MAPPING EDUCATIONAL DISPARITIES AMONG WOMEN IN RURAL ASSAM: AN INTERSECTIONAL ANALYSIS

Education is a very crucial factor that defines the social equity and empowerment of women; yet, there are still enormous differences in regions and social strata. This paper explores educational disparities in female rural Assam by applying the intersectional model with the aim of distinguishing the overall impact of gender, rurality, socio-economic status, and minority status. The research design of the study is descriptive and analytical, focused on secondary data sources (the Census of India, 2011), NFHS-5 (201921), NSSO reports, and other scholarly publications, which allows mapping the nature and scale of educational inequality and examining the structural conditions that determine access to education. According to the findings, despite the increase of female literacy over the years, rural women, especially elderly, disadvantaged, and minority groups, still experience various and intersecting obstacles, such as poverty, early marriages, poor infrastructures, and socio-cultural factors (Census of India, 2011; NFHS-5, 201921). The paper also notes that the digital divide has appeared as a new aspect of inequality in access to education (UNESCO, 2021). The study uses an intersectional lens (Crenshaw, 1989) to emphasize that the issue of educational disparities is multidimensional and cannot be addressed by using a single factor intervention. The article outlines the main problems and new opportunities, focusing on the importance of inclusive, context-related policies to respond to structural disparities. It concludes that to attain educational equity of rural women in Assam is a holistic strategy involving gender-sensitive planning, infrastructural development, and marginalized communities-specific support.