age 9, while girls remained in caregiving roles until their teens.
Exam Tip
Remember the age milestones: boys joined outdoor work at age 9, girls continued childcare till teens and only got outdoor roles after age 14. This shows early gender-based role assignment.
Common Mistake
Don't assume Samoan children had no responsibilities. They started helping as young as five, but boys and girls were given different types of tasks at different ages.
Growing Up Male in Madhya Pradesh in the 1960s
This section describes the experiences of growing up in a town in Madhya Pradesh in the 1960s, highlighting how boys and girls had very different experiences of public space and freedom.
Schooling Differences:
- Separate Schools: From Class VI onwards, boys and girls went to separate schools
- Girls' School Design: The girls' school had a central courtyard where they played in seclusion and safety from the world outside
- Boys' School Design: The boys' school did not have such separate enclosures
Use of Public Spaces:
- Boys: Used the streets freely as a place to stand around, play, and try out tricks with their bicycles
- Girls: Always went in groups because they carried fears of being teased or attacked
- Girls' movement in public spaces was restricted and closely monitored
Key Observations:
- Boys enjoyed greater freedom of movement and access to public spaces
- Girls were confined to enclosed, protected environments
- The fear of harassment restricted girls' freedom and independence
- Even the design of schools reflected society's expectations about boys and girls
Key Point: The differences in how boys and girls experienced public spaces in 1960s Madhya Pradesh show that society actively creates gender-based restrictions. The physical design of schools and the norms about movement reflected these restrictions.
Exam Tip
Focus on the contrast: boys had open streets, girls had enclosed courtyards. Girls moved in groups due to fear of teasing or attack. School design itself reflected gender norms.
Common Mistake
Don't think the separate schools were just about convenience. The enclosed courtyard for girls and open streets for boys reflected deeper societal attitudes about gender roles and safety.
Distinctions Between Boys and Girls
Societies create clear distinctions between boys and girls from a very early age. These distinctions are taught through everyday activities, toys, clothing, and expected behaviours.
How Distinctions Are Created:
- Toys: Boys are usually given cars to play with and girls are given dolls
- Dress Code: Girls are expected to dress in particular ways
- Games: Different games are considered appropriate for boys and girls
- Behaviour: Girls are expected to talk softly, while boys are expected to be tough
- Everyday Expectations: These differences are reinforced in the smallest and most everyday things
Unequal Valuation of Roles:
- In most societies, the roles men and women play or the work they do are not valued equally
- Work traditionally done by women (caregiving, housework) is seen as less important
- Work done by men outside the home is considered more valuable and worthy of recognition
- This unequal valuation leads to gender inequality in many areas of life
Exam Tip: The key idea is that gender distinctions are not natural but created by society through everyday practices like toys, dress, games, and expected behaviours. The work done by men and women is valued unequally.
Exam Tip
Remember: distinctions are created through toys, dress, games, and behaviour expectations. The critical point is that men's and women's roles are not equally valued by society.
Common Mistake
Don't think gender roles are natural or biological. The chapter emphasizes that these distinctions are created by society through everyday practices and can therefore be changed.
Valuing Housework and Lives of Domestic Workers
One of the most significant forms of gender inequality is the way society treats housework and the people who do it, both within the home and as paid domestic workers.
Housework and Care-Giving:
- The main responsibility for housework and care-giving tasks is carried out by women
- Women are not paid for this work, and therefore society devalues it
- Housework involves significant physical labour and is very time-consuming
- In rural areas, tasks like fetching water and carrying firewood are strenuous and physically demanding
- Despite the effort involved, this work is not recognized as real or productive work
Lives of Domestic Workers:
- Mostly Women: The majority of domestic workers are women
- Low Wages: Wages paid to domestic workers are very low because domestic work is not regarded as valuable
- Double Burden: Women domestic workers often have to do housework in their own homes too, after finishing work at their employer's home
- No Recognition: Their contribution to keeping households running is rarely acknowledged
Why Housework Is Devalued:
- It is unpaid work when done at home, so it is not counted in economic measures
- It is seen as a natural duty of women rather than skilled labour
- When done as paid work (domestic workers), it still gets low wages because of the same attitude
- The skills involved in cooking, cleaning, childcare, and maintaining a household are not recognised
Exam Tip: The chapter connects housework at home (unpaid, done by women) with domestic workers (mostly women, low wages). Both suffer because society does not value this type of work. Understanding this connection is important for exam answers.
Exam Tip
Key connection: housework at home is unpaid and devalued; domestic workers are paid very low wages for the same reason. Both show how women's labour is undervalued by society.
Common Mistake
Don't treat housework as unskilled or easy. The chapter clearly states it involves significant physical labour and is time-consuming. In rural areas, tasks like fetching water and firewood are strenuous.
Women's Work and Equality
Achieving gender equality requires action not just from individuals and families, but from the government as well. The Indian Constitution and government have taken steps to address gender inequality.
Constitutional Provisions:
- The Indian Constitution states that being male or female should not become a reason for discrimination
- The right to equality is a fundamental right guaranteed to all citizens
- The government is committed to understanding the reasons for gender inequality and taking positive steps to remedy the situation
Government Actions:
- Anganwadis: The government has set up anganwadis (child-care centres) in several villages across the country to support working women
- Creche Facilities: Laws have been passed making it mandatory for organisations with more than 30 women employees to provide creche facilities
- These measures aim to reduce the burden on women and allow them to participate in the workforce
Why Government Action Is Needed:
- Gender inequality is deeply rooted in society and cannot be solved by individuals alone
- Structural changes require laws, policies, and institutional support
- Child-care support enables women to work outside the home
- Legal protection ensures women are not discriminated against in employment
The Broader Picture:
- Equality means recognising that both men and women contribute to society
- Housework and care-giving should be valued and shared
- Women should have equal access to education, employment, and public spaces
- Changing attitudes along with government policies can bring about real equality
Key Point: The government's role in setting up anganwadis and mandating creche facilities shows that gender equality requires institutional support. Individual effort alone is not enough to overcome deeply entrenched societal inequalities.
Exam Tip
Remember the two key government measures: anganwadis (child-care centres in villages) and mandatory creche facilities (for organisations with 30+ women employees). These are frequently asked in exams.
Common Mistake
Don't think gender equality is only about individual attitudes. The chapter emphasizes that government action through laws, policies, and institutions like anganwadis is essential for achieving real equality.