Chapter 4 GROWING UP AS BOYS AND GIRLS

Growing Up In Samoa In The 1920s

In 1920s Samoa, children learned practical skills from older children and adults rather than attending formal schools. Both boys and girls cared for younger siblings. By age nine, boys engaged in outdoor activities like fishing and coconut planting, while girls continued with childcare and errands until their teenage years. Teenagers, especially girls, gained more freedom to participate in fishing, work on plantations, and crafts like basket weaving. Cooking was primarily done by boys, with girls assisting in preparations.

Growing Up Male In Madhya Pradesh In The 1960s

In Madhya Pradesh during the 1960s, boys and girls attended separate schools with distinct environments. Girls' schools had secluded courtyards for safety, while boys' schools had open playgrounds. Girls typically returned home directly after school, often in groups due to concerns about harassment, while boys used streets for leisure and recreation. This divergence in experiences reflects societal norms that create different expectations and perceived safety levels for boys and girls from a young age.

Work And Equality

Valuing Housework

Societies often devalue housework and caregiving tasks, which are primarily performed by women. This work is frequently considered unpaid and is often assumed to be a natural inclination for women, rather than a skilled or demanding job. The example of Harmeet's family, who did not consider his mother's housework as "real work," illustrates this societal bias. This devaluation contributes to the unequal status of women.

Lives Of Domestic Workers

Domestic workers, predominantly women, perform essential but often undervalued tasks like cleaning, cooking, and childcare. They typically work long hours for low wages and may face disrespect from employers. Melani, a domestic worker, shares her experience of harsh treatment, inadequate food, and lack of dignity, highlighting the difficult conditions faced by many in this profession.

Women’s Work And Equality

Societal stereotypes about gender roles can limit women's opportunities in education and careers. For instance, girls might be discouraged from pursuing technical fields like engineering due to the belief that they are not suited for such work. These stereotypes, often reinforced from childhood, can lead to women taking on a "double burden" of both paid employment outside the home and unpaid domestic work. The government acknowledges this imbalance and has implemented measures like angwanwadis and mandatory crèche facilities to support women's participation in the workforce and education. However, challenges like poverty, inadequate schooling facilities, and discrimination still affect girls' access to education, particularly those from marginalized communities.