DISSERTATION

ROLE OF FAMILY IN DECONSTRUCTING GENDER ROLES

Submitted for the degree of

M.A. HONOURS IN SOCIAL SCIENCE

(INSTITUTE OF SOCIAL SCIENCES EDUCATION AND RESEARCH)

Submitted by:
Aarushi Sharma
Submitted to:
Prof. Anju Suri and Ms. Mamta Duhan

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 ACKNOWLEDGMENT

This project is a result of dedicated efforts and it gives me immense pleasure to prepare a project
on —Role of family in deconstructing gender roles ‖
I am overwhelmed in all humbleness and gratefulness to acknowledge my depth to all those who
have helped me to put these ideas, well above the level of simplicity and into something concrete.
Their deep-rooted interest, patience and motivation have helped me a lot. .
I express my thanks to each and everybody who showed a keen interest in my project work and
helped me complete it. None of this would be possible without the people who participated in the
surveys and interviews, a big thanks to them for their cooperation.

Thanking You

Aarushi Sharma
Sem IV, MA Hons Social

Science with majors in Political

Science PU-ISSER,

Dissertation, 2026

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 PREFACE

Gender roles is one of the discriminatory tool that give permit to stereotypes for gender biasness
attitude, division of work putting certain works as a responsibility of particular gender only and
validates their thinking . The study explores situation from different gender perspective( male/ female/
other), in different age groups having different educational qualification, and at different geographical
location (rural/ urban/ semirural) .

0ne of the question is direct that do you think traditional gender roles are still relevant today. So that
answer clear the fact before moving ahead. The main goals/ aims of research are as follow;
Study goals were to identify family patterns of gender role attitudes, to examine the condition under
which these patterns emerged.

1. To identify how traditional gender roles alived in modern times.

2. Is the issue is atopic of discussion or neglected.
3. Is family exercise any influence on members in deciding their career choices according to
gender identity.
4. Family role in deconstructing gender role.

Men‘s and women‘s positions in existing families in context of their gender roles. Identifying and
analyzing the socio-cultural values concerning gender roles transferred down to individuals through
teaching is significant in that they show (the status of traditional values and unwritten rules which are
alive in socities of today .
The study was conducted among 100 persons hailing from different backgrounds. The method of field
research was employed in the study. The questions in the research was prepared as close ended
questions so as it seems easy to answer and consume less time of participant and to understand
participants attitude in more concise way and easy declaration of results
The study helps to understand role of family in deconstructing gender roles , the results depicted that
rural and families with low educational background are teach their children to adhere gender role

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 TABLE OF CONTENT

Sr. no. Topic Page no.

1. Acknowledgement II

2. Preface III

3. Introduction VI-XII

4. Objectives XIII-XVIII

5. Review of Literature XIX-XXIX

6. Methodology and Design XXX-XXXIV

7. Result XXXV-LIX

8. Conclusion LX-LXV

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 CHAPTER :1

INTRODUCTION

Gender is socially constructed identity of women, men, girls and boys. Gender roles are
defined by the socio-cultural norms in any society. In most of the societies the family systems
are based on the gender roles and it is the hereditary gender roles that help members of the
family to run the family with divided responsibilities. Any disturbance in the gender role
aspect may affect the smooth functioning of the family.

2.1 Gender Roles Definition

0ver the past century, significant achievements have been made in gender equality. However
the societies worldwide continue to have a considerable presence of gender roles, meaning the
combined behaviors, appearances, and attitudes that society expects and considers appropriate for
an individual based on the individual's gender. The divided occupations and responsibilities for
men and women, for example, falls under the gender roles definition. A gender roles sociology
definition defines the origin of gender roles and how they are seen in society.

Gender roles are rooted in the gender binaries. The gender binary is the idea that only two
genders correspond to two sexes, male and female. Feminist and some scholars has advanced
society understanding of gender and sex diversity beyond the gender binary. These theories hold
that an individual's biological identities determine their sex. In contrast, gender is understood as
an individual's expression of various character and behaviors coded as masculine or feminine. The
gender binary understands only masculine men and feminine women and is the basis for binary
gender roles played by them . Gender roles and the gender binary marginalize individuals who do
not conform to the gender ideal and marginalize gender nonconforming, non-binary, transgender,
intersex , and LGBTQ people.

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2.2 Development of Gender Roles

Gender roles are not an inherent disposition or behavior. Instead, gender roles are the product
of socialization or the way by which children learn from their surroundings . Children's
understanding of the roles appropriate for different genders is shaped by what they observe
happening and hear in their homes and the outside world. Gender roles are enforced by socializing
agents, or entities that influence people to observe certain social norms. Socializing agents of
gender roles include family members, peers, environment , religion and religious leaders, teachers,
and language and media such as books, movies, music, and advertising.

From a very young age, children can start to perceive the differences between the way girls
and boys are dressed, spoken to, and treated and the different activities and behaviors encouraged
and discouraged for each gender. For example, girls may be enrolled in dance classes and
encouraged to play with dolls and kitchen sets, while boys may be enrolled in sports and
encouraged to play with trucks and building blocks.

Traditionally, activities for girls encourage them to perform femininity, such as gracefulness,
gentleness, quietness, helpfulness, and practice for women's gender roles such as caregiving,
homemaker, and hosehelp. Traditional activities for boys encourage the performance of
masculinity, such as strength, physical activiteies, leadership, and the practice of men's gender
roles such as workers, breadwinners, and protectors. Children are often shaped when they break
the norms prescribed to their gender. Girls might be scolded for not acting "ladylike." On the other
hand, boys might be told to "man up" or that "boys do not cry."

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2.3 Traditional Gender Roles

Gender roles are based on society's understanding of femininity and masculinity, or the
combined attributes deemed natural to women and men. Gender roles are closely related to gender
stereotypes, or generalizations about how an individual is or should be based on the individual's
gender. Gender stereotypes fall into four main categories:

• Physical appearance: Expectations and ideals for an individual's physique, characteristics,

skin color, hair color and texture, dress, and presentation. These expectations and ideals
vary by society (e.g., norms about the level of modesty of clothing, thin or curvaceous
ideal).
• Personality traits: Expectations and ideals for a person's behavior.
• 0ccupations: Expectations for what kind of job an individual should have or aspire to have.
• Domestic behaviors: Expectations about the responsibilities an individual will take on in
a domestic setting.

Gender stereotypes perpetuate gender roles and are a crucial part of socialization. By hearing
gender stereotypes related to the four categories above, children learn which behaviors they should
replicate and avoid. Ultimately, gender stereotypes feed into the construction of traditional gender
roles for women and men. Though norms vary by cultural context, there are some overarching
similarities among traditional gender roles.

Traditional Gender Roles for Women

Personality traits associated with femininity include passivity, humility, cooperativeness,

expressiveness, kindness, vulnerability, and selflessness. Women are expected to be polite,
agreeable, and deferent, especially to men, to fit the traditional feminine ideal. Women are also
expected to maintain or aspire to have a thin or curvaceous physique, dress to a certain level of
modesty, and wear makeup. Traditional gender roles for women include:

• Caregiver and nurturer: Women are expected to be the primary caregiver in house to their

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 children and any elderly relatives.
• Homemaker: There is an expectation of cooking, cleaning,homechores, buying groceries,
and doing any other tasks related to running a household. In wealthy households, women
are expected to organize and supervise domestic laborers such as nannies or cleaning staff.
• Helper: Women are expected to be helpful, generous, and supportive to men in their life,
be they a male head, father, brother, husband, male counterpart, or other male
acquaintance.
• Helping professions: Professions traditionally seen as perfect for women generally pertain
to professions such as nursing, teaching, caregiving, and secretarial work.

Traditional Gender Roles for Men

Masculine personality traits include dominance, assertiveness, logic, independence,

competitiveness, and strengthened. Men are expected to display physical strength, athletic
progress, assertiveness, and [Link] over women to fit the traditional masculine ideal. Men are
also expected to conform to the physical ideals which generally favor strong and athletic builds,
certain facial hair, and grooming habits. Traditional gender role prescribed for men does include:

• Breadwinners and providers: Men are expected to earn a living and provide for a family
. Being wealthy or having a high-paying job is seen as admirable for men to be lived with.
• Leaders: Men are expected to be the primary decision-makers for important decisions
affecting the family. o Men are seen as suited for leadership roles such as bosses, political
figures, and community and religious leaders. In personal relations, ì holding influence
over women and other men is seen as a sign of masculinity.
• Protectors: Men are expected to display physical strength and prowess and to be able to
defend and protect women and children.
• Workers and professionals: Men are expected to work to earn money and support a
[Link], many jobs are still associated with masculinity, such as construction,
firefighter, mechanic, welder, and police officer. Jobs in science, technology, engineering,
and mathematics (STEM) and leadership positions are all

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 generally coded as masculine.

But today, the modern life has very much changed the family structure and the gender roles
have been diverting from the traditional responsibilities and sphere of performance. In fact, the
gap between different genders has already melted down, creating an all equal society and more
equalized families. Today, there are no monarchs in families and no bound to obeyed members in
families.

• All live together, stake holding inndecision making, expressing opinions openly, criticizing
and encouraging mutually and yet being independent for living and responsible. The
society-defined gender roles may crash with the modern roles of family members and many
families experience the dilemma of the clash in gender roles.
• The origin of gender roles can be traced back to the very establishment of the society. Ever
since man started living in societies, they differentiated between the male gender and female
gender and implicated specific lifestyle, duties and functional areas for each of these
genders. It was quite needed in the then life of human beings.
• Hunting was the only way of finding food muscular male members took the role of hunters
of food suppliers and physically non fit female members took over the role of home makers
and cooks. The masculinity helped male gender to dominate the society and made them
authoritative in families of today as a tradition .
• But the time has grown a lot empowering female gender to almost equal status of men and
today, they dare to live independent of the help of men and at times, to the extent of
questioning men in different aspects. The newly gained power makes women get out of the
norms and define new gender roles in the family, which may often result in clashes in the
family.

Hence it is evident that gender roles are neither fixed nor purely sexual or biological; rather,
they are deeply embedded within social structures and continuously shaped through interaction,
experience, and cultural expectationsand traition.. The family, as the most immediate and
influential social institution, plays a decisive role in this process of defining gender roles. It is
within the

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family that individuals first encounter ideas of masculinity and femininity, learn what is
considered appropriate behavior, and begin to internalize norms that often remain with them
throughout their lives.

At the same time, the family is not a static or unchanging entity. With the forces of
modernization, education, urbanizationß, and increased exposure to diverse perspectives,
traditional gender roles are increasingly being questioned and re-evaluated. In many
households, there is a visible shift toward more egalitarian practices, such as shared decision-
making, redistribution of domestic responsibilities, and encouragement of equal opportunities
for all members irrespective of gender. However, this transformation is neither uniform nor
complete. In several contexts, deeply rooted patriarchal values continue to persist, often
coexisting with emerging progressive attitudes.

This coexistence of continuity and change makes the study of gender roles within the family
particularly significant. It highlights the complexity of social transformation, where traditional
norms are not simply replaced but are negotiated, adapted, and sometimes resisted. The family,
therefore, emerges as a critical site where gender roles are both reproduced and potentially
deconstructed.

Moreover, understanding the role of family in shaping gender perceptions is essential for
addressing broader issues of inequality in society. Since attitudes toward gender influence
various aspects of life—including education, employment, decision-making, and personal
relationships—examining their origins within the family provides valuable insights into the
larger structure of social inequalities. It also opens up possibilities for meaningful intervention,
as changes within family practices can have far-reaching effects on societal attitudes and
behaviors.

Given this context, the present study seeks to move beyond a general understanding of
gender roles and focus specifically on how families contribute to their formation,
reinforcement, and transformation. It aims to explore not only the persistence of traditional
norms but also the emerging patterns that challenge and redefine these roles in contemporary

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society.

Thus, in order to systematically examine these dimensions, it becomes necessary to clearly

outline the specific aims and directions of the study. The following chapter, therefore, presents
the objectives of the study, which guide the research framework and provide a structured
approach to understanding the role of family in the deconstruction of gender role

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 CHAPTER :2

Objectives of the Study

The present study titled “Role of Family in Deconstructing Gender Roles” seeks to develop a
deeper and more nuanced understanding of how gender roles are shaped, sustained, and challenged within
the institution of family.

1. To critically examine the persistence of traditional gender roles in contemporary family

structures

This objective focuses on understanding whether traditional gender roles continue to influence
family life despite rapid social transformation. While modern society emphasizes equality, everyday
practices within households often reveal the continued relevance of conventional expectations.

In many families, men are still perceived as primary earners and decision-makers, whereas women
are expected to manage domestic responsibilities. These patterns may not always be explicitly enforced
but are subtly reproduced through routine behavior, expectations, and cultural conditioning. The study
therefore attempts to uncover whether such roles are followed consciously or internalized unconsciously.

At the same time, the research also pays attention to variations across different contexts, such as
rural and urban settings, where the intensity of traditional norms may differ.

2. To analyze the role of family as a primary agent of gender socialization

The family plays a foundational role in shaping an individual’s understanding of gender from an
early age. This objective aims to examine how gender identities and roles are learned within the household
through continuous interaction and observation.

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 Children are exposed to gendered expectations in subtle ways, such as:

● The division of household work between male and female members

● The types of toys, activities, and responsibilities encouraged

● Differences in discipline, freedom, and expectations for boys and girls

These everyday practices contribute to the internalization of gender norms, making them appear natural
rather than socially constructed. The study highlights that gender roles are not innate but are developed
through repeated socialization processes within the family.

3. To investigate the influence of family beliefs and practices on individual attitudes towards
gender roles

Family beliefs and values significantly shape how individuals perceive gender roles later in life.
This objective seeks to understand how these early influences contribute to the formation of attitudes—
whether progressive or traditional.

Individuals raised in families that promote equality may develop more inclusive and flexible views
regarding gender, while those from rigid environments may be more inclined to accept stereotypical roles.
However, the process is not always linear. Some individuals may question and resist the norms they were
raised with, especially when exposed to alternative perspectives through education or social interaction.

This objective therefore bridges personal experiences with broader societal patterns, showing how family
environments influence but do not entirely determine individual thinking.

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4. To examine the extent to which family influences career choices and aspirations based on gender

Career choices are often shaped not only by personal interest but also by family expectations and
societal norms. This objective focuses on understanding whether families still guide individuals toward
gender-appropriate professions.

For instance, certain patterns may still be observed:

● Women being encouraged toward caregiving or teaching professions

● Men being pushed toward technical, managerial, or physically demanding careers

● Subtle discouragement when individuals attempt to pursue non-traditional paths

The study aims to assess whether such influences are declining in contemporary society or continue to
shape aspirations in significant ways. It also examines whether higher levels of education and awareness
have enabled individuals to make more independent career decisions.

5. To explore generational differences in attitudes towards gender roles within families

This objective examines how perceptions of gender roles vary across generations within the same
family. Social change does not occur uniformly, and different age groups often hold contrasting views.

Typically, older generations may adhere more strongly to traditional norms, while younger individuals
tend to question and reinterpret them. This generational shift can sometimes lead to tension, negotiation,
or gradual adaptation within family structures.

At the same time, the study recognizes that change is influenced by multiple factors, including:

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 ● Education and exposure to new idea

● Media and digital influence

● Urbanization and changing economic conditions

Understanding these differences helps in identifying the direction and pace of transformation in gender
relations.

6. To assess the role of communication and discussion within families in challenging gender
stereotypes

Open communication within families plays a crucial role in either reinforcing or challenging
gender norms. This objective aims to explore whether families actively engage in discussions about gender
roles and equality.

In some households, such conversations are encouraged, creating space for questioning stereotypes
and promoting awareness. In others, gender roles remain unquestioned, being treated as natural or
unquestionable truths. The frequency and nature of such discussions can significantly influence how
individuals perceive and negotiate gender expectations.
Thus, the study evaluates whether dialogue within families acts as a tool for change or a mechanism for
maintaining the status quo.

7. To understand the impact of external influences such as media, education, and social
environment on family perceptions of gender roles

While the family is central, it is constantly interacting with broader social forces. This objective

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focuses on how external influences reshape family attitudes towards gender.

Exposure to media, education systems, peer groups, and digital platforms introduces individuals to diverse
perspectives. These influences may:

● Challenge traditional beliefs

● Introduce new models of equality and shared responsibility

● Encourage critical thinking about gender norms

However, the extent to which families accept or resist these influences varies. This objective highlights
the dynamic relationship between private family life and the larger social environment.

8. To evaluate the role of family in actively deconstructing and redefining gender roles

Beyond understanding existing patterns, this study seeks to assess whether families are actively
contributing to change. This involves examining whether households are moving toward more egalitarian
practices.
Some indicators of such transformation include equal division of domestic work, encouragement
of gender-neutral upbringing, and support for individual choices irrespective of gender. In such cases, the
family becomes a site of progressive change rather than merely a transmitter of tradition.

This objective is central to the study, as it directly relates to the idea of deconstructing gender roles
rather than simply observing them.

9. To identify socio-cultural and demographic factors influencing gender role perceptions

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 Gender roles are not uniform across society; they are shaped by various structural factors. This
objective aims to analyze how different variables influence perceptions and practices.

These include:
● Educational background

● Geographical location (rural, urban, semi-urban)

● Age and generational position

● Socio-economic status

By examining these factors, the study provides a more layered understanding of how gender norms operate
differently across contexts.

10. To contribute to the broader discourse on gender equality and social change
The final objective of the study is to contribute meaningfully to academic and social discussions
on gender equality. By providing empirical insights, the research highlights the importance of addressing
family structures in efforts toward achieving gender justice.

It emphasizes that real change cannot occur through policies alone but requires transformation at the level
of everyday interactions, beliefs, and practices within families. The study therefore aims to offer insights
that may be useful for educators, policymakers, and social reform initiatives.

Overall Perspective
Taken together, these objectives reflect a comprehensive attempt to understand gender roles not as
static constructs but as dynamic processes shaped by family, society, and individual agency. The study
positions the family as both a site of continuity and a potential space for transformation, making it central
to any meaningful discussion on gender equality.

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 CHAPTER -3

REVIEW OF LITERATURE

The following is the review of literature of some books and articles associated with gender
roles. This will help the readers understand the foundation of the topic, identify areas of prior
scholarship to prevent duplication and give credit to other scholars and lastly to open a platform
for other researchers to identify the areas that require additional research.

WHY GENDER MATTERS - LEONARD SAX

Dr. Sax explores the psychological and physiological differences between men and women
and the role these differences play in how children are raised, disciplined and educated and shaped
through experiences.

Are boys and girls really that different in functioning ? Twenty years ago, doctors and
researchers didn't think so. Back then, most experts believed that differences in how girls and boys
behave are mainly due to differences in how they were treated by their parents, teachers, and
friends hence it all lies in external environment . It's difficult to cling to that belief today. Abundant
of research over the past twenty years has showed us that sex differences are more impactful and
profound than anybody has ever thought . Sex differences are real, biologically programmed, and
it is significant to how children are raised, disciplined, and educated.
In Why Gender Matters, psychologist and family physician Dr. Leonard Sax leads parents through
the mystifying world of gender differences by explaining the biologically different ways in which
children think, feel, and actand show their emotions . He addresses a number of issues, including
discipline,learning, risk taking, aggression, sex, and drugs, and evidents how boys and girls react
in predictable ways to different situations in diffeent timings.
For an instance , girls are born with more sensitive hearing than boys, and those differences
increase as kids grow up. So, when a grown man speaks to a girl in what he thinks is a normal
voice, she may hear it as yelling. Conversely, boys who appear to be inattentive in class may just
be sitting too far away to hear the teacher—especially if the teacher is female.

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 Likewise , negative emotions are seated in an brain structure called amygdala. Girls develop
an early connection between this and cerebral cortex thus enabling them to talk about how they
feel. In boys these links develop much later. So, if you ask a stressed adolescent boy to tell you
what his feelings are, he often literally cannot say.
Dr. Sax offers fresh approaches to disciplining children, as well as gender-specific ways to
help girls and boys for behavioural aspects avoid drugs and early sexual activity. He wants parents
and guides to understand and work on hardwired differences in children, but he also encourages
them to push beyond gender-based stereotypes.
A leading proponent of single-sex education, Dr. Sax has also pointed out specific instances
where keeping boys and girls separate in the classroom has yielded striking educational, social, and
interpersonal benefit in many fields. Despite the view of many educators and experts on child-
shaping that sex differences should be ignored or overcome, parents and teachers would do better
to recognize, understand, and make use of the biological differences that make a girl a girl, and a
boy a boy.

Gender Roles A Sociological Perspective - LINDA L. LINDSEY

Gender Roles: A Sociological Perspective, Sixth Edition, gives a clear and concise review of
the foundations of knowledge in the field of gender studies with historical, contemporary and
cultural context. The text has provided significantly, essential commentary on current research in
the field. The sixth edition tackles gender myths, gendered trends in health and mental health, and

provides a framew0rk for understanding gender roles within traditional and contemp0rary media.

New research in this sphere expounds and delineates a wide varities of topics, including

masculinity norms in social institutions, gender roles within political elections, and the gender
issues that intersect with public policy.
The text is organized in an attentive and deliberate manner that provides structured context to
the sociological commentaries. The content is divided into three parts,which are as follows: —Part
I: Theoretical and Interdisciplinaryy Perspectives, ‖ —Part II: Gender Roles, Marriagge, and the
Family, ‖ and

—Part III: Gender Roles: Focus on Social Institutions. ‖ Part I lays the ground with in-depth

XIX
exposition of fundamental socio0logical concepts, feminism, and gender theories, providing the
natural history and historical context of these perspectives. Part II addresses gender issues within
the social constructs of family, marriage, and household. Part III summarizes the key theories and

points, culminating in application of central concepts to contemporary issues in business, education,

economics, religion, public policy, law, and the media. The information is well organized with each
part subdivided into sectionsof texts. Each section begins with learning objectives and ends with a
summary of highlighted concepts, section of key terms, and critical
thinking questions. The organization is simple yet thoughtfully structured providing effective guidance.
“Gender Roles: A Sociological Perspective ”offers readers both historical and contemp0rary
views of the gender issues. The text provides not only context but also examples for these issues
within a wide array of frameworks including political, economic, and cultural contexts. Initially
introducing the foundation of sociological concepts needed to understand these issues, the text allows
novice readers to quickly develop a sophisticated working knowledge about these
important issues. This book is highly read not only for public consumers and students, but also for
experts in the field who will appreciate the deeply descriptedand discussion of the latest research,
as well as a rich, comprehensive review of fundamental sociologic concepts.

Challenging gender stereotypes in the early years: the power of parents

Parents and children alike are immersed in a social and cultural environment that produces and
perpetuates gender stereotypes – clothing, toys, television shows, books, friends and extended
family members all communicate messages, explicitly and implicitly, about what is considered
‗appropriate ‘for girls and boys. While this wider context has a significant influence on young children
‘s developing understanding of gender, research confirms that families, and in particular parents, are
young children ‘s first and primary source of information and learning about gender.
This is why Our Watch, with support from Australian accessories brand MIMCO, has chosen to
focus on the potential for parents of young children to challenge restrictive gender stereotypes and
roles, a key driver of violence against women. Parents of young children can play a powerful role

in helping to drive the generational cultural change required to see an end to violence against women

In early 2017, Our Watch conducted a survey to ask parents of children from 0 to 3 years old what

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In this context, this book is a compilation of various researches and thematic paperss has
contributed by they think about gender equality and violence against women, how they divide key
household tasks and childrearing responsibilities within their family, and whether they believe that
gender has an impact on their children.

The survey suggests there is a positive role for Our Watch and others to play in supporting parents of
young children to practice putting such strategies in place as a way to both support them aspirations
of gender equality for their children and help challenge the rigid and harmful gender stereotypes that
drive violence against women.

Gender Stereotype Equity and Equality BY RAMESH. M, MARIA JOSEPHINE AROKIA MARIE.
S AND M.T.V. NAGARAJU
Gender is a socio-culturall concept. According to the UNICEF regionol office of South Asia
(2017) "Gender includes the expectations held about the attributes , aptitudes and likely behavior
of both women and men (femininity and masculinity)". Gender roles and responsibilities are
learned or acquired in societal impact over some time. These roles and responsibilities are different
within and among the cultures and they can be changed. The social and structural systems such as
class, caste, ethnicity, age, cultural practices, political and economic status, and geographical
location, physical and mental state determine or modify the roles but biologically there are no such
predetermined roles or characteristics.
As we all know men and women perform highly different roles and gain different knowledge,
experiences, skills, attitudes but the roles that pre- exist in the society are gender inequalities,
gender stereotypes, gender discrimination, and gender biases in family, and more, though the
United Nations 1979 made convention on the Elimination of all f0rms of discrimination in against
women, still these conceptions predominantly occur in women and they are the victims' of such
beliefs and problems. These unhealthy practices are against the human rights and fundamental
freedoms in the social, political, cultural, and economic spheres of life . Any form of violence and
harmful practices against women may increaasee or weaken the society. To remove such beliefs
and practices, our nation has continuously made effort since independence and achieved success

XXI
to many extents which brought enjoyment and freedom but still, women are struggling to get equal
status to men in our backward society .

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Academicians and research scholars published in the title of "Gender stereotypes while Equity and
Equality." M0st of the papers are related to gender stereotypical society , and some papers are in
gender-related areas such as gender discrimination, equity, equality, women's education and their
protection, culture, and identity of tribal women, tribal women in science education, the violence
of Human rights and more.

Gender and Culture by ANNE PHILLIPS

The idea that respect for cultural diversity conflicting situations with gender equality is now a
staple of both public and academic debate. Yet discussion of these tensions is marred by
exaccerbared talk of cultural differences, leading to ethnic reductionist, cultural stereotyping, and
a hierarchy of traditional and modern. In this volume, Anne Phillips has firmly rejects the notion
that ‗culture ‘might justify the the oppression of women, but also queries the stereotypical binaries
that have represented people from ethnocultural minorities as peculiarly resistant to gender
equality.
The questions addressed include the relationships between universalism and cultural relativiism,
how to distinguish valid generalization from either gender or cultural essentialism, and how to
rec0gnize women as agents rather than captives of culture. The discussions are illuminated by
reference to legal cases and policy interventionism ,, with a particular focus on forced marriage
and cultural defense.

The Second Sex – SIMONE DE BEAUVOIR

Simone de Beauvoir’s The Second Sex remains one of the most influential texts in feminist
thought, offering a profound critique of the ways in which women have historically been positioned
as “the Other” in a male-dominated society. Her central argument—that gender is not an inherent
biological condition but a socially constructed identity—provides a crucial foundation for
analyzing the role of family in gender formation.

XXIII
 Within the family, this process of “becoming” a woman or a man begins early in life. Beauvoir
explains how girls are gradually conditioned into roles of passivity, care, and emotional
dependence, while boys are encouraged to assert independence, ambition, and authority. These
distinctions are not imposed through formal instruction alone but are embedded in everyday
interactions, expectations, and symbolic practices within the household.
For instance, the way children are dressed, spoken to, and assigned responsibilities reflects
deeper cultural assumptions about gender. A girl helping her mother in domestic work is often seen
as natural, whereas a boy doing the same may be treated as exceptional. Over time, such practices
become internalized, shaping identity and self-perception.
Beauvoir’s work is particularly relevant to this study because it reveals how the family
functions as a site where broader patriarchal norms are reproduced at the micro level. However,
her framework also implies that since these roles are socially constructed, they can be challenged
and transformed. Families that consciously resist stereotypical expectations can disrupt this cycle
and contribute to more egalitarian gender relations.

Gender Trouble – JUDITH BUTLER

Judith Butler, in Gender Trouble, advances the idea that gender is not a fixed identity but a
performative act—something that is continuously created through repeated behaviors and social
practices. This theory of performativity provides a powerful lens for understanding how gender
roles are enacted and reinforced within families.
In everyday family life, gender is performed through routine actions such as the division of
household labor, patterns of communication, emotional expression, and even body language. These
repeated performances create the illusion of stable gender identities, making them appear natural
and inevitable.
For example, when mothers consistently take on caregiving roles and fathers assume financial
responsibilities, children learn to associate these roles with gender. Over time, these patterns are
normalized and reproduced across generations.
However, Butler’s theory also emphasizes the possibility of disruption. If gender is performed,
it can also be performed differently. Families that adopt non-traditional practices—such as shared

XXIV
parenting, equal division of labor, or encouragement of gender-neutral behaviors—can challenge
dominant norms and create alternative models of gender relations.
This perspective is particularly significant for the present study, as it shifts the focus from viewing
gender roles as fixed structures to understanding them as dynamic processes that can be reshaped
through conscious action within the family.

The Gendered Society – MICHAEL KIMMEL

Michael Kimmel, in The Gendered Society, examines how gender operates as a fundamental
organizing principle in social life. He argues that gender is deeply embedded in institutions,
including the family, where it shapes roles, responsibilities, and power relations.
Kimmel highlights that masculinity and femininity are not merely personal identities but social
constructs tied to expectations of behavior and power. Within families, boys are often socialized
to embody traits such as strength, independence, and authority, while girls are encouraged to be
nurturing, cooperative, and emotionally expressive.
These patterns are reinforced through both explicit and implicit messages. For instance, boys
may be discouraged from expressing vulnerability, while girls may be praised for being caring and
obedient. Such differential treatment contributes to the development of gendered identities that
align with broader societal expectations.
At the same time, Kimmel acknowledges that these traditional roles are undergoing
transformation due to changes in economic structures, particularly the increasing participation of
women in the workforce. This shift has led to a renegotiation of roles within families, although the
transition is often uneven and marked by resistance.

Feminism and the Family – MARY MACINTOSH

Mary McIntosh provides a critical analysis of the family as an institution that simultaneously
offers emotional support and reinforces structural inequalities. In Feminism and the Family, she
challenges the idealized view of the family as a harmonious unit, highlighting the ways in which

XXV
it perpetuates gender hierarchies.
One of her key arguments revolves around the gendered division of labor within households.
Women are often responsible for the double burden and unpaid domestic work, including cooking,
cleaning, and childdcare, which is essential for the functioning of the family but remains
undervalued and invisible in econ0mic terms.
This unequal distribution of labor not only limits women’s opportunities for economic
independence but also reinforces their subordinate position within the family. Men, on the other
hand, are often associated with paid work and decision-making authority, further entrenching
gender inequalities.
However, McIntosh also recognizes the potential for change within families. As societal
attitudes evolve and more women enter the workforce, traditional roles are increasingly being
questioned. Families that adopt more equitable arrangements can challenge existing norms and
contribute to broader social transformation.
Her work is particularly relevant to this study as it highlights both the constraints and possibilities
inherent in family structures, making it a key framework for understanding the deconstruction of
gender roles.

Of Woman Born – ADRIENE RICH

In Of Woman Born, Adrienne Rich offers a powerful critique of motherhood as both an
experience and an institution. She argues that while motherhood can be a source of fulfillment, it
is also shaped by societal expectations that restrict women’s autonomy.
Within the family, motherhood is often constructed as a central component of female identity, with
women expected to prioritize caregiving and emotional labor. These expectations reinforce
traditional gender roles and limit the scope of women’s participation in other spheres of life.
Rich’s analysis highlights how these norms are internalized and reproduced within families.
For example, daughters may observe their mothers taking on the majority of domestic
responsibilities and come to see this as a natural aspect of womanhood.
At the same time, Rich emphasizes the possibility of redefining motherhood in more
empowering ways. Families that encourage shared parenting and recognize the value of caregiving

XXVI
work can challenge traditional norms and promote greater equality.
Her work contributes to this study by providing a nuanced understanding of how gender roles are
embedded in familial expectations and how they can be reimagined through conscious effort

The Managed Heart – ARLIE RUSSELL HOCHSCHILD

Arlie Russell Hochschild’s concept of emotional labor offers critical insights into the invisible
dimensions of gender roles within families. In The Managed Heart, she examines how emotions
are managed and regulated as part of social expectations, particularly for women.
Within the family, women are often expected to take on the responsibility of maintaining emotional
harmony. This includes managing relationships, resolving conflicts, and providing emotional
support to other family members. Such labor is rarely acknowledged but is essential for the
functioning of the household.
Hochschild’s later work on the “second shift” further highlights the burden placed on working
women, who continue to perform the majority of domestic and emotional labor despite
participating in paid employment.
This dual burden underscores the persistence of traditional gender roles even in seemingly
progressive contexts. However, it also points to the potential for change, as increasing awareness
of these inequalities has led to calls for more equitable distribution of responsibilities within
families.
Her work is highly relevant to this study as it expands the understanding of gender roles beyond
visible tasks to include emotional and psychological dimensions.

Gender and Power – R. W. Connell

R. W. Connell, in Gender and Power, provides a structural analysis of gender relations,

XXVII
focusing on how power operates within social institutions, including the family. Her concept of
hegemonic masculinity explains how certain forms of masculinity are privileged over others,
reinforcing male dominance.
Within families, this often translates into unequal power dynamics, where men hold greater
authority in decision-making and control over resources. Women, on the other hand, may have
limited autonomy, particularly in traditional settings.
Connell’s framework helps in understanding how these power relations are normalized and
reproduced through everyday practices. However, she also acknowledges that these structures are
not static and can be challenged through social change.
As more women gain access to education and employment, traditional power dynamics within
families are being renegotiated. This process, however, is complex and often involves resistance
and conflict.
Her work is essential for this study as it highlights the intersection of gender and power, providing
a deeper understanding of the structural dimensions of gender roles within families.

The Family, Sex and Marriage in England 1500–1800 – Lawrence Stone

Lawrence Stone offers a historical perspective on the evolution of family and gender relations.
His work traces the transformation of family structures from rigid, patriarchal systems to more
companionate and emotionally oriented forms.
This historical analysis is important in demonstrating that gender roles are not fixed but have
changed over time in response to broader social, economic, and cultural developments. For
instance, the shift from agrarian to industrial societies altered the division of labor within families,
leading to new roles and expectations.
Stone’s work also highlights how changes in values—such as the increasing emphasis on
individual choice and emotional fulfillment—have influenced family dynamics and gender
relations.

For the present study, this historical perspective provides a broader context for understanding

XXVIII
contemporary changes. It reinforces the idea that current efforts to deconstruct gender roles are
part of an ongoing process of social transformation rather than a sudden or isolated phenomenon.

The review of literature clearly demonstrates that gender roles within families are deeply
embedded in social structures, cultural norms, and historical processes. At the same time, these
roles are not immutable. They are continuously negotiated, performed, and, in many cases,
challenged.
Across these studies, a few critical insights emerge:
● Family acts as the primary site where gender identities are constructed and internalized

● Gender roles are sustained through everyday practices, emotional expectations, and power
relations.
● Structural inequalities often manifest in subtle and normalized ways within households
● There is growing evidence of transformation driven by education, economic change, and
conscious resistance.
Taken together, these works provide a strong theoretical and analytical foundation for
understanding the dual role of family—as both a reproducer of gender inequality and a potential
agent of change in the movement toward gender equality.

XXIX
 CHAPTER -4

METHODOLOGY AND DESIGN

Research methodology is when problems are solved systematically by the research. The objective
has always been to solve the problems by using available data. On the other hand, research
design refers to the detailed blueprint which is used to guide the research towards it objective.
In this research, descriptive design has been used with the help of questionnaire.

4.1. Descriptive Research Design: According to Glass and Hopkins (1984), it involves
gathering of data and then organizing it. It often uses graphs and chart so that data becomes
understandable. As human mind cannot memorize the large mass of raw data, thus it is
very important that descriptive statistics are reduced into manageable form. It leads to
better findings.

4.2. Sample Design: Sample is a fraction of population and sampling is a technique/method

of selection of samples. In this research the most appropriate sampling technique was that
of random sampling and has therefore been employed to carry out the research. The
assumption is made that each and all units in the population have an equal chance of
occurrence or equal probability of occurrence. In other words, sampling units are selected
randomly. It is very important to select unbiased random individuals so that in the long run
it represents the population. It is the simplest of probability techniques. In the present
research, 41samples were randomly taken from total population of varied demographic
profiles. Primary source of data was the questionnaire and interview, other studies like
books, articles and websites were the secondary source.

XXX
4.3. Data collection instruments: The methodologies of Surveys and Interviews have been
used to conduct this study.

4.4. Structure of questionnaire: As mentioned above, for collecting primary data, a

questionnaire method was used. Due to pandemic i.e., COVID-19, the entire city was under
lockdown and hence, an online questionnaire (which was prepared using Google forms)
was the most convenient approach for both- the researchers as well as the participants to
the research. Further, questionnaires are relatively easy to analyze. A large sample of given
population can be contacted at a relatively low cost and the format is always familiar to
most respondents. They are simple and quick to complete. The information is always
collected in a standardized way and is usually straightforward to analyze. Sometimes the
topics are sensitive and participants might feel uncomfortable speaking to an interviewer,
but through a questionnaire it becomes easy for the users to comfortably deliver their
opinion. The questionnaire designed for the present research has a number of questions, in
a proper sequence, for presenting to respondents for their answers. Each question is
contributing to research objectives. It was designed with mostly with closed ended
questions and only a few open-ended questions. It was designed to cater to all areas and
aspects of the study.

4.5. Ethical Consideration: Ethics are self-regulatory SOPs for making decisions and defining
professions. To establish ethical codes, professional organiizations maintain the integrity
of the profession, define the expected conduct of members, and protect the welfare of
subjects and clients. Moreover, ethical codes give professionals direction when confronting
ethical dilemmas, or confusing situations. A case in point is a scientist’s decision whether
to intentionally or unintentionally deceive subjects or inform them about the true risks or
goals of a controversial but much-needed experiment. Many organizations, such as the
American Sociological Association and the American Psychological Association and
Social Research Association (SRA), establish ethical principles and guidelines. The vast
majorities of today’s social scientists abide by their respective organizations‟ ethical
principles. As per SRA, the core principles of Ethical Consideration in Social Science
Research are as follows;

XXXI
 4.5.1. Obligations to Society: If social research is to remain of benefit and
upgradation of society and the groups and individuals that are living within it,
then social researchers must conduct their work responsibly and in light of the
moral and legal order of the society in which they practice. They have a
responsibility to maintain high scientific standards in the methods employed in
the collection and analysis of data and the impartial assessments and
dissemination of findings and related foundings .

4.5.2. Obligations to Funders and Employer: Researcher relationship with and

commitments to funders and/or employers should be clear and balanced and
predefined in accordance of same predetermined obligations and boundaries..
These should not compromise a commitment to morality and to the law and to
the maintenance of standards commensurate with professional integrity.

4.5.3. Obligations to Colleagues: Social research depends upon the maintenance

of standards , bases and of appropriate professional behavioral that is shared
amongst the professional research community selected by the researcher .
Without compromising obligations to funders/employers, subjects or society at
large, this requires methods, procedures and findings to be open to collegial
review. It also requires concern for the safety and security of colleagues when
conducting field research.

4.5.4. Obligations to Subjects: Social researchers must strive to protect subjects

from undue harm societal and psychological arising as a consequence of their
participation in research. This requires that subjects‟ participation should be
voluntary and as fully informed as possible and no group should be
disadvantaged by routinely being excluded from consideration.
Proper steps have been taken while conducting this study to abide by ethical considerations. All
the above-mentioned ethical guidelines were followed while making the research project.

XXXII
4.5.5. Data analysis and interpretation: The data has been collected by researcher
with the help of developed questionnaire. It has been analyzed and interpreted
with the help of tables, graphs, and pie charts along with the relevant
descriptions.

Appropriate treatment has been provided to the raw data that was collected through
the questionnaires and the researcher has endeavored to draw logical conclusions
which are drawn based on the findings from the responses.

XXXIII
 CHAPTER:5

RESULTS

Below are the results of the survey conducted from 11june 2023 to 14june 2023. In total 15
questions were asked out of which 1 were related to their e-mail address and hence are not included
for confidentiality purposes in the result. 100 participants filled the survey.

Aim of the survey- To understand the extent of gender roles in Indian families and the current
status of gender role destruction.

[Link] of participants

GENDER NO. OF
PARTICIPANTS
MALE
51

FEMALE 46

PREFER NOT TO SAY 2

NON-BINARY 1

Table 5.1

XXXIV
 Figure 5.1

Gender, is the most important parameter which is being used to assess the sample space of the
research as our research is based on gender identity related roles which are forced to accept by
gender socialization. From the above table (Table 5.1) and corresponding pie-chart (Figure 5.1), it
is clear that the majority of people who volunteered, with interest, to fill the survey were men. The
survey concluded that male was in majority with a whopping 51per cent in showing interest in
filling the survey when compared to the significantly less figure of 46per cent corresponding to the
percentage of female respondents who filled the survey. 2per cent prefer not to say and 1 person is
non binary.

XXXV
2. Age group of participants

Figure 5.2

The above pie chart (Figure 5.2) is aimed to understand the age of the respondents. Since it is open
research so it includes persons from every age group of sovity. Majority of them are from 18-22
years of their age then 26per cent from age group 31 or above who are facing gender stereotypes
and now have chance to end this practice as they can teach their young generations and children
about gender equality and provide them chance to opt their roles on their own preferences. Then
16per cent from 23-26 of their age and 12per cent belong to 27-30 years age group. Overall, the
study is comprehensive as it includes all age groups of society and helpful in understanding the
results in more profound manner.

XXXVI
3. Educational qualification

Figure 5.3

Educational qualification is another important aspect as it depicts a picture that is education plays
any role in changing structure of gender roles. Our research ‘major participants are those who have
completed their graduation which forms 57per cent. And 25per cent completed their masters or
higher studies, 15per cent from with high school qualification and very low 3per cent participants
not complied their high school education.

XXXVII
 4. Residence

Figure 5.4
As above pie chart depicts most of the participants are from rural area comprising 50per cent, 32per
cent from urban and remaining 18per cent from semi urban area. It fulfills the geographical
perspective of research that every area matters and provide a clear picture that is there any
differences lie on the basis of locational factors. Is gender stereotypes exist in rural society is true
or not and various interesting factors are also opened through this research work.
5. Do you think that traditional gender roles are still relevant in today’s society?

XXXVIII
Figure 5.5

It gave us very important information as 53per cent clearly accepted that traditional gender roles
matter even in today ‘s modern era. Even from remaining 47per cent participants 25per cent stated
that may be gender roles matter and only 22per cent answer ‗no ‘means gender roles are not
relevant in today’s society. So, we need to accept that even after high ages of reform in field of
gender the results depict not such positivity.

6. Do you believe gender stereotypes exist within your family?

XXXIX
Figure 5.6

As the response and result of this question is totally depend on participant ,is he/she give answer
correctly or hiding the true facts because everyone want to present good image of his family and
if their exist any stereotype in his/her family he/she may reject it in front of world but our result
depict that 45per cent gave answer no that stereotype not exist in their family , 26per cent answer
may be and 29per cent answer yes.
7. How is housework and caregiving responsibilities divided within your family?

XL
Figure 5.7

When asked to participant how housework is divided between different genders within your family,
it forms out that out of 100, 25 families follow traditional gender roles to divide responsibilities,
43 believe in equal divination of work and in 32 families it lies on individuals’ preferences and
abilities.

8. How often does your family engage in discussions about gender roles and
challenging stereotypes?

XLI
Figure 5.8

As pie chart depict that 46per cent families discuss about gender roles and challenging stereotypes
,26per cent frequently discuss, 4per cent very frequently and 19per cent rarely and 5per cent are
those which even never discussed such issues.
9. What do you think which generation is more stereotypes about gender roles?

XLII
Figure 5.9

To some extent we are familiar with the answer of this question because society is continuously
evolving and existing stereotypes and blots are diminished as new generation replaces old one. So,
it is expected that old generation is more stereotypes about gender roles and 89per cent answer in
reference to this fact that are grandparents are more peculiar about gender roles that 8per cent
answer our parents and only 3 voted for current generation.
10. Did your parents actively challenge traditional gender role while raising you?

XLIII
Figure 5.10

The question is one of the main questions and directly designed by keep in view of topic of research
i.e. ‘role of family in deconstructing gender roles ‘36per cent answer that their family encourage
to challenge gender role and 39per cent unsure about fact and 25per cent voted that they adhere to
traditional gender roles.

XLIV
11. How do you think your family’s belief and practices have influenced your
attitude towards gender roles?

XLV
 12. Did your family’s belief or expectation about gender roles influence your career
choices and
aspirations?

Figure 5.12

It’s good to know that majority of participant have freedom and no influence of their family in
choosing career options which account 66per cent ,16per cent unsure and remain 18per cent accept
that their family exercise influence in selection of their career.

XLVI
 13. To what extent do you think media and external influences have impacted your
family’s view on gender roles?

Figure 5.13
The question is designs using rating scale from 1 to 5 as 1 depicted not at all and up to 5 it reaches to
great extent

Q14. If you have or plan to have children, how do you envision teaching them about gender
equality and deconstructing gender roles within in your family?

XLVII
The question is basically open ended; the participant can express his views about how he/she/other
play role in deconstructing gender roles in their new generation. some participants are unable to
express their view so they just fil the column with anything just to submit response. Some valuable
answers given by participants are as follow;
⮚ I envision being mindful of my language and actions, such as avoiding gendered language
and treating everyone equally, regardless of their gender identity. Additionally, I would
expose children to diverse role models of all genders, encourage their interests and passions
regardless of gender norms, and have open discussions with them about gender identity
and diversity
⮚ I believe gender roles are something deeply etched in our culture. The division of labor,
with a progressive mind, makes a perfect family. Progressive, in the sense that, no gender
oppresses another rather provides support in living the life as best as possible. What I have
observed is that fading cultural gender roles have started to deteriorate our values and
morals which we should adhere to. In the professional world, surely, everyone should be
given a chance irrespective of gender or any other means of discrimination. Changes are
bound to happen in this dynamic modern world; it depends on us how we adapt to it.
⮚ I will treat them equally as human beings not of any specific gender. For girls’ safety of
course I will be extra conscious buzz society is not safe but I will never make her feel
discriminated. For e.g. If my girl is not safe to go alone late night outside home, then I will
make sure my boy also doesn't do it so she doesn't feel something lacking in her life just
buzz of being a female.
⮚ I will teach them about all family members have rights to speak and work. It does matter
that is a boy or girl. Moreover, it will encourage them to live with happiness and be free. ⮚
And many more responses

XLVIII
The question is basically open ended; the participant can express his views about how he/she/other
play role in deconstructing gender roles in their new generation. some participants are unable to
express their view so they just fil the column with anything just to submit response. Some valuable
answers given by participants are as follow;
⮚ I envision being mindful of my language and actions, such as avoiding gendered language
and treating everyone equally, regardless of their gender identity. Additionally, I would
expose children to diverse role models of all genders, encourage their interests and passions
regardless of gender norms, and have open discussions with them about gender identity
and diversity
⮚ I believe gender roles are something deeply etched in our culture. The division of labor,
with a progressive mind, makes a perfect family. Progressive, in the sense that, no gender
oppresses another rather provides support in living the life as best as possible. What I have
observed is that fading cultural gender roles have started to deteriorate our values and
morals which we should adhere to. In the professional world, surely, everyone should be
given a chance irrespective of gender or any other means of discrimination. Changes are
bound to happen in this dynamic modern world; it depends on us how we adapt to it.
⮚ I will treat them equally as human beings not of any specific gender. For girls’ safety of
course I will be extra conscious buzz society is not safe but I will never make her feel
discriminated. For e.g. If my girl is not safe to go alone late night outside home, then I will
make sure my boy also doesn't do it so she doesn't feel something lacking in her life just
buzz of being a female.
⮚ I will teach them about all family members have rights to speak and work. It does matter
that is a boy or girl. Moreover, it will encourage them to live with happiness and be free. ⮚
And many more responses

XLIX
DISCUSSION

Family, where an individual is born is an indispensable social institution has always been a matter
of contention and concern for the literary artist. In this new world of the modern and the
postmodern, where every conventional idea and concept undergoes change as society is dynamic
and social drpiversity is at it'speak in India , even the ideas of family, gender roles and the politics
of power within the family undergo a phenomenal change. In most of the novel of feminists like
of Anita Desai, have been portrayed as the custodians of family values, struggling to preserve the
familial unit against the threat of cultural and social forces against women . The writer has often
tried to explore a woman ‘s world, most often, through the conventional stereotypes predominant
in her times, of women pitted against patriarchy and tried to challenge of existing male dominance
in society. Yet even in these powerful conventional representations we find some undercurrents of
change, a change which intends to break free from the typical and the quintessential norms of
womanhood or manhood are successful to some extent . The male characters - Nirode, Arun,
Raman, Gautum are individuals who have taken a step forward in creating space for their female
counterparts and re - establishing balance and preventing a virtual break down of the family. In
most of the cases the male characters have made an effort to come out of the patriarchal mind set.
Therefore, in this paper i have tried to study family and deconstruct its conventional readings and
foreground the deconstructed gender stereotypes. Family, as an indispensable social institution has
always been a matter of contention and concern for the literary artist. In this new world of the
modern and the postmodern, where every conventional idea and concept undergoes change, even
the ideas of family, gender roles and the politics of power within the family undergo a phenomenal
change in which many male and female writers have put in their roles . In most of the novels of
Anita Desai, females have been portrayed as the custodians of family values, struggling to preserve
the familial unit against the threat of cultural and social forces to women's existence, survival and
the extremely underrated role they play in nurture of society. The writer has often tried to explore
a woman ‘s world, most often, through the conventional stereotypes predominant in her times, of
women pitted against patriarchy. Women sometimes themselves are reluctant of coming out of
such structural patriarchy as they have lived throught their lives . Yet even in these powerful
conventional representations we find some undercurrents of changewhich are spreading in modern

L
 times to some extent , a change which intends to break free from the typical and the quintessential
norms of womanhood or manhood. Family is not an individual ‘s private territoryy as it appears to
one but it is part of a larger social system. Apart from being the most essential part of an individual
‘s life it has to constantly work with other subsystems of the society to function efficiently. In an
article on family studies Linda Thompson and Alix Walker elaborate –The family, as a cultural
system of obligation, a tangle of love and domination that is not even easy to leave is distinguished
from the household, a locus of labor and economic struggle. Neither families nor households can
be conceptualized as separate and solitary spheres. From time immemorial the general tendency
to look towards the problems of gender and family has been to follow the stereotyped, conventional
idea where a woman is supposed to be the
Marginalized other .and the man a confirmed patriarch. ‘The breaking free of the conventions and
stereotypes of gender and family is rather a step towards finding solutions to similar problems.
When we consider the research that has been carried on in this area of family and gender the experts
suggest that it is the roles that an individual is assigned within the frame work of family that decides
their inequality. These roles are socially and culturally structured not only in India but also in the
west. By subverting the hierarchies in a family and giving the females the power to rule does not
initiate a valid solution to the problem a balanced appraoch where men and women both work
collectively towards betterment of society and dismantle the existing suppressing structures .

On reading the novels of Anita Desai we see these shifting ideas of gender roles in the characters of Bim,
a female protagonist in The Clear Light of Day, assumes the role of a Patriarch, a family head after the
death of her parents. The reins of power rest completely in her capable hands but this does not in any way
improve the situation of the family. Sita in Where Shall we go this, Summer? Is a woman who has set her
own terms and conditions of living and throughout the novel the patriarch seems t0 be invisiblle. But even
then, the problems seem to exist and persist throughout the narrative. All these are indicative of a
reestablishment of gender roles within the family. A mother in the postmodern is not just a caretaker of
her family but is also a bread winner. Her roles gave shifted from the conventional home maker and a
docile care taker More0ver to make it more complicated she may not be the biological mother. Any
individual taking care of the house, children and domesticity can be called mothers. They are the mother
substitutes or surrogate mother which we find in more than one novel of Anita Desai. Hence a solution

LI
cannot be sketched by just allocating roles. A family is only progressive when a flexible approach or plan
is laid down. Therefore, the solution lies in drawing a line somewhere in the middle, and repositioning
and resituating the individuals in a flexible framework which equalizes the powers and re reestablishes a
more acceptable and peaceful condition. Therefore, this paper proposes to study family and deconstruct
its conventional readings and foreground the deconstructed gender stereo Building further on the findings
of the study, it is important to recognize that the process of deconstructing gender roles within the family
is not linear or uniform. Rather, it is marked by contradictions, negotiations, and gradual adaptations that
vary across different social and cultural contexts. While some respondents indicated a clear shift toward
egalitarian values, others reflected a coexistence of progressive attitudes with deeply internalized
traditional norms. This duality suggests that change within family structures often occurs in layers rather
than through complete transformation.

An important pattern that emerges from the study is the distinction between attitudinal change and
behavioral change. Many participants expressed support for gender equality in principle; however, this
was not always reflected in everyday practices. For instance, even in families where both men and women
are engaged in paid work, domestic responsibilities continue to be disproportionately carried by women.
This indicates that while awareness and acceptance of gender equality may be increasing, the redistribution
of roles within the household remains limited. Such findings highlight the persistence of “invisible
inequalities,” where traditional expectations continue to operate subtly beneath the surface of apparent
progress.

This gap becomes clearer when we observe everyday household dynamics, such as:

● Women managing the majority of caregiving and emotional responsibilities

● Men being seen as primary decision-makers despite shared income roles
● Household work being “helped with” by men rather than equally shared

These patterns suggest that structural change is still incomplete and often symbolic rather than substantive.

Furthermore, the study reveals that generational differences play a significant role in shaping attitudes
toward gender roles. Younger participants were generally more inclined toward questioning stereotypes
and advocating for equality, often influenced by education, digital media, and broader social exposure.

LII
However, their ability to translate these beliefs into practice is frequently mediated by family expectations
and cultural norms. In many cases, younger individuals find themselves negotiating between their personal
beliefs and the values upheld by older family members, leading to compromises rather than outright
rejection of traditional roles.

LIII
Another dimension that emerges from the analysis is the role of education and awareness in facilitating
change. Participants with higher levels of education or exposure to diverse environments were more likely
to challenge conventional gender norms and support egalitarian practices within the family. Education
functions not only as a source of knowledge but also as a means of developing critical thinking, enabling
individuals to question inherited beliefs.

At the same time, the study indicates that change is often supported when certain conditions are present,
such as:

● Exposure to diverse social and cultural environments

● Access to higher education
● Economic independence, particularly among women
● Supportive family environments that encourage dialogue

However, the presence of these factors does not automatically guarantee transformation, as deeply rooted
norms may still influence behavior.

The influence of external factors such as media and social networks also deserves attention. Exposure to
alternative representations of gender roles—through films, social media, and public discourse—has
contributed to reshaping perceptions, particularly among younger generations. These influences often act
as catalysts for questioning traditional norms and initiating conversations within families. Nevertheless,
the extent to which such influences lead to lasting change depends largely on how they are interpreted and
accepted within the family context.

It is also important to note that the deconstruction of gender roles is closely linked to issues of power and
decision-making within the household. Even in families that appear progressive, authority may still be
unevenly distributed. The study suggests that true transformation requires not only a redistribution of tasks
but also a reconfiguration of power relations. Without addressing these deeper structures, visible changes
may remain limited in their impact.

In some cases, the persistence of unequal power relations can be observed through:

● Control over financial decisions remaining with male members

● Women’s opinions being considered but not prioritized

LIV
 ● Major family decisions reflecting traditional authority patterns

At the same time, the findings indicate emerging possibilities for change. Instances where families
consciously adopt practices such as shared responsibilities, open communication, and support for
individual choices demonstrate that the family can act as a site of transformation. These examples,
although not universal, point toward the potential for redefining gender roles in ways that promote equality
and mutual respect.

In conclusion, the discussion underscores that the family occupies a complex and dynamic position in the
discourse on gender roles. It is both a space where traditional norms are reproduced and a potential arena
for progressive change. The transition toward more egalitarian family structures is ongoing and uneven,
shaped by a combination of cultural, educational, and generational factors. Recognizing this complexity
is essential for developing a nuanced understanding of gender relations and for identifying meaningful
pathways toward long-term social transformation.

LV
 CONCLUSION

“When a woman goes into politics her life changes, when many women go into politics life
changes”
(Vittorio Bachelet)

While conducting research many asked why the need is felt to conduct research on such topics. So,
a brief explanation was given how one gender discriminated by constructing gender roles in
comparison to other gender and why gender equality is important.

Gender equality is a human right that comes in respect of being a human and a longstanding area
of policy-making that has recently been at the forefront of the political agenda. From the powerful
#MeToo movement to the broad social backlashh against male impunity for violence against
women, the persistence of heavy stere0typing and discrimination in social life as well as in cultural
; stakeholders from all walks of life have called for effective legal and other measures to address
structural barriers to gender equality that womn has been facing since ages . Gender inequality
creates discrimination, entrenches gender stereotypes and prevents women and men, girls and boys
from equally reaching their full potential in the workplace, at home and in society and in every
aspect of life at large – with the brunt weighing more heavily on women and girls. But it is in the
interests of everyone – women and men – that gender equality should be tackled in a systemic,
effective and lasting way. Obstacles to achieving gender equality are still significant. The nature
and magnitude of these obstacles may vary from country to country localities to localities, being
very much influenced by cultural contexts, with gender inequalities present in all areas of society.

Social impact: Importantly, the implications of these findings extend beyond the boundaries of
the family and have significant social impact. Since the family is the primary unit of socialization,
the values and attitudes developed within it influence broader societal structures, including
education, employment, governance, and interpersonal relationships. When families reinforce
traditional gender roles, they contribute to the ‫ استمرار‬of gender inequality in society at large.
Conversely, when families adopt egalitarian practices, they lay the foundation for a more just and
inclusive social order.

LVI
The social impact of transforming gender roles within families can be understood in several ways:

● It promotes greater gender equality in education and employment by encouraging equal

opportunities for all individuals
● It helps reduce the burden of unpaid domestic and emotional labor disproportionately placed
on women
● It contributes to the development of more balanced and respectful interpersonal relationships
● It challenges long-standing stereotypes, thereby fostering a culture of mutual respect and
shared responsibility
● It supports the creation of a society where individuals are valued based on their abilities
rather than gender-based expectations

Furthermore, changes within the family have a ripple effect across generations. Children raised in
egalitarian households are more likely to internalize values of equality and carry them into their
future roles as citizens, professionals, and family members. In this way, the transformation of
gender roles within the family becomes a powerful tool for long-term social change.

However, the study also underscores that such transformation requires conscious effort and
sustained engagement. Structural inequalities, cultural traditions, and deeply rooted beliefs
continue to pose challenges, making the process gradual and uneven. Therefore, alongside changes
within families, there is a need for supportive interventions at the societal level, including
education, policy measures, and awareness programs that promote gender sensitivity.

Ultimately, the study highlights that meaningful progress toward gender equality cannot be
achieved without addressing the foundational role of the family. By recognizing and actively
reshaping the norms and practices within this primary institution, society can move closer to
achieving a more equitable and inclusive future.

Time to act: The time to act against the multiple disadvantages women continues to face is now
or never. The necessary policies and legislation have been in place for decades, but there is still

LVII
broad scope for action and change in many countries across the world to prevent further backlash
and swifter progress, however it is seen how these regulations are not being implemented in an
effective manner Progress is more effective when changes are introduced in the systems
themselves, overcoming resistance and bringing about the necessary cultural shifts and the benefits
to the whole of society – women and men – can be shown even sociologically and empirically .

Quotas – gender mainstreaming: musts the participants in the Forum recognized that effective
gender quotas are necessary in both politics and business, but they need to be accompanied by the
development of a culture of gender equality in political institutions and in an economy that is free
of discrimination, sexism and harassment, thus enabling women to thrive, including in positions
of responsibility. It is necessary that gender budgeting is given enough preferences while
formulating policies However, the progress needed goes beyond the number of women elected
and the posts they hold: it must be integrated into policy-making. Gender must be mainstreamed
in all policies, and at all levels, together with positive measures such as quotas.

Eradicating gender stereotypes – the extreme penetration of gender stereotypes has been
penetrated deep in Indian society, ingrained violence Breaking down conscious and unconscious
gender stereotypes must be the starting point for tackling gender inequalities. Gender stereotypes
also affect the fight against gender-based violence,, as they have an impact on the capacity of
victims to react which often means that the perpetrators are not being held accountable for their
acts. All forms of violence against women need to be eliminated through preventionn measures, as
well as through ending impunity, by encouraging victims – with the appropriate support and
protection measures – to report transgressions, and by prosecuting every instance of violence.
Addressing violence against women and breaking down sex-based discrimination, sexism and
gender stereotypes need to go hand in hand.

Language, education and media Ensuring gender-sensitive education schemes, notably by

educating young girls and boys on gender equality issues, human rights principles, mutual respect,
dignity and anti-discrimination, is essential at preliminary stage . Inclusive strategies should target
men in particular, so as to involve them in promoting and “normalizing” gender equality.
Semantics hold true power in issues related to gender equality: non-sexist and gender-sensitive
language and portrayals need to be introduced in all sectors of society, especially all

LVIII
typesmofnmedia houses such as newschannels , newspaper and social media etc. . Gender bias also
needs to be addressed in the field of digitalization/Artificial Intelligence due to the high risk of big
data reproducing stereotypes leading to potential discrimination/disadvantages for women. In order
to unleash the great promise these technologies hold for all of humanity, algorithms and data should
be free of bias and should not reinforce stereotypes and inequalities in our societies in order to
eradicate thedeeply penetrated issues regarding gender equality.

LIX
 RECOMMENDATIONS

To governments

• Introduce targeted measures for gender equal representation in all

areas of public and political decision-making to ensure transparency
when appointing members to high-ranking positions and statutory
bodies; rule making is to be improved .
• Develop laws which proscribe acts, words, gestures and behaviors
expressing sexism or contempt of a person based on gender - Ratify
and implement the Council of Europe Istanbul Convention and adopt
legislation that protects women from discrimination and all forms of
gender-based violence (including sexual abuse, rape, physical,
psychological and economic violence, verbal abuse, mutilation,
torture and trafficking); ensure better implementation of these
policies .
• Take measures to prevent sexual abuse and violence in public and
over all localities , for example through training and awareness-
raising campaigns and programmed targeting all members of
society;
• Ensure that preventative measures toward creating safe spaces for
women in politics and in the public space are not gender binary but
also take into account other forms of discrimination; gender
budgeting may be helpful business startups should be given push
• Reform parental leave and other care leave schemes (paid or unpaid)
in such a way so as to achieve equality between women and men in
sharing care work, for example through nontransferable entitlements
for each parent.
•

LX
To media and audiovisual industry –

• Assure visibility of data/reports on gender equality issues and

political representatives ‘engagement relating to gender equality,
thereby increasing transparency and accountability for the benefit of
the public;
• Eliminate, expose and deconstruct sexist representations, discourse
to denounce misogyny and stereotypes, and to educate and foster
change;
• Use gender-sensitive language and portrayals as promoters of
change; Employ more women in prominent positions (e.g.
commentators, news anchors) and in media decision-making;
• Create/join transnational journalism partnerships to promote gender
equality and to expose gender-related abuse.

To Civil Society

• Ensure gender balance in decision-making and the integration of a

gender equality perspective in programmed and activities; train
women for self defence by holding campaigns and workshops
• Consider ways to enhance collaboration between NGOs in order to
avoid duplicating efforts and competing for funding for gender
equality projects; thiswill enhance the effectiveness ofn policies
• Mix social media and new communication tools with field-

centered campaigning to raise awareness among stakeholdersof

society so as to involve and reach the whole of society and its actors.

For Indian families

• ensure equal responsibilities of domestic works, do not divide it

LXI
 among members on the mere bases of gender identity;

• equal treatment irrespective of gender identity;

• encourage young generation to openly challenge gender roles

instead of adhering.

LXII
SOURCES AND REFERENCES

1. Aina, O.E., & Cameron, P.A. (2011). Why Does Gender Matter? Counteracting
Stereotypes with Young Children. Dimensions of Early Childhood, 39(3), 11-20. Web 24
July 2017.
2. Barry, P. (2009). Beginning Theory, 3rd edition. Manchester: Manchester University Press.
Blumberg,
3. R.L. (2008). The invisible obstacle to educational equality: Gender bias in textbooks.
Prospects, 38(3): 345–361.
4. Connell, R. (2009). Gender in world perspective. Cambridge: Polity Press

5. Gordic-Petkovic, V. (2012). Gender roles and gender stereotypes in teaching literature.

Temida 15(3), 115-128.
6. Sovic, A., & Hus, V. (2015). Gender Stereotype Analysis of the Textbooks for Young
Learners. Procedia - Social and Behavioral Sciences, 186, 495-501. Web 19 July 2017.
[Link]

7. Wilchins, R. (2004). Queer Theory, Gender Theory. An Instant Primer. Los Angeles:
Alyson Books
8. Narahara, M. (1998). Gender stereotypes in children ‘s picture books. ERIC Document
Reproduction Service No. ED419248. [Link]
9. Banerjee, S. (2003). Gender and nationalism: the masculinization of Hinduism and female
political participation in India. Women ‘s Studies International Forum, 26(2), 167–179.
[Link] 1016/s0277-5395(03)00019-0
10. Berger, P. L., & Luckmann, T. (1967). The Social Construction of Reality: A Treatise in
the Sociology of Knowledge. Anchor.
[Link] se/Bergerper cent20socialconstruction-
[Link]
11. Bhasin, Kamala, 2000, Understanding gender, Kali for women: New Delhi.

LXIII
12. de Beauvoir, S. (2011). The second sex (C. Borde & S. Malovany-Chevallier, Trans.).
Vintage Books. (Original work published 1949)
13. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
14. Kimmel, M. S. (2017). The gendered society (6th ed.). Oxford University Press.
15. McIntosh, M. (1982). Feminism and the family. In M. Barrett & M. McIntosh (Eds.), The
anti-social family (pp. 11–36). Verso.
16. Rich, A. (1995). Of woman born: Motherhood as experience and institution (10th anniversary
ed.). W. W. Norton & Company.
17. Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling.
University of California Press.
18. Hochschild, A. R., & Machung, A. (2012). The second shift: Working families and the
revolution at home (Rev. ed.). Penguin Books.
19. Connell, R. W. (1987). Gender and power: Society, the person and sexual politics. Stanford
University Press.
20. Stone, L. (1977). The family, sex and marriage in England 1500–1800. Harper & Row.
21. Oakley, A. (1974). The sociology of housework. Pantheon Books.
22. Parsons, T., & Bales, R. F. (1955). Family, socialization and interaction process. Free Press.
23. Chodorow, N. (1978). The reproduction of mothering: Psychoanalysis and the sociology of
gender. University of California Press.
24. Walby, S. (1990). Theorizing patriarchy. Basil Blackwell.
25. Connell, R., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the
concept. Gender & Society, 19(6), 829–859. [Link]
26. Stacey, J. (1990). Brave new families: Stories of domestic upheaval in late twentieth century
America. Basic Books.
27. Bourdieu, P. (2001). Masculine domination (R. Nice, Trans.). Stanford University Press.
28. Giddens, A. (1992). The transformation of intimacy: Sexuality, love, and eroticism in
modern societies. Stanford University Press.

LXIV
BIBLIOGRAPHY

Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young
children. Dimensions of Early Childhood, 39(3), 11–20.

Banerjee, S. (2003). Gender and nationalism: The masculinization of Hinduism and female political
participation in India. Women’s Studies International Forum, 26(2), 167–179.
[Link]

Barry, P. (2009). Beginning theory (3rd ed.). Manchester University Press.

Berger, P. L., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of
knowledge. Anchor Books.

Bhasin, K. (2000). Understanding gender. Kali for Women.

Blumberg, R. L. (2008). The invisible obstacle to educational equality: Gender bias in textbooks.
Prospects, 38(3), 345–361.

Bourdieu, P. (2001). Masculine domination (R. Nice, Trans.). Stanford University Press.

Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.

Chodorow, N. (1978). The reproduction of mothering: Psychoanalysis and the sociology of gender.
University of California Press.

Connell, R. (2009). Gender in world perspective. Polity Press.

Connell, R. W. (1987). Gender and power: Society, the person and sexual politics. Stanford University
Press.

LXV
Connell, R., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender &
Society, 19(6), 829–859. [Link]

de Beauvoir, S. (2011). The second sex (C. Borde & S. Malovany-Chevallier, Trans.). Vintage Books.
(Original work published 1949)

Giddens, A. (1992). The transformation of intimacy: Sexuality, love, and eroticism in modern societies.
Stanford University Press.

Gordic-Petkovic, V. (2012). Gender roles and gender stereotypes in teaching literature. Temida, 15(3),
115–128.

Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. University of

California Press.

Hochschild, A. R., & Machung, A. (2012). The second shift: Working families and the revolution at home
(Rev. ed.). Penguin Books.

Kimmel, M. S. (2017). The gendered society (6th ed.). Oxford University Press.

McIntosh, M. (1982). Feminism and the family. In M. Barrett & M. McIntosh (Eds.), The anti-social family
(pp. 11–36). Verso.

Narahara, M. (1998). Gender stereotypes in children’s picture books. ERIC Document Reproduction Service
No. ED419248.

Oakley, A. (1974). The sociology of housework. Pantheon Books.

Parsons, T., & Bales, R. F. (1955). Family, socialization and interaction process. Free Press.

LXVI
Rich, A. (1995). Of woman born: Motherhood as experience and institution (10th anniversary ed.). W. W.
Norton & Company.

Sovic, A., & Hus, V. (2015). Gender stereotype analysis of the textbooks for young learners. Procedia -
Social and Behavioral Sciences, 186, 495–501.

Stacey, J. (1990). Brave new families: Stories of domestic upheaval in late twentieth century America.
Basic Books.

Stone, L. (1977). The family, sex and marriage in England 1500–1800. Harper & Row.

Walby, S. (1990). Theorizing patriarchy. Basil Blackwell.

Wilchins, R. (2004). Queer theory, gender theory: An instant primer. Alyson Books.

LXVII
 APPENDICES
AAPENDIX 1: QUESTIONNAIRE

QUESTIONNAIRE
Research Project on "Role of Family in Deconstructing Gender Roles"
The survey is conducted for academic research purposes only. All responses will remain
confidential and anonymous. Please answer the following questions honestly.

1. Email ID

2. Gender
☐ Male
☐ Female
☐ Prefer not to say
☐ Other:

3. Age Group
☐ 18–22
☐ 23–26
☐ 27–30
☐ 31 or above

4. Educational Qualification
☐ Below High School
☐ High School
☐ Bachelor’s Degree
☐ Master’s Degree or Higher

5. Area from where you belong

LXVIII
☐ Urban
☐ Rural

☐ Semi-urban

6. Do you think that traditional gender roles are still relevant in today’s society?
☐ Yes
☐ No
☐ Maybe

7. Do you believe gender stereotypes exist within your family?

☐ Yes
☐ No
☐ Maybe

8. How is housework and caregiving responsibilities divided within your family?

☐ Traditional gender roles are followed
☐ Shared equally between genders
☐ Varies depending on individual preferences and abilities

9. How often does your family engage in discussions about gender roles and challenging stereotypes?
☐ Very Frequently
☐ Frequently
☐ Sometimes
☐ Rarely
☐ Never

10. Which generation do you think holds more stereotypes about gender roles?
☐ Grandparents
☐ Parents

LXIX
☐ Current Generation (Ours)

11. Did your parents actively challenge traditional gender roles while raising you?
☐ Yes, they encouraged me to challenge gender roles
☐ No, they adhered to traditional gender roles
☐ I’m not sure

12. Impact on Gender Attitudes

12(a). How do you think your family’s beliefs and practices have influenced your attitude towards
gender roles?

13. Did your family’s beliefs or expectations about gender roles influence your career choices or
aspirations?
☐ Yes, they influenced my career choices
☐ No, they did not influence my career choices
☐ I’m not sure

14. Media and External Influence

14(a). To what extent do you think media and external influences have impacted your family’s
views on gender roles?
☐ 1 – Not at all
☐2
☐3
☐4
☐ 5 – To a great extent

LXX
15. Future Generation

15(a). If you have or plan to have children, how do you envision teaching them about gender
equality and deconstructing gender roles within your family?

LXXI
 APPENDIX :2
PARTICIPANTS INFORMATION

Do you think
that
traditional Do you
gender believe gender
role stereotypes
s are still
relevant in

Area from
Education where you today's exist within
Gender Age group Qualification belong society? your family?

Master's or
higher
Female 23-26 Rural Yes Maybe
Bachelor's
Female 18-22 degree Rural No No
Bachelor's
Male 18-22 degree Urban May be No
Bachelor's
Female 27-30 degree Rural Yes Yes
Bachelor's
Female 18-22 degree Rural May be Maybe
Bachelor's
Female 18-22 degree Urban Yes Maybe
Bachelor's
Male 23-26 degree Rural May be Maybe

LXXII
Female 18-22 High school Urban Yes Maybe
Bachelor's
Female 18-22 degree Rural May be Yes
Bachelor's
Male 18-22 degree Semi urban Yes Maybe
Bachelor's
Male 18-22 degree Urban Yes Yes
Bachelor's
Female 18-22 degree Rural No Yes
Bachelor's
Female 18-22 degree Rural Yes Yes

LXXIII
 Bachelor's
Male 18-22 degree Rural Ye
s Yes
Due to ethical consideration, the participant information (email-id/identifying information) has not
been disclosed. The responses are attached below.

LXXIV
 Bachelor's
Female 18-22 Semi urban Yes No
degree
Master's or
Female 23-26 higher Urban Yes No

Male 18-22 High school Rural May be No

Bachelor's
Female 18-22 degree Urban Yes Yes
Bachelor's
Male 18-22 degree Rural Yes No
Bachelor's
Female 18-22 degree Urban Yes Yes
Bachelor's
Female 18-22 degree Urban May be No
Bachelor's
Male 31 or above degree Rural Yes Yes
Master's or
Male 31 or above higher Rural No Yes
Master's or
Female 31 or above higher Rural Yes Yes
Bachelor's
Male 18-22 degree Rural Yes Maybe
Bachelor's
Male 31 or above degree Rural Yes Maybe
Bachelor's
Male 18-22 degree Rural No No
Bachelor's
Male 18-22 degree Rural May be Maybe

LXXV
 Bachelor's
Male 18-22 degree Rural Yes Maybe
Master's or
Male 27-30 higher Urban May be Maybe
Bachelor's
Male 18-22 degree Rural Yes Yes
Bachelor's
Male 18-22 degree Rural Yes No
Master's or
Male 27-30 higher Rural No Maybe
Female 18-22 High school Rural Yes Maybe
Master's or
Female 31 or above higher Urban May be No

Bachelor's
Male 27-30 degree Rural Yes Maybe
Bachelor's
Male 18-22 degree Rural Yes Yes

LXXVI
 Bachelor's
Female 18-22 Semi urban No No
degree
Bachelor's
Male 31 or above degree Rural Yes Yes
Bachelor's
Male 18-22 degree Rural Yes Yes
Male 23-26 High school Urban May be Yes
Master's or
Female 31 or above higher Urban Yes No
Bachelor's
Male 18-22 degree Semi urban No No
Master's or
Male 31 or above higher Rural No No
Master's or
Female 31 or above higher Semi urban May be No

Female 18-22 High school Rural May be Maybe

Bachelor's
Male 23-26 degree Rural Yes Yes
Bachelor's
Female 18-22 degree Urban Yes Yes
Bachelor's
Female 18-22 degree Semi urban Yes Yes
Master's or
Female 27-30 higher Rural Yes No
Master's or
Male 31 or above higher Rural Yes Yes

Male 18-22 High school Rural Yes Yes

Bachelor's

LXXVII
Female 18-22 degree Rural Yes Maybe
Master's or
higher
Non-binary 31 or above Urban No Yes

Male 31 or above High school Urban May be Maybe

Master's or
Female 27-30 higher Rural May be Maybe
Master's or
Female 31 or above higher Semi urban May be No
Master's or
Male 31 or above higher Urban Yes Maybe
Master's or
Female 27-30 higher Semi urban May be Maybe

LXXVIII
 Belowhigh
Male 23-26 school Semi
urban Yes Yes
Male 23-26 Below high Semi urban Yes Yes

LXXIX
 school

Male 23-26 High school Urban May be Maybe

Bachelor's
Male 23-26 degree Rural No No
Master's or
Female 31 or above higher Urban Yes Maybe
Master's or
Female 31 or above higher Urban Yes No
Male 18-22 High school Semi urban May be Maybe
Bachelor's
Female 31 or above degree Semi urban May be No

Male 31 or above High school Rural Yes No

Master's or
Female 27-30 higher Urban No No
Below high
Female 27-30 school Urban Yes Yes
Bachelor's
Female 31 or above degree Semi urban No No
Bachelor's
Female 23-26 degree Rural May be No
Master's or
Male 31 or above higher Urban May be No
Bachelor's
Female 18-22 degree Semi urban No No
Master's or
Male 31 or above higher Urban Yes No

Male 18-22 High school Rural Yes Maybe

LXXX
 Bachelor's

Male 23-26 degree Rural May be Maybe

Male 18-22 High school Rural Yes No

Bachelor's
Male 18-22 degree Rural Yes No
Bachelor's
Male 23-26 degree Rural No No
Prefer not to Bachelor's
say 23-26 degree Urban No No
Male Master's
degree

27-30 Urban No No

LXXXI
Male 18-22 High school Rural No No
Male 31 or above Bachelor's Rural Yes Yes

LXXXII
 degree
Bachelor's
Female 23-26 degree Urban May be No
Bachelor's
Female 18-22 degree Semi urban May be Yes
Bachelor's
Male 18-22 degree Semi urban No No
Bachelor's
Male 31 or above degree Rural No No
Master's or
Male 31 or above higher Urban Yes No
Bachelor's
Male 31 or above degree Semi urban May be Maybe
Bachelor's
Male 18-22 degree Urban No No
Bachelor's
Female 18-22 degree Urban No No

Female 31 or above High school Rural Yes Yes

Female 23-26 High school Rural Yes Yes

Master's or
Female 27-30 higher Urban Yes No
Bachelor's
Female 27-30 degree Rural Yes No
Bachelor's
Male 18-22 degree Rural Yes No
Bachelor's
Female 23-26 degree Semi urban No No

LXXXIII
 Bachelor's
Female 18-22 degree Urban Yes No
18-22 Bachelor's Urban Yes No
degree

LXXXIV
 APPENDIX 3: PERSONAL REFLECTION

I wanted to learn in detail about how these changes are occurring in the society and what the other
members of the society think or feel about such emerging patterns.

After the completion of this research, I realized that the successful completion of a research project
requires careful and comprehensive planning of the steps involved. For the information and
material related to the topic, a variety of books, journals and articles were looked into. To analyze
the responses specifically, the tools of surveys and interviews were made fruitful use of.

Throughout the research project, I gained knowledge of how to proceed with each step, how to
construct a meaningful survey and how to frame the interview schedule keeping in mind the topic
and objective of the research. The ethical guidelines which were to be followed during the whole
process of conducting the surveys and interviews were also kept in mind.

Apart from this, I have learnt to complete work in a desirable manner in general, within the deadline
and span of time available to me, and with limited resources and organizing this particular project
report in specific

. I was well-aware of the limitations of the research which have been mentioned in this research
report. I learnt that limitations in some or the other form will always exist and no research is perfect
and free of flaws.

On a personal level, the study encouraged a process of introspection regarding one’s own
socialization and experiences within the family. It raised important questions about how certain
beliefs and attitudes have been shaped over time, and to what extent they have been accepted
without critical examination. For instance, practices that once appeared natural—like associating
caregiving primarily with women or decision-making with men—now seem to reflect broader
societal patterns rather than inherent truths.

This reflection also extended to observing the subtle ways in which gender roles are maintained in
everyday life. These may not always be explicit or intentional but are often embedded in routine
actions and expectations. Recognizing these patterns has been a crucial step toward understanding
how change can begin at the micro level, within individual households.

LXXXV
At the same time, the study has highlighted the importance of acknowledging gradual change. It is
clear that many families today are attempting to move toward more equitable arrangements, even
if the transition is not complete. This realization brings a sense of cautious optimism, as it suggests
that transformation, although slow, is indeed possible.

Some key personal insights that emerged through this process include:

Awareness that gender roles are learned behaviors rather than fixed realities

Recognition of the subtle and often invisible nature of gender-based inequalities

Understanding that change requires both individual reflection and collective effort

Realization that families can act as powerful agents of both continuity and transformation

Furthermore, this study has emphasized the importance of dialogue and openness in challenging
existing norms. Meaningful change within families requires not only awareness but also the
willingness to question, communicate, and adapt. It has reinforced the idea that small changes in
everyday practices—such as sharing responsibilities or encouraging equal opportunities—can have
significant long-term impacts.

In conclusion, this research has not only contributed to academic understanding but has also
fostered a deeper personal awareness of gender dynamics. It has highlighted the responsibility of
individuals in recognizing and addressing inequalities within their own environments. This
experience has ultimately strengthened the belief that meaningful social change begins with critical
reflection and conscious action at the level of everyday life, particularly within the family.

Overall, it was an excellent experience to work on such a trending and wonderful research topic.
This particular research project completed successfully after a half months of effort and dedication.

I eagerly await more of such opportunities to research on excellent topics in the future as well.

LXXXVI