UGC NET/JRF EXAM, December-2023 WOMEN’S STUDIES

The correct chronological sequence for the methodology used in preparing the All India Survey on Higher Education (AISHE) Report is as follows:

(b) Identification of HEI (Higher Education Institutions): First, identifying the institutions that will be part of the survey.

(a) Registration of Higher Education Institutions (HEI): Registering these identified institutions into the survey system.

(d) Collection and Verification of Data: Gathering data from these registered institutions and verifying its accuracy and completeness.

(c) Compilation and Analysis of data: Finally, compiling the collected data and performing analysis to prepare the report.

Arranging these significant events in chronological order based on their occurrence:

(c) Roe vs Wade (1973): This landmark decision by the U.S. Supreme Court recognized the constitutional right to privacy extends to a woman's right to make her own personal medical decisions, including the decision to have an abortion.

(b) The Protection of Women from Domestic Violence Act (2005): India's act aiming to protect women from violence in domestic settings.

(d) The United Nations Passes a Resolution Banning Female Genital Mutilation (2012): A significant global commitment to eliminating female genital mutilation.

(a) Saudi Arabia Lifts Ban on Female Drivers (2018): Marking a notable shift in women's rights in Saudi Arabia.

The chronological sequence of the establishment of these Indian institutions focused on women and children is:

(c) Department of Women and Child Development (1985): Originally part of the broader Department of Human Resource Development.

(b) National Commission for Women (1992): Established to study and improve the legal and constitutional safeguards for women.

(a) Ministry of Women and Child Development (2006): Formed when the Department of Women and Child Development was upgraded to a full ministry.

(d) National Commission for Protection of Child Rights (2007): Set up to ensure all laws, policies, programs, and administrative mechanisms are in consonance with the child rights perspective as enshrined in the Constitution of India and also the UN Convention on the Rights of the Child.

The chronological order of enactment for these Indian laws is:

(d) The Maternity Benefit Act (1961): Provides maternity benefits to women in employment. (b) Medical Termination of Pregnancy Act (1971): Regulates the conditions under which a pregnancy may be aborted.

(a) The Family Courts Act (1984): Establishes family courts with a view to promote conciliation and secure speedy settlement of disputes relating to marriage and family affairs.

(c) The Indecent Representation of Women (Prohibition) Act (1986): Prohibits indecent representation of women through advertisements or in publications, writings, paintings, figures or in any other manner.

The chronological sequence of these feminist concepts and their emergence is:

(d) The Problem with No Name (1963): Introduced by Betty Friedan, describing the dissatisfaction among women in the 1950s and early 1960s.

(c) One is Not Born a Woman but Becomes One (1973): A famous statement by Simone de Beauvoir from her book "The Second Sex-II" highlighting the social construction of gender roles.

(a) Gender is a Performative Act (1990): Articulated by Judith Butler, suggesting that gender is created through repeated performances or acts.

(b) Shadow Pandemic (2020): A term used during the COVID-19 pandemic to describe the global increase in domestic violence against women and girls in the context of lockdowns and social isolation.

Assertion (A) stating that despite higher educational attainment of women, the Female Labour Force Participation Rate (FLFRP) is showing a declining trend in India is correct. However, Reason (R), which claims that educated women are unwilling to work, is not a complete or correct explanation.

The reasons for the decline in FLFRP among educated women in India are more complex, including factors like lack of suitable job opportunities, societal expectations, and workplace challenges that do not encourage women to continue in the workforce despite higher education.

Assertion (A) is correct in that emerging technologies, while improving our lives in many ways, have indeed created a 'Digital Divide,' distinguishing between those who have access to digital technologies and those who do not.

However, Reason (R) is correct in its own right as it highlights that most women are engaged in the domestic and informal sector, which might limit their access to technology.

However, this is not the direct explanation for the digital divide, which encompasses broader socioeconomic factors affecting various demographics, not just women.

Assertion (A) is accurate if the context of the "Shakti scheme" referred to is indeed about offering women non-premium services in state-run transportation, although specifics might vary.

Reason (R) is also correct in stating that the government of India presents numerous schemes, programs, and incentives to promote women's empowerment. If the "Shakti scheme" as described is a part of these efforts, then Reason (R) correctly explains why such a scheme would be in place.

Assertion (A) is correct as a gender studies teacher does sensitize students on gender discrimination, often covering a wide range of issues related to gender equality and social norms.

However, Reason (R) is incorrect; a well-rounded gender studies curriculum or teaching approach should not use a unilateral perspective but should involve multiple perspectives and encourage critical thinking on various aspects of gender and society.

Assertion (A) is correct in stating that the Women's Reservation Bill could help form a strong lobby in parliament to address and advocate for issues affecting women that are often ignored or sidelined.

However, Reason (R) suggesting that the bill will facilitate only the entry of upper class urban educated women into parliament is not entirely accurate and certainly not the correct explanation for (A).

The bill aims to improve representation across various backgrounds, although concerns about diversity within the representation remain valid.