Authors : Dr. Deepti Suri
Page Nos : 25-30
Description :
This paper examines persistent disparities in educational and professional outcomes across rural–urban contexts and gender groups. It argues that these disparities are not primarily driven by differences in innate ability, but by unequal exposure, uneven confidence formation, and weak transition mechanisms between education and employment. The paper develops a transition-centered framework that reframes inequality as a systems-level challenge rather than an individual deficit. It analyzes how confidence is socially produced, how exposure gaps shape aspiration and opportunity awareness, and how structural and cultural barriers affect the transition from education to workforce participation. A comparative perspective with the United States highlights that improvements in access do not automatically translate into equitable outcomes. The paper also evaluates the role of digital access as a partial but insufficient equalizer. Finally, it proposes a five-pillar framework—discipline, exposure, support systems, planning, and purpose—to guide interventions by families, educational institutions, and policymakers. The central claim is that closing inequality requires strengthening the structured transition of talent into participation.
