Olympiad Test: Unpacking Gender - 2 - Class 7 MCQ

A law was made in 2006 to give legal protection to women facing physical and mental violence within their homes.

International Women’s Day is celebrated on 8 march.

The text suggests that girls from Scheduled Caste (SC) and Scheduled Tribe (ST) backgrounds leave school at a higher rate, possibly due to inadequate facilities.

The text notes that a law was made in 2006 to provide legal protection to women facing domestic violence.

Rashsundari Devi and Rokeya Hossain are highlighted as women who overcame challenges to learn to read and write, contributing to the awareness about women's lives.

• Women's Movement: The Women's Movement refers to a social and political movement that advocates for the rights of women and strives to achieve gender equality in various aspects of society.


• Fighting Discrimination and Violence: One of the primary goals of the Women's Movement is to combat discrimination against women in all forms, including social, economic, and political discrimination. This includes addressing issues such as unequal pay, limited access to education and healthcare, and barriers to political representation.


• Seeking Justice for Women: The Women's Movement also seeks to address and eradicate violence against women, including domestic violence, sexual assault, and harassment. Through advocacy, education, and awareness campaigns, the movement aims to create a society where women can live free from fear and violence.

By fighting against discrimination and violence, the Women's Movement works towards creating a more just and equitable society for women, where they can enjoy the same rights and opportunities as men.

• Sultana's Dream Story: Rokeya Sakhawat Hossain's story, Sultana's Dream, was written in 1905, envisioning a place called Ladyland where women had freedom and equality.


• Gender Equality: The story reflected the author's dreams about gender equality, where women had the same rights and opportunities as men.


• Women's Empowerment: The concept of women studying, working, and creating inventions in Ladyland showed empowerment and independence for women.


• Freedom: In Ladyland, women had the freedom to pursue their interests, contribute to society, and make advancements in various fields.


• Equality: The story highlighted the importance of gender equality and the potential for women to excel when given equal opportunities.

• Focus on women's education: Both authors, Rashsundari Devi and Rokeya Sakhawat Hossain, emphasize the importance of women's education in their works.


• Empowerment of women: Both autobiographies highlight the need for women to be empowered and independent in society.


• Social reform: The narratives of both authors advocate for social reform and challenge traditional gender roles.


• Inspiring women: Rashsundari Devi and Rokeya Sakhawat Hossain serve as role models for women in their respective communities, inspiring them to strive for equality and education.

Explanation:

• Supreme Court Guidelines: The Supreme Court of India formulated guidelines in 1997 to protect women against sexual harassment at the workplace and within educational institutions.



• Objective: The main objective of these guidelines was to prevent and address instances of sexual harassment faced by women in professional and academic settings.



• Legal Protection: These guidelines provided legal protection to women and outlined the procedures for filing complaints and seeking redressal in cases of sexual harassment.



• Definition of Sexual Harassment: The guidelines defined sexual harassment broadly to include unwelcome advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature.



• Awareness and Prevention: In addition to addressing complaints, the guidelines emphasized the importance of creating awareness about sexual harassment and implementing preventive measures in organizations and educational institutions.

• SC and ST girls leaving school at a higher rate: This situation is due to inadequate facilities such as lack of proper infrastructure, resources, and support systems in place for these marginalized communities.



• Muslim girls leaving school at a lower rate: This phenomenon is not due to inadequate facilities but rather is influenced by social discrimination and cultural norms that prioritize education for girls in the Muslim community.



• Educational aspirations: While educational aspirations can play a role in school dropout rates, in the case of Muslim girls, the issue is more deeply rooted in societal attitudes towards education for girls within the community.



• Economic disparities: Economic factors may contribute to school dropout rates, but in the case of Muslim girls, social discrimination and cultural preferences are more significant factors.



• Social discrimination: This is the most relevant factor for explaining why Muslim girls leave school at a lower rate, as societal biases and restrictions may limit their educational opportunities.



• Cultural preferences: Cultural norms and values within the Muslim community may prioritize different roles for girls and boys, leading to differences in educational attainment.