CHAPTER I INTRODUCTION

The empowerment of women occurs when women are involved in decision making, which leads to their access to resources, and therefore improved socioeconomic Status. In recent years, gender. Equality and womens empowerment have een recogni!ed as crucial to the health and socio-economic development of entire country. "ot #ust Individual families. This is evident in the promotion of gender equality and empowering women is one of the eight millennium development goals. $ender ased inequalities stem from greater value eing placed on the health and survival of males than of females. %t the household levels, disempowerment of women results in their lower access to education, employment and income, limits their participation in decision making. &ens power over womens lives can measured e y the e'tent to which women suffer from spousal violence.

(isempowerment of women also affects their health as their health needs are often ignored even y themselves as well as y their families. )*omen make up +,- of the worlds population, comprise ....- of the official la our force, perform nearly //./- of all working hours, receive 0,-of the worlds income and own less than 0- of the worlds property.1 The intensity of su #ugation and discriminated and e'ploitations varies from society to society ut it has een eliminated completely. Even today a woman is viewed as 2property and not a human eing with likes and dislikes of her own. She is there to e 2possessed3 viewed as an o #ect of eauty and a 2commodity for mens pleasure. In simple terms a womans fundamentals right-to e her own self-is denied to her. 2Empowerment is a very road term, encompassing all types of

empowerment such as educational, economic, social, political, legal and cultural empowerment of women. Employment has not only provided economic independence ut also has ena led women to move out of their homes, e'press their ideas, e'change views on their pro lems, and evaluate their position vis-a-vis men in many areas of social life.

*orking womens forum a leading womens organisation in 4hennai is organising poor women for self employment. These poor women are encouraged to form groups of ten or twelve all elonging to the same area. *orking womens forum advances loan to individual usiness ut insists on group guarantee so that ad de ts are minimised or ruled out. Economic empowerment is a pre-requisite not only for younger women. Economic freedom to women if not fully at least partially. The fact that education y itself will not contri ute to social status of women has een shown y the population shows that many countries which have high scores on education of women are low on social status women. Empowerment of women is indicative of a shift in perspective emphasis from welfare-development to one of development of authoritative decision making skills. Education is one of the asic needs of men and women. It has two actions-to preserve the cultural traditions and values of the past and to create new values and new goals-so that the process of social change is smooth and orderly. In India after five decades of independence and economic planning, not only glaring inequalities e'ist ut in some areas they are even increasing. Economically, through Indian women has acquired theoretical freedom to participate in independent occupational activities, in practice, it has hardly meant much.

1.1. STATEMENT OF THE PROBLEM *omens role remains unaltered, deposit the fact that women add new dimension to their role as economic providers. %s emotional significance of womens traditional role is continuous and via le. Empowerment in the work role of women entrepreneurs is higher than that of working women in several degrees and this may act as a catalyst for role change family. In the process of accommodating specific occupational demands of entrepreneurial role, atleast some of the traditional role o ligations persist. Entrepreneurial role, eing modern and rational in its orientation, may call for selective and adaptive changes in womens con#ugal, maternal, domestic and kin roles. 5ut considering the centrality of mother cult in family system, maternal role has een taken into account for the present analysis. 6ence, an attempt is made to study the influence of entrepreneurial role of women upon their role performance in family and there y identify the role change, if any, amidst the continuities that persist. 1.2.OBJECTIVES OF THE STUDY %naly!ing the e'tent to which women work participation empowers them through family decision making. E'amine the factors which influence the Empowerment of *orking *omen.

1.3. SCOPE OF THE STUDY 4hanges in womens mo ility and social interaction3 4hanges in womens access to and control over resources and 4hanges in womens control over decision making 4hanges in womens mo ility and interaction. The evaluation found that women had ecome more mo ile and to have new interactions with a range of officials. There was even a growing willingness on the part of group mem ers to approach and collectors with petitions or grievances.

1.4. RESEARCH METHODOLOGY Study !" # The study is undertaken in 4oim atore. D t $%u!&"# 5oth primary and secondary data have een used for this study S"&%'d !y d t Theoretical work. P!() !y D t 5esides secondary data, the primary data was collected using structured questionnaire. The questionnaire includes all aspects of socio-economic ackground of the respondent, their educating, trading, income generation activities, constraints, enefits etc. S(*" %+ $ ),-"# The sample si!e used for the study is 0+, T%%-$ u$"d# SI&89E 8E:4E"T%$E %"%9;SIS %"<=% t-TEST ack ground of the present study was collected from various sources which include ooks, &aga!ines, 7ournals we site and other related research

1... LIMITATIONS OF THE STUDY Time is a ma#or limitations e'tensive study was not possi le mainly due to time constraint The study is confined to 4oim atore 4ity only The sample si!e is taken for the study is limited to 0+, respondents

The respondents views and opinions may hold good for the time eing and may vary in the future.

1./. REVIE0 OF LITERATURE J y A. C%'1"! 'd R 2('d! N. 3 '''1% 415678 1, descri es that despite increasing attention on the topic of empowerment, our understanding of the construct and its underlying processes remains limited. This article addresses these shortcomings y providing an analytical treatment of the construct and y integrating the diverse approaches to empowerment found in oth the management and psychology literatures. In addition, the authors identify certain antecedent conditions of powerlessness and practices that have een hypothesi!ed to empower su ordinates. P , 4I55182 e'plained that >Empowerment of women is nothing ut

strengthening of their innate vitality>. It is humani!ation of humanity. It can e done through acquiring knowledge, power and e'perience. It is a sense of internal strength and confidence to face life, the right to determine choices in life and the a ility to influence a social process that affects their lives. F-%!"'&" L. D"') !9 4155383: this paper is a review of leadership research, focusing primarily on women as leaders. The more recent perspective of studying leaders y e'amining followers is included3 ut research is sparse as to how leaders are perceived as empowering y their su ordinates. % study in progress, conducted y (enmark, "ielson, and Scholl, indicates that stereotypes were more typically held y women against female leaders. 6owever, a leader?s a ility to e empowering varies with status. The higher the status, the more empowering that individual is perceived, whether female or male. ;et, more men than women held higher status positions. &ore women are needed in high-level positions to empowerment. J";"--" T y-%! G(22$ 'd D( ' Fu"!y 4155484 in this article studies reviews the literature on 5lack women?s mental health has three goals@ 0A to descri e the mental health issues, needs, and adaptive ehaviors of 5lack women3 BA to discuss the research, intervention, and pu lic policy efforts of mental health professionals and etter assess leadership and

5lack women?s groups to address the multiple needs of this population3 and .A to identify effective strategies y which community psychologists can improve the mental health status of 5lack women through efforts to reduce their environmental stressors, to increase their resources and access to services, and to facilitate their empowerment in %merican society. The authors propose a num er of recommendations to improve 5lack women?s mental health, including changes in research paradigms, changes in education and training programs, and the development of culturally competent service delivery systems. A $< 3 ,u! M"<t 4155/8. tries to construct three measures of gender empowerment ased on the following indicators@ representation in 9ok Sa ha, state legislatures, gram panchayats, panchayat samitis and C-illa parishads3 the literacy rate3 e'ercise of the right to vote3 life e'pectancy and income. The scores and ranks o tained y ihe 0/ states for each of these varia les, the author suggests, reveal gender- ased disparities that can e meaningfully used y policy-makers and analysts. Jud" L. F"!' 'd% 4155=8/ in this article e'plains that the empowerment of women y means of micro-credit- ased income generation programs is a new orthodo'y in the development discourse. The first part of the article appraises this phenomenon in a roader historical conte't. It shows how women?s interests are eing su sumed y and su ordinated to the priorities of mainstream development in ways detrimental to the radical aspirations of the "$<s? empowerment pro#ect. The second part is a critical evaluation of the current approaches used in studies on micro-credit and empowerment. These studies have mostly focused on the final outcomes of micro-enterprises rather than the process through which they are achieved. The third part, ased on field research in 5angladesh, demonstrates that the widely documented successes of micro enterprises are a result of the activities of the very institutions that are considered to e oppressive to women. A'>' M -<%t! 'd M !9 M t<"! 4155=8= argues that the relationship

etween education, work, and women?s control of household decisions is conditioned y the larger social conte't, and as such, it is likely to reflect the e'tent to which the division of la or and access to information and economic resources are the ases of domestic power in the society under consideration. <ur results make a strong case for
6

the need to move away from

road- ased conceptuali!ations of women?s

empowerment to a consideration of the specific arenas and dimensions along which women can have power. In focusing on the domestic arena alone, this study finds that there are important differences in oth the nature and determinants of the financial as opposed to the social and organi!ational dimension of power in Sri 9ankan households. This e'periment also demonstrates the importance of going structural factors involving family, social, and economic organi!ation. S; !' J y ;""! 4155=86 in this article descri es e'amines the relationship etween education and several facets of empowerment, using the macro statistics on countries in %sia presented in the Dnited "ations 6uman (evelopment :eport, 0EE+, whicti attempts to compute country specific ?$ender Empowerment &easures?, as well as data from qualitative studies in selected representative countries. The study concludes that there is no positive linear relationship etween education and the economic, social and political empowerment of women, as a consequence of the interface of gender ideologies and social and economic structural constraints. It further e'amines factors that surface from within education structures and content and from social and economic structures and gender relations within the family that constrain the rote of education as an agent for the empowerment of women. A'd!" B"t"(-(" 4155585 remarks the idea of empowerment have taken a hold over minds of increasing mem er of person in the last few years. It is now widely employed in the press, on television, and in political, academic and even legal circles. These are a talk a out the empowerment of the poor of ackward communities, of women and of various other disadvantaged sections of society. Empowerment is seen y many 8oliticians, 8u licists, social activists and a growing section of the intelligentsia generally as the only effective answer to oppression, e'ploitation, in#ustice and the other maladies with which our society is e set The idea of empowerment contains e'citing possi ilities. The first things to note is that there is a very little guidance availa le in e'isting social theory on the idea of empowerment as it is currently used in pu lic discussion in India. eyond simplistic and limited measures of schooling and work to consider more fundamental

J%y&" B. E'd"-"y 427O-817, in this article e'plains that?s money is an essential element in household livelihoods, and those who control it have considera le power. 6owever, development pro#ects seeking to alleviate household-level poverty and promote economic growth often speak of the ?empowerment0 of women in relation to promoting women?s access to credit or income-generation. *hat is the relationship etween empowerment and moneyF %ccess to income does not always leads to increased control of assets within the household, or to greater say in decision-making in the household or in wider society. This article e'amines these issues y asking how women and men in two societies in 4ameroon understand the concept of women?s empowerment, in relation to income-generation and decision-making. P u- 3 't%! 42773811 e'amines the e'tent to which home ased production in the garment sector of %hmeda ad, India, serves to empower its female participants, defining empowerment in terms of control over enterprise income and decisionG making within the household It places this question within the literatures on resource theory and argaining models of the household, oth of which posit that improved access to resources increases women?s power in the household. This study highlights why access to resources may not lead so directly to improvements in women?s position in the household m the Indian conte't. Il then discusses why home- ased work may e less empowering than sources of work outside of the home. The results provide a etter understanding of the potential of home ased work to offer women in ur an India a source of economic activity that also can translate into increased intrahousehold power. N (3 2""! 4277.812 in this article discusses the third &illennium

(evelopment $oal H&($A, on gender equality and women?s empowerment. It e'plores the concept of women?s empowerment and highlights ways in which the indicators associated with this $oal participation - can contri ute to it. M"$1 ' ; 3 '! <u' 4277=813, the purpose of this Study is to assess the influence of household decision making, social capital, socio-economic factors and health service use on under-five mortality. % prospective case-referent design with a total of B,E under-five year old deaths occurring in an 0I-month period, together with
8

on education, employment, and political

/BC referents matched for age, se' and community of residence were included. Juestionnaires were administered to mothers or caretakers. 4om ined efforts to improve women?s involvement in household decision making, social capital and immuni!ation may decrease the high child mortality in this setting where the level of poverty is high and no apprecia le trend in child mortality decline has een noted over the years. S()""' M <)ud 42712814 descri es that *omen?s empowerment is a dynamic process that has een quantified, measured, and descri ed in a variety of ways. The authors measures the empowerment and designed a conceptual framework is presented, together with descriptive data on the indicators. 9inear regressions to e'amine effects of covariates show that a woman?s e'posure to television is a significant predictor of three of the five indicators. % woman?s years of schooling are significantly associated with one of two self-esteem indicators and with freedom of mo ility. 6ousehold wealth has a significant and positive association with a woman?s resource control ut a significant negative association with her total decision-making score. N y 9 4271281. attempts to analy!e the status of women empowerment in India using various indicators ased on data from secondary sources. The study reveals that women of India ate relatively disempowered and they en#oy somewhat lower status than that of men in spite of many efforts undertaken y government. $ender gap e'ists regarding access to education and employment. 6ousehold decision making power and freedom of movement of women vary considera ly with their age, education and employment status. It is found that acceptance of unequal gender norms y women are still prevailing in the society. &ore than half of the women elieve wife eating to e #ustified for one reason or the other. Kewer women have final say on how to spend their earnings. 4ontrol over cash earnings increases with age, education and with place Lf residence. :ural women are more prone to domestic violence than that of ur an women. The study concludes y an o servation that access to education and employment are only the ena ling factors to empowerment, achievement towards the goal, however, depends largely on the attitude of the people towards gender equality.

REFERENCES 0. 7ay %. 4onger, :a indra ". Manungo, H0EI,A )The Empowerment process@ Integrating Theory and 8ractice1, %cademy of &anagement :eview, =ol. 0., "o. ., pp. NC0-NIB. B. 8apa, :.5, H0EE0A *omen Issue. ., pp. 0E-B0. The transformation. Murukshetra>, =ol.N,, NEE-0. .. Klorence 9. (enmark H0EE.A, >*omen 9eadership, and Empowerment *omen1, 8sychology of women, =ol. 0C, "o. ., pp. .N. -.+/. N. 7ewelle Taylor $ women@ Toward (iana Kuery, H0EENA )&ental health and welleing of lack women >, Toward Strategies of empowerment, =ol. BB, "o. N, pp. ++E - +IB. +. %asha Mapur &ehta H0EE/A, ):ecasting indicates (eveloping 4ountries@ % $ender empowerment measure1 Empowerment and 8olitical *eekly, *S- I,. /. 7ude 9. Kernando H0EECA, >"ongovernmental <rgani!ations, &icro-4redit, and Empowerment of *omen>, The %nnals of the %merican %cademy of 8olitical and Social Science, =ol. ++N, "o. l, pp. 0+,-0CC. C. %n#u &alhotra and &ark &ather H0EECA >(o Schooling and *ork Empower *omen (eveloping 4ountriesF $ender and (omestic (ecisions in Sri 9anka>, Sociological Korum, =ol. 0B, "o. N, pp. +EE - /.,. I. Swarna 7ayaweera H0EECA, >*omen, Education and Empower Education, =ol. E, Issue. N, pp. N00-NBN. E. %ndre 5ettille H0EEEA. )Empowerment, Economic and political weekly1, =ol,.N, "o.0, O 00. 0,. 7oyce 5. Endeley HB,,0A, )4onceptualising women?s empowerment in societies in 4ameron, 6ow does money fit inF1, $ender O(evelopmen, =ol E. 00. 8aula Mantor HB,,.A )*omen?s Empowerment Through 6ome- ased *ork@ Evidence from India1, (evelopment and 4hange, =ol. .N, Issue. ., pp. NB+ - NN+. 0B. "aila Ma eer HB,,+A, )$ender equality and women?s empowerment1, $ender O (evelopment, B,,+, =ol. 0., - Issue.l.pp.5-BN. 0.. &esganaw Kantahun HB,,CA, )*omen?s involvement in household decisionmaking and strengthening social capital crucial factors for child survival in Ethiopia>, %cta 8aediatrica, =ol. E/, Issue. N, pp. +IB-+IE.

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0N. Simeen &ahmud HB,0BA, )&easurement of *omen?s Empowerment in :ural 5angladesh>, =ol. N,, Issue. ., pp. /0,-/0E. 0+. "ayak, 8urusottam HB,0BA, >*omen Empowerment in India>, B,,I, 5ulletin of 8olitical Economy, B,0B, =ol. +, "o. B, pp. 0++-0I..

1.=. CHAPTER SCHEME The contents of the chapter are as follows 4hapter 0 @ This chapter deals with general introduction of women empowerment and their decision making, statement of pro lem, o #ectives of the study, scope of the study, methodology, limitation of the study, chapter scheme and review of literature 4hapter B @ In this chapter women empowerment and domestic decision making are given 4hapter . @ This chapter highlights the analysis and interpretation it conveys the details of women empowerment and domestic decision making. 4hapter N @ It deals with conclusion of the study and the suggestions ased on findings

11

CHAPTER?II PROFILE OF THE STUDY

EMPO0ERMENT Empowerment strategies are varied and referred to those strategies which ena le women to reali!e their full potentials, They consist of greater access to knowledge and resources, greater autonomy in decision making, greater a ility to plan their lives, greater control over the circumstances that influence their lives and finally factors which would free them from the shackles of custom eliefs and practices, unless they themselves ecome conscious of the oppression meted out to them and show initiative to push forward it would not e possi le to change their status much. CONCEPT OF EMPO0ERMENT *omen assume great significance, empowerment is envisaged is an aid to help women to achieve equality with men or, at least, to reduce gender gap considera ly. *omen to perform certain social roles which they cannot perform without it. In Indian situation, this would mean helping women to en#oy their constitutional and legal rights to equality. Though men and women are declared to e equal efore the law and though discrimination on the asis of se' is for idden y the 4onstitution, it is common knowledge that women are still at a disadvantage in India in many areas of life Indeed, one could even say that the position of women in India has not much improved since the enactment of the 4onstitution when it comes to the issue of gender #ustice, It will e therefore worthwhile to e'amine the concept of empowerment of women in India in the roader glo al perspective and then to evaluate the impact of the various women empowerment programmes m the country.

12

*omen in India feel proud to display that they are well protected and pampered y their hus ands without reali!ing that they are making themselves helpless. Such women?s economic literacy is so low that they cannot play any role in family?s decision regarding family?s udget, savings and investments. To such women, the national udget discussion is for men only and soap operas are for them. Such women suffer a lot if something happens to their hus ands. This type of e'treme dependency is not good for the development of women. *omen should remem er that they are also rational, intelligent and thinking human eings. (ependent women are not empowered women. If modern women think that they are empowered, it?s a myth for them. Empowerment means to inspire women with he courage to reak free from the chains of limiting eliefs, patterns and societal or religious conditions that have traditionally kept women suppressed and una le to reali!e their true eauty and power. Some qualities to e acquired y women lo ecome tally empowered are awareness a out risk prevailing at home, in work place, in traveling and staying outside home. They should have political, legal, economic and health awareness. They should have knowledge a out support groups and positive attitudes towards life. They should get goals for future and strive to achieve them with courage. The est gift parents today can give to their daughters is education. If women choose to e ignorant then all the efforts taken y the $overnment and women activists will go in vain. Even in twenty-fifth century, they will remain ackward and will e paying a heavy price for their dependence, So it is a wake-up call for women to awake from their deep slum er and understand the true meaning of their empowerment. In the end I would like to conclude with the following words, >*omen as the motherhood of the nation should e strong, aware and alert. 0OMEN IN DECISION MA3ING *omen?s participation in decision-making in large enough num ers al every level is needed. *omen?s unique e'periences and perspectives would enhance and alter definitions of pro lems mid solutions and would also empower them. 8articipation of women is an integral part of democratic process and strengthening the quality of civic life. %s they are half the population, women must decision-making in all socio - economic and political organi!ations.
13

< stacles which do not lei women participate fully need to e Identified and removed. <ften structures and social norms are arriers, and stem from social conditioning which inhi its women from aspiring to ?decision-making positions. Environmental and non-$overnmental interventions should facilitate and promote women?s participation in decision. In the privacy of a home, men and women seem To e keeping decisionmaking gender ased. &icro level studies show that when women determine issues, it is generally in the traditional spheres and at a later stage in their lives. Kor e'ample, relatively few women decide where and when to invest money or what crops to grow, on their own. *omen voicing their feelings, dissent or preferences are the e'ception, rather than the rule. *omen will assume leadership positions and e successful if they are ena led to develop that capa ility within the domestic sphere and the pu lic sphere. Is it the opportunity for decision-making for women which must come first or is it many more women in decision-making positions who will make a differenceF 5oth are needed. Entry of a large num er of women into decision-making processes can radically change the e'isting situation. If more and more women are associated at different levels, it is ound to affect pu lic policy. *omen issues will e transformed into societal issues. The most critical role for women will e resist inequality and in#ustice not, not merely for women, ut for all. So far, very few women have risen to high levels without personal sacrifice, suffering or discrimination. This can change when women get into e'isting patriarchal structures, stay on and e'ercise women?s visions and leadership. 4reating a suita le environment for free and fearless participation of women is a necessary pre-condition towards esta lishment of a #ust and equita le order. (uring India?s freedom movement from 5ritish colonial rule, women had a tremendous opportunity to e part of a mass and popular, protest movement. &ostly a nonviolent movement, it ena led women from all walks of life to #oin voluntarily and in large num ers. In the post-Independence period, women have continued to speak
14

out on all issues. The women?s movement and women?s organi!ations have advocated policy changes and 4onstitutional amendments, reflecting and articulating the e'periences and aspirations of the while women have often een en the forefront in mass movements, their presence has not een felt strongly in structured decisionmaking and institutions. "or are they in positions of power. Even when they have een a 8rime &inister or 4hief &inister, they have not een a le to change the lives of the mass of women. *orking in a predominantly patriarchal structure with no gender sensitivity has made it difficult to ring a out real and sustained changes for women. P8articipation in pu lic life has many facets. It includes activities which have strong earing on groups and the community, the power to effectively influence elected representatives, decision-making processes as well as policies actually alter e'isting situations wherever they are found to e clearly disadvantageous. *hile women should e postionised in large num ers at crucial levels for significant and effective e'ercise of power, they need to shoulder these responsi ilities. 0OMEN@S EDUCATION IN MODERN TIMES The early .Eth century opened a new chapter which was a landmark in Indian history. The arrival of foreign missionaries, introduction of English language and other outside influences rought new factors to ear on the Indian people especially the intelligently. English education was sought for professional development in the process of remodelling the society and women received ample attentionQF Social reformers and administrator, as well realised that social transformation could take place only y the spread of education to women 8rimary education was in good progress and the enrollment of girls in schools increased during 0EB0-.N. 5ut it slowly declined due to certain difficulties like lack of finance and inefficiency. Education was also fairly good and it was the Dniversity of &adras which first admitted two women students first in the year 0IC/ followed y Dniversity of 4alcutta in 0ICI It may e surprising to know that Dniversity of 9ondon admitted women students later only in 0IEC. 5ritish educationists felt the need for medical education for women after witnessing the sufferings of women during home visits. e equipped with milita le means to

15

In 0II+ the national association for supplying the female media was esta lished. The training and teaching of Indian women in the medical science was recommended. In 0E0/ the 9ady 6arding &edical 4ollege was esta lished in (elhi etween 0I+N-0E,B frequent visits of many scholars and the intervention of :a#aram &ohan :oy the great social reformer led to the development of female education. % commission was appointed to study. The pro lems relating to the education of women since there was no satisfactory demand for women?s education. This Indian Education 4ommission recommended grant -in-aid schools for women and the rules were made more li eral for girls in other schools with regard to fees, pri!es and scholarships. The general awakening of the people to world war I, introduction of Sarada %ct and teachings of great leaders like &ahatma $andhi and 7awaharlal "ehru led to phenomenal awakening among POLITICAL PARTICIPATION In a democracy, the right to franchise is the first asic right. In India, women along with men got the right to vote as citi!ens of free India in 0E+,. %lthough women e'ercise their franchise, the percentage of women voters remains comparatively low, ecause political space has always een monopoli!ed y men. :epresentation of women among mem ers of parliament and state legislatures has never e'ceeded I per cent, and has typically remained a out + per cent over the years, despite the increasing visi ility of women. Their entry into electoral politics is severely curtailed y the present political climate in the country. Those who do so, enter politics only y the virtue of their familial links with politics. Thus, women?s representation at the higher rungs of decision making positions has also consistently low. STATUS OF 0OMEN IN INDIA The status of the women of any nation portrays the progress of that particular nationQQ Though the Indian woman has come a long way in her cultural level from the =edic period up to the present status of achieving economic independence in this B0st 4entury, yet-due to many social, religious, cultural and political demands on her, she is still ound y shackles of certain traditions and rituals, which distort her image up to the e'pectation of all around her
16

een

In this connection e'cept for a certain difference m the degree of e'pectation from the woman, the ur an woman is not very different from her rural counterpart. Krom =edic age up till now The ideal woman is portrayed as home loving, oaring, concerned for the welfare of the hus and and children, maternal, supportive, help men to achieve their am ition, should not have any desire of her own, an even sacrificing figure and would accept her role as daughter, wife, mother in the male dominated society without a whisper, ut at the same time should e very feminine, pretty and patient and this kind of an image has een implanted in the minds of society y =edas, religious leaders, media and PARTICIPATION IN THE INTRA FAMILY DECISION MA3ING PROCESS# 6igher participation in intra-family decision making process helps women to have, greater say in family source allocation matters. Through this process, they e'ercise their control on use Hor misuseA of resource within the family. So any economic development program targeted for women should impact on their level of participation in decision making. The case study used four types of participation level which women usually e'ercise in the intra family decision making process. % women can participate in the ?main role? or in ?equal responsi ility with the other mem ers? or ?only sometimes> or they ?do not have any say. CURRENT REALITY# The past three decades have witnessed a steadily increasing awareness of the need to empower women through measure to increase social, economic and political equity and roader access to fundamental human rights, improvements in nutrition, asic health education. %long with awareness of the su ordinate status of women has come the concept of gender as an overarching socio-cultural varia le, seen in relation to other factors such as race, class, age and ethnicity. $ender is not synonymous with women, nor is it a !ero-sum game implying loss for men rather it refers to oth women and men, and to their status, relative to each other. $ender equality refers to that stage of human social development at which the rights, responsi ilities and opportunities of individual will not e determined y the fact of eing orn male or
17

female. In other words, it is a stage when oth men and women reali!e their full potential. In recognition of the importance of esta lishing gender equality around the world, the Dnited "ations (evelopment Kund for *omen HD"IKE&A was esta lished as a separate fund within the Dnited "ations (evelopment 8rogram HD"(8A in 0EIN. %t that time, the $eneral %ssem ly instructed it to >ensure women?s involvement with mainstream activities>. Empowerment is a multidimensional process which should ena le the individuals or a group of individuals to reali!e their full identity and powers in all spheres of life. It consists of greater autonomy in decision making to ena le them to have greater a ility to pain their lives or have greater control over the circumstances that influences their lives and free them firm the shackles imposed on them custom, elief and practice. )The status of women is a arometer of the democratism of any state, an indicator of how human rights are respected1. y

18

CHAPTER A III

ANALYSIS AND INTERPRETATION

This chapter deals with the analysis and interpretation of the study on the topic )4onsumer preference and satisfaction towards real estate with special reference to tirupur city1 is presented ased on a sample of B,, respondents. The collected data are classified and ta ulated. The data are analy!ed using the following statistical tools@ 0. Simple percentage analysis B. %"<=% test .. T-test SIMPLE PERCENTAGE ANALYSIS Simple 8ercentage %nalysis is carried out for all the questions, given in the questionnaire. These analyses descri e the classification of the respondents falling under each category. The percentage analysis is used mainly for standardi!ation and comparison. (iagrams and charts depicted are in support of the analysis. ANOVA TEST The analysis of variance frequently referred to y the contraction %"<=% is a statistical technique specially designed to test whether the means of more than two quantitative populations are equal. %"<=% was developed y :.%. Kisher in 0EB,s. It consists of classifying and cross classifying statistical results and testing whether the means of a specified classification differ significantly. In this way it is determined whether the given classification is important in affecting the results. t?TEST t-distri ution was done y *.S. $osset in the early 0E,,. $osset was

employed y the $uinness O Son, a (u lin ravery, Ireland, which did not permit employees to pu lish research findings under their own names. So $osset adopted the pen name )Student1 pu lished his findings under this name. Thereafter, the tdistri ution is commonly called students t-distri ution.The t-distri ution is used when sample si!e is ., or less and population standard deviation is unknown.
19

SIMPLE PERCENTAGE ANALYSIS AGE GROUP OF THE RESPONDENTS The ta le elow highlights the age group of the respondents. T 2-" 3.1 A1" A1" G!%u, Dp to B+ yrs B+ yrs-.+ yrs .+yrs-N+ yrs % ove N/ yrs. Total
S%u!&"# ,!() !y d t

F!"Bu"'&y +, /, B, B, 0+,

P"!&"'t .... N,., 0... 0... 0,,.,

Krom the a ove ta le it is clear that N,- of the respondents elong to the group of B+ to .+ years, ....- of the respondents elong to the group of up to B+ years, 0...- each of the respondents elong to the group of .+ to N+ years and a ove N/ years. M >%!(ty %+ t<" !"$,%'d"'t$ 2"-%'1 t% t<" 1!%u, %+ 2. t% 3. y" !$.

20

Edu& t(%' - Bu -(+(& t(%' %+ t<" !"$,%'d"'t$

The ta le respondents

elow highlights the educational qualification of the

T 2-" 3.2 Edu& t(%' - Bu -(+(& t(%' Edu& t(%' (iploma $raduate 8ost $raduate 8rofessional "o formal education Total
S%u!&"# ,!() !y d t

F!"Bu"'&y BN NN +, BN I 0+,

P"!&"'t 0/., BE.. .... 0/., +.. 0,,.,

Krom the a ove ta le it is o vious that as regard educational qualification ....- of the respondents are 8ost $raduates, BE..- of the respondents are $raduate, 0/- of the respondents are (iploma and 8rofessional and +..- of the respondents have no formal education. M >%!(ty %+ t<" !"$,%'d"'t$ !" P%$t G! du t"$.

21

TYPE OF FAMILY RESPONDENTS The ta le elow highlights the type of family respondents. T 2-" 3.3 Ty," %+ F )(-y Ty," %+ F )(-y 7oint "uclear Total
S%u!&"# ,!() !y d t

F!"Bu"'&y +C E. 0+,

P"!&"'t .I., /B., 0,,.,

Krom the a ove ta le it is concluded that /B- of the respondents have nuclear type of family and .I- of the respondents have #oint type of family. M >%!(ty %+ t<" !"$,%'d"'t$ < C" 'u&-" ! ty," %+ + )(-y.

22

NUMBER OF FAMILY MEMBERS IN A FAMILY The ta le elow highlights the num er of family mem ers in a family respondents. T 2-" 3.4 Nu)2"! %+ + )(-y )")2"!$ (' N%. F )(-y M")2"!$ . N-+ +-/ % ove / Total
S%u!&"# ,!() !y d t

+ )(-y P"!&"'t BN.C NB.C 0/.C 0/., 0,,.,

F!"Bu"'&y .C /N B+ BN 0+,

Krom the a ove ta le it is clear NB.C- of the respondents consists of N to + mem ers in the family, BN.C- of the respondents consists of . mem ers, 0/.C- of the respondents consists of + to / mem ers and 0/- of the respondents consists of a ove / mem ers. M >%!(ty %+ t<" !"$,%'d"'t$ &%'$($t$ %+ 4 t%. )")2"!$ (' t<"(! + )(-y.

23

OCCUPATION OF 0OR3ING 0OMEN The ta le elow highlights the occupation of working women T 2-" 3.. O&&u, t(%' %+ 0%!9('1 0%)"' O&&u, t(%' "urse TeacherR9ecturer 5ank <fficial (octor Employee Total
S%u!&"# ,!() !y d t

F!"Bu"'&y 0I +/ 0I 0+ N. 0+,

P"!&"'t 0B., .C.. 0B., 0,., BI.C 0,,.,

Krom the a ove ta le is known that .C..- of the respondents are teachersR lecturers, BI.C- of the respondents are employees, 0B- of the respondents are nurse and ank official and 0,- of the respondents are doctors. M >%!(ty %+ t<" !"$,%'d"'t$ !" t" &<"!$DL"&tu!"!$

24

MONTHLY INCOME OF 0OR3ING 0OMEN The ta le elow highlights the monthly income of working women T 2-" 3./ M%'t<-y I'&%)" %+ ;%!9('1 ;%)"' M%'t<-y I'&%)" 9ess than :s.0,,,, :s.0,,,0-:s.B,,,, :s.B,,,0-:s..,,,, % ove :s..,,,, Total
S%u!&"# ,!() !y d t

F!"Bu"'&y .0 +B N, BC 0+,

P"!&"'t B,.C .N.C B/.C 0I., 0,,.,

Krom the a ove ta le it is assumed that .N.C- of the respondents income level is etween :s.0,,,0-:s.B,,,,, B/.C- of the respondents income level is etween :s.B,,,0-:s..,,,,, B,.C- of the respondents income level is less than :s.0,,,, and 0I- of the respondents income level is a ove :s..,,,,. M >%!(ty %+ t<" !"$,%'d"'t$E ('&%)" -"C"- ($ 2"t;""' R$.17771?R$.27777

25

OCCUPATION OF SPOUSE The ta le elow highlights the occupation of spouse T 2-" 3.= O&&u, t(%' %+ S,%u$" O&&u, t(%' %+ S,%u$" 5usiness 8rofession $overnment Employee 8rivate Employee Total
S%u!&"# ,!() !y d t

F!"Bu"'&y .E N+ B0 N+ 0+,

P"!&"'t B/., .,., 0N., .,., 0,,.,

Krom the a ove ta le it is apparent that .,- of the respondents are 8rofessionals and 8rivate Employees, B/- of the respondents their own 5usiness, 0N- of the respondents are $overnment Employees. M >%!(ty %+ t<" !"$,%'d"'t$ !" P!%+"$$(%' -$ 'd P!(C t" E),-%y""$.

26

MONTHLY INCOME OF SPOUSE The ta le elow highlights the monthly income of spouse T 2-" 3.6 M%'t<-y I'&%)" %+ S,%u$" M%'t<-y I'&%)" %+ S,%u$" Dp to :s.B,,,, :s.0+,,0-:s.B+,,, :s.B+,,0-:s..+,,, % ove :s..+,,, Total
S%u!&"# ,!() !y d t

F!"Bu"'&y .N BC N, NE 0+,

P"!&"'t BB.C 0I., B/.C .B.C 0,,.,

Krom the a ove ta le it is clear that .B.C- of the respondents are having a monthly income of a ove :s..+,,,, B/.C- of the respondents are having a monthly income of etween :s.B+,,0-:s.+,,,, BB.C- of the respondents are having a monthly income of up to :s.B,,,, and 0I- of the respondents are having a monthly income of etween :s.0+,,0-:s.B+,,,. M >%!(ty %+ t<" !"$,%'d"'t$ 2"-%'1 t% !" < C('1 R$.2.771?R$.3.777. )%'t<-y ('&%)" %+

27

FAMILY BUDGET OF THE RESPONDENTS The ta le elow highlights the family udget of the respondents T 2-" 3.5 F )(-y 2ud1"t F )(-y Bud1"t Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y C/ B. 0+ .B N 0+,

P"!&"'t +,.C 0+.. 0,., B0.. B.C 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the family udget, +,.C- of the respondents take self decision, B0..- of the respondents take equal decision, 0+..- of the respondents take decision hus and, 0,- of the respondents take decision hus and and family mem ers and B.C- of the respondents take decision hus and and family mem ers. M >%!(ty %+ t<" !"$,%'d"'t$ t 9" $"-+ d"&($(%' !"1 !d('1 2ud1"t. EFHIBIT 3.5.1

28

CHILDREN EDUCATION The ta le elow highlights the children education of the respondents T 2-" 3.17 C<(-d!"' Edu& t(%' C<(-d!"' Edu& t(%' Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y 0/ N, .0 +C / 0+,

P"!&"'t 0,.C B/.C B,.C .I., N., 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the children education, .I.,- of the respondents take oth equal decision, B/.C- of the respondents take hus and decision, B,.C- of the respondents take decision hus and and family mem ers, 0,.C- of the respondents take self decision and N.,- of the respondents take decision myself more than hus andRfamily mem ers M >%!(ty %+ t<" !"$,%'d"'t$ t 9" 2%t< "Bu - d"&($(%'$

29

SAVINGS AND INVESTMENS The ta le respondents T 2-" 3.11 S C('1$ 'd ('C"$t)"'t$ S C('1$ 'd I'C"$t)"'t$ Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

elow highlights the savings and investments of the

F!"Bu"'&y ++ B0 NB BE . 0+,

P"!&"'t ./.C 0N., BI., 0E.. B., 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the savings and investment, ./.C- of the respondents take self decision, BI.,- of the respondents take hus and and family mem ers decision, 0E..- of the respondents take oth equal decision, 0N.,- of the respondents take hus and decision and B.,- of the respondents take decision myself more than hus andRfamily mem ers M >%!(ty %+ t<" !"$,%'d"'t$ t 9" $"-+ d"&($(%'$ EFHIBIT#3.11.2

SPENDING ASPECTS OF THE RESPONDENTS The ta le elow highlights the spending aspects of the respondents

30

T 2-" 3.12 S,"'d('1 $,"&t$ S,"'d('1 A$,"&t$ Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y +0 .+ 0E N0 N 0+,

P"!&"'t .N., B... 0B.C BC.. B.C 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the spending aspects, .N.,- of the respondents take self decision, BC..- of the respondents take oth equal decision, B...- of the respondents take hus and decision, 0B.C- of the respondents take hus and and family mem ers decision and B.C- of the respondents take decision myself more than hus andRfamily mem ers. M >%!(ty %+ t<" !"$,%'d"'t$ t 9" 2%t< "Bu - d"&($(%'$ EFHIBIT#3.12.3

31

HEALTH AND MEDICINE OF THE RESPONDENTS The ta le elow highlights the health and medicine of the respondents T 2-" 3.13 H" -t< 'd )"d(&('" H" -t< 'd M"d(&('" Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y +N ., B+ ., 00 0+,

P"!&"'t ./., B,., 0/.C B,., C.. 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the health and medicine, ./.,- of the respondents take self decision, B,.,- of the respondents take hus and and oth equal decision, 0/.C- of the respondents take hus and and family mem ers decision, C..- of the respondents take decision myself more than hus andRfamily mem ers. M >%!(ty %+ t<" !"$,%'d"'t$ t 9" $"-+ d"&($(%'$

32

LEISURE ACTIVITIES OF THE RESPONDENTS The ta le elow highlights the leisure activities of the respondents T 2-" 3.14 L"($u!" &t(C(t("$ L"($u!" A&t(C(t("$ Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y B/ BI .E BI BE 0+,

P"!&"'t 0C.. 0I.C B/., 0I.C 0E.. 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the leisure activities, B/.,- of the respondents take hus and and family mem ers decision, 0E.. - of the respondents take &yself more than 6us andRKamily &em ers decision, 0I.C- of the respondents take hus and and respondents take self decision M >%!(ty %+ t<" !"$,%'d"'t$ t 9" <u$2 'd 'd + )(-y )")2"!E$ d"&($(%'$ oth equal decision, 0C..- of the

33

PURCHASE OF HOME APPLIANCES OF THE RESPONDENTS The ta le elow highlights the purchase of home appliances of the respondents T 2-" 3.1. Pu!&< $" %+ <%)" ,,-( '&"$ Pu!&< $" %+ H%)" A,,-( '&"$ Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y I/ 0B B, BN I 0+,

P"!&"'t +C.. I., 0... 0/., +.. 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the purchase of home appliances , +C..- of the respondents take self decision, 0/., - of the respondents take oth equal decision, 0...- of the respondents take hus and and family mem ers, I.,- of the respondents take hus and decision, and +..respondents take myself more than hus andRfamily mem ers. M >%!(ty %+ t<" !"$,%'d"'t$ t 9" $"-+ d"&($(%'$ of the

34

GIVING A0AY GIFTS TO OTHERS OF THE RESPONDENTS The ta le elow highlights the giving away gifts to others of the respondents T 2-" 3.1/ G(C('1 ; y 1(+t$ t% %t<"!$ G(C('1 ; y G(+t$ Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y NC .+ B/ BE 0. 0+,

P"!&"'t .0.. B... 0C.. 0E.. I.C 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the giving away gifts to others .0..- of the respondents take self decision, B...- of the respondents take 6us and decision, 0E..- of the respondents take oth equal decision, 0C..- of the respondents take 6us and and Kamily &em ers decision and I.C- of the respondents take &yself more than 6us andRKamily &em ers decision. M >%!(ty %+ t<" !"$,%'d"'t$ t 9" S"-+ d"&($(%'.

35

PERSONAL NEEDS OF THE RESPONDENTS The ta le elow highlights the personal needs of the respondents T 2-" 3.1= P"!$%' - N""d$ P"!$%' - N""d$ Self 6us and 6us and and family &em ers 5oth Equal &yself more than 6us andRKamily &em ers Total
S%u!&"# ,!() !y d t

F!"Bu"'&y E. 00 0E B0 / 0+,

P"!&"'t /B., C.. 0B.C 0N., N., 0,,.,

Krom the a ove ta le it is o vious that decision making regarding the personal needs /B.,- of the respondents take self decision,0N.,- of the respondents take oth equal decision, 0B.C- of the respondents take hus and and family mem ers decision, C..- of the respondents take 6us and decision andN.,- of the respondents take &yself more than 6us andRKamily &em ers decision. M >%!(ty %+ t<" !"$,%'d"'t$ t 9" S"-+ d"&($(%'.

36

SATISFACTION LEVEL ABOUT 0OR3ING 0OMEN EMPO0ERMENT The ta le elow highlights level of satisfaction of the respondents. T 2-" N%# 3.16 L"C"- %+ $ t($+ &t(%' 2%ut !" - "$t t" ,!%,"!ty Kactors 4ontrol over income 4ommitment to childrens education 8articipation social networks 9iteracy and access (omestic decision making Kamily attitudes Kamily support Mnowledge of legal activities %ccess to resources (omestic support for political parties *ork life alance &anaging stress "o "o "o "o "o "o "o "o "o "o "o "o Strongly agree N B.C I +.. C N.C 0+ 0,., N B.C C N.C N, B/.C / N., B. 0+.. 0I 0B., N B.C . B., (isagree I +.. .+ B... N. BI.C N0 BC.. B0 0N., B, 0... N, B/.C .. BB., .C BN.C NI .B., E /., NB BI., "eutral B+ 0/.C 0+ 0,., N/ .,.C N, B/.C B/ 0C.. NI .B., BN 0/., .0 B,.C NE .B.C BI 0I.C 0N E.. .E B/., %gree EI /+.. CB NI., ./ BN., ./ BN., CC +0.. NI .B., BN 0/., C0 NC.. B. 0+.. N/ .,.C IB +N.C .E B/., Strongly Total agree 0+ 0+, 0,., 0,,., B, 0+, 0,,., 0... 0I 0B., 0I 0B., BB 0N.C BC 0I., BB 0N.C E /., 0I 0B., 0, /.C N0 BC.. BC 0I., 0+, 0,,., 0+, 0,,., 0+, 0,,., 0B, 0,,., 0+, 0,,., 0+, 0,,., 0+, 0,,., 0+, 0,,., 0+, 0,,., 0+, 0,,.,

S%u!&"# ,!() !y d t

:egarding control over income /+..- of the respondents have agree with their working women domestic decision making, :egarding commitment to childrens education NI., - of the respondents have agree with the working women domestic decision making , :egarding participation social networks .,.C - of the respondents have neutral with their working women domestic decision making , :egarding literacy and access BC..- of the respondents have disagree with the working women domestic decision making, :egarding domestic decision making +0..-of the

37

respondents have agree with the working women domestic decision making, :egarding family attitudes .B., - of the respondents have agree and neutral with their working women domestic decision making, :egarding family support B/.C -of the respondents have strongly disagree and disagree with the working women domestic decision making, :egarding knowledge of legal activities NC..-of the respondents have agree with the working women domestic decision making, :egarding access resources .B.C -of the respondents have neutral with the working women domestic decision making, :egarding domestic support for political parties .B., -of the respondents have disagree with the working women domestic decision making, :egarding work life alance +N.C-of the respondents have agree with the working women domestic decision making, , :egarding managing stress BI- of the respondents have disagree with the working women domestic decision making

38

ANOVA

ANOVA TEST The analysis of variance frequently referred to y the contraction %"<=% is a statistical technique specially designed to test whether the means of more than two quantitative populations are equal. %"<=% was developed y :.%. Kisher in 0EB,s. It consists of classifying and cross classifying statistical results and testing whether the means of a specified classification differ significantly. In this way it is determined whether the given classification is important in affecting the results. R"- t(%'$<(, 2"t;""' A1" 'd S t($+ &t(%' -"C"- %+ t<" !"$,%'d"'t$ Hy,%t<"$($# The satisfaction scores do not differ significantly among age. T 2-" 3.15 A1" C"!$u$ L"C"- %+ S t($+ &t(%'

A1" Dp to B+ yrs

M" ' +/.BB,,

N +,

Std. D"C( t(%' +..I,+I

B+ yrs-.+ yrs .+yrs-N+ yrs % ove N/ yrs. Total

S%u!&"# &%),ut"d

+C.+//C +C.N,,, +C.++,, +C.,E..

/, B, B, 0+,

/./.EBE /./0B+E /..+.N0 /.0C0.B

Krom the a ove ta le, with the mean value of +C.+//C it is clear that the respondents elong to age group etween the B+ to .+ have higher level of satisfaction regarding the working women domestic decision making when compared to other groups.

39

T 2-" '%# 3.27

ANOVA +%! $ t($+ &t(%' -"C"- $&%!" G 1"

Su) %+ 5etween $roups *ithin $roups Total

S%u!&"# &%),ut"d

SBu !"$ +C./., +/0C.,/. +/CN./E.

D+ . 0N/ 0NE

M" ' SBu !" 0E.B0, .I.NC.

F .NEE

S(1. ./I.

<ne way %"<=% was applied to find whether the mean satisfaction score vary significantly among age groups. The %"<=% result shows that the calculated Kratio valve is .NEE which is less than the ta le value of ./I. at +- level of significance. Since the calculated value is less than the ta le value it is inferred that the satisfaction scores vary significantly among the age groups. 6ence the hypothesis is accepted.

40

R"- t(%'$<(, 2"t;""' Edu& t(%' - Hu -(+(& t(%' 'd S t($+ &t(%' -"C"- %+ t<" !"$,%'d"'t$ Hy,%t<"$($# The satisfaction scores do not differ significantly among educational
qualification.

T 2-" 3.21 Edu& t(%' C"!$u$ L"C"- %+ S t($+ &t(%' Edu& t(%' - Hu -(+(& t(%' (iploma $raduate 8ost $raduate 8rofessional no formal education Total
S%u!&"# &%),ut"d

M" ' +E.+N0C ++.I0IB +/.EB,, +C.I... ++./B+, +C.,E..

N BN NN +, BN I 0+,

Std. D"C( t(%' /.+I,NC N.NB0B/ C.0B+BN /.0ECBN +./,N+. /.0C0.B

Krom the a ove ta le, with the mean value of +E.+N0C it is clear that the respondents with educational qualifications of diploma category have higher level of satisfaction regarding the working women domestic decision making when compared to other groups. %"<=% for satisfaction level score O educational qualification

5etween $roups *ithin $roups Total

S%u!&"# &%),ut"d

Su) %+ SBu !"$ BNC..,0 +NBC..EB +/CN./E.

d+ N 0N+ 0NE

M" ' SBu !" /0.IB+ .C.N.,

F 0./+B

S(1. .0/N

<ne way %"<=% was applied to find whether the mean satisfaction score vary significantly among educational qualification groups. The %"<=% result shows that the calculated K-ratio valve is 0./+B which is more than the ta le value of .0/N at +- level of significance. Since the calculated value is less than the ta le value it is inferred that the satisfaction scores vary significantly among the educational qualification groups. 6ence the hypothesis is accepted.

41

R"- t(%'$<(,

2"t;""'

Nu)2"! %+ + )(-y )")2"!$ (' + )(-y

'd

S t($+ &t(%' -"C"- %+ t<" !"$,%'d"'t$ Hy,%t<"$($# The satisfaction scores do not differ significantly among num er of
family mem ers in a family

T 2-" 3.22 N%. %+ F )(-y M")2"!$ C"!$u$ L"C"- %+ S t($+ &t(%' Nu)2"! %+ + )(-y )")2"!$ (' + )(-yI . N-+ +-/ % ove / Total Std. D"C( t(%' I.CCCE/ N.E..+E +.NN/0, N.+0/EE /.0C0.B

M" ' +/.EN+E +I.,E.I +C.,I,, +N./E+C +C.,E..

N .C /N B+ B. 0+,

Krom the a ove ta le, with the mean value +I.,E.I of it is clear that the respondents have N to + mem ers in family have higher level of satisfaction regarding the working women domestic decision making when compared to other groups.

Su) %+ 5etween $roups *ithin $roups Total

S%u!&"# &%),ut"d

SBu !"$ B,/./+N +N/I.,.E +/CN./E.

d+ . 0N+ 0NE

M" ' SBu !" +0.//N .C.C00

F 0..C,

S(1. .BNC

<ne way %"<=% was applied to find whether the mean satisfaction score vary significantly among num er of family. The %"<=% result shows that the calculated K-ratio valve is 0..C, which is more than the ta le value of .BNC at +level of significance. Since the calculated value is less than the ta le value it is inferred that the satisfaction scores vary significantly among the num er of family. 6ence the hypothesis is accepted.

42

R"- t(%'$<(, 2"t;""' O&&u, t(%' %+ 0%!9('1 0%)"' 'd S t($+ &t(%' -"C"- %+ t<" !"$,%'d"'t$ Hy,%t<"$($# The satisfaction scores do not differ significantly among occupation of
working women.

T 2-" 3.23 O&&u, t(%' C"!$u$ L"C"- %+ S t($+ &t(%' O&&u, t(%' %+ 0%!9('1 0%)"'I "urse TeacherR9ecturer 5ank <fficial (octor Employee Total M" ' ++.+,,, +I.+,,, +C..... ++./,,, +/..NII +C.,E.. N 0I +/ 0I 0+ N. 0+, Std. D"C( t(%' N.+,0/. /.,B00C /.C,.IB +.E0.// /.//I/. /.0C0.B

Krom the a ove ta le, with the mean value +I.+,,, of it is clear that the respondents with occupation teachers R lectures have higher level of satisfaction regarding the working women domestic decision making when compared to other groups.

5etween $roups *ithin $roups Total

S%u!&"# &%),ut"d

Su) %+ d+ SBu !"$ B0N.IB/ N +N+E.I/C 0N+ +/CN./E. 0NE

M" ' SBu !" +..C,/ .C./+N

F 0.NB/

S(1. .BBI

<ne way %"<=% was applied to find whether the mean satisfaction score vary significantly among occupation of working women. The %"<=% result shows that the calculated K-ratio valve is 0.NB/ which is more than the ta le value of .BBI at +- level of significance. Since the calculated value is less than the ta le value it is inferred that the satisfaction scores vary significantly among the occupation of working women. 6ence the hypothesis is accepted.

43

R"- t(%'$<(, 2"t;""' M%'t<-y I'&%)" %+ ;%!9('1 ;%)"' 'd S t($+ &t(%' -"C"- %+ t<" !"$,%'d"'t$ Hy,%t<"$($# The satisfaction scores do not differ significantly among monthly
income of working women.

T 2-" 3.24 M%'t<-y I'&%)" C"!$u$ L"C"- %+ S t($+ &t(%' Std. M%'t<-y I'&%)" %+ ;%!9('1 ;%)"'I 9ess than :s.0,,,, :s.0,,,0-:s.B,,,, :s.B,,,0-:s..,,,, % ove :s..,,,, Total M" ' +/.IC0, +/.+,,, +C.+B+, +C.II,, +C.,E.. N .0 +B N, B+ 0+, D"C( t(%' +.N.BIC /..,0B/ /./NI/+ /..//,/ /.0C0.B

Krom the a ove ta le, with the mean value +C.II,, of it is clear that the respondents with monthly income of a ove :s..,,,, have higher level of satisfaction regarding the working women domestic decision making when compared to other groups. %"<=% for satisfaction level score O &onthly income

5etween $roups *ithin $roups Total

S%u!&"# &%),ut"d

Su) %+ SBu !"$ N..,EN +/.0.+EE +/CN./E.

d+ . 0N+ 0NE

M" ' SBu !" 0,.CCN .I.I.E

F .BCC

S(1. .IEB

<ne way %"<=% was applied to find whether the mean satisfaction score vary significantly among monthly income of working women. The %"<=% result shows that the calculated K-ratio valve is .BCC which is less than the ta le value of . IEB at +- level of significance. Since the calculated value is less than the ta le value it is inferred that the satisfaction scores vary significantly among the monthly income of working women. 6ence the hypothesis is accepted.

44

R"- t(%'$<(, 2"t;""' O&&u, t(%' %+ S,%u$" 'd S t($+ &t(%' -"C"- %+ t<" !"$,%'d"'t$ Hy,%t<"$($# The satisfaction scores do not differ significantly among occupation of
spouse.

T 2-" 3.2. O&&u, t(%' %+ S,%u$" C"!$u$ L"C"- %+ S t($+ &t(%' O&&u, t(%' %+ S,%u$" 5usiness 8rofession $overnment Employee 8rivate Employee Total M" ' +I.,B+/ +C.,,,, ++.,NC/ +C..... +C.,E.. N .E N+ B0 N+ 0+, Std. D"C( t(%' I.0/N.E +.+0I+/ N./,E+0 +...NBI /.0C0.B

Krom the a ove ta le, with the mean value+I.,B+/ of it is clear that the respondents with occupation of spouse in own to other groups. ANOVA +%! $ t($+ &t(%' -"C"- $&%!" G O,&&u, t(%' usiness have higher level of satisfaction regarding the working women domestic decision making when compared

Su) %+ 5etween $roups *ithin $roups Total

S%u!&"# &%),ut"d

SBu !"$ 0BN.C/C ++NE.EBC +/CN./E.

d+ . 0N/ 0NE

M" ' SBu !" N0.+IE .I.,0.

F 0.,EN

S(1. ..+N

<ne way %"<=% was applied to find whether the mean satisfaction score vary significantly among occupation of spouse. The %"<=% result shows that the calculated K-ratio valve is 0.,EN which is more than the ta le value of ..+N at +level of significance. Since the calculated value is less than the ta le value it is inferred that the satisfaction scores vary significantly among the occupation of spouse. 6ence the hypothesis is accepted.

R"- t(%'$<(, 2"t;""' M%'t<-y I'&%)" %+ S,%u$" 'd S t($+ &t(%' -"C"- %+ t<" !"$,%'d"'t$

45

Hy,%t<"$($# The satisfaction scores do not differ significantly among monthly

income of spouse.

T 2-" 3.2/ M%'t<-y I'&%)" %+ S,%u$" C"!$u$ L"C"- %+ S t($+ &t(%' M%'t<-y I'&%)" %+ S,%u$"I Dp to :s.B,,,, :s.0+,,0-:s.B+,,, :s.B+,,0-:s..+,,, % ove :s..+,,, Total M" ' +C.+BEN +/.+EB/ +E.B+,, ++..,/0 +C.,E.. N .N BC N, NE 0+, Std. D"C( t(%' N.EI/B/ +..0+0N C..IBN0 +.INB.E /.0C0.B

Krom the a ove ta le, with the mean value +E.B+,, of it is clear that the respondents with monthly income of spouse :s.B+,,0-:s..+,,, have higher level of satisfaction regarding the working women domestic decision making when compared to other groups ANOVA +%! $ t($+ &t(%' -"C"- $&%!" G M%'t<-y ('&%)" %+ S,%u$"

Su) %+ 5etween $roups *ithin $roups Total

S%u!&"# &%),ut"d

M" ' d+ . 0N/ 0NE SBu !" 00I.+EE ./.N.0 F ..B++ S(1. .,B.

SBu !"$ .++.CE/ +.0I.IEC +/CN./E.

<ne way %"<=% was applied to find whether the mean satisfaction score vary significantly among monthly income of spouse. The %"<=% result shows that the calculated K-ratio valve is ..B++ which is more than the ta le value of .,B. at +level of significance. Since the calculated value is less than the ta le value it is inferred that the satisfaction scores vary significantly among the monthly income of spouse. 6ence the hypothesis is accepted.

46

t?T"$t t-distri ution was done y *.S. $osset in the early 0E,,. $osset was employed y the $uinness O Son, a (u lin ravery, Ireland, which did not permit employees to pu lish research findings under their own names. So $osset adopted the pen name )Student1 pu lished his findings under this name. Thereafter, the t-distri ution is commonly called students t-distri ution.The tdistri ution is used when sample si!e is ., or less and population standard deviation is unknown. R"- t(%'$<(, 2"t;""' Ty," %+ F )(-y !"$,%'d"'t$ Hy,%t<"$($# The average satisfaction scores do not differ significantly etween #oint
and nuclear.

'd S t($+ &t(%' -"C"- %+ t<"

T 2-" 3.2= Ty," %+ F )(-y C"!$u$ L"C"- %+ S t($+ &t(%' Ty," %+ F )(-y 7oint "uclear N +C E. M" ' +/.EIB+ +C.0/0. Std. D"C( t(%' +.+/BEB /.+NN/+

satisfaction

Krom the a ove ta le, with the mean value of +C.0/0. it is clear that the respondents with nuclear family have higher level of satisfaction regarding the real estate property when compared to other group

I'd","'d"'t S ),-"$ T"$t t -.0CB D+ 0NI S(1. 42?t (-"d8 .I/N

S%u!&"# &%),ut"d

The t-test applied to find whether the mean satisfaction vary significantly etween #oint and nuclear . The calculated T-test value is -.0CB which is less than the ta le value of .I/N at +- level of significance. Since the calculated value is less than the ta le value it is inferred that the mean satisfaction scores do not differ significantly etween #oint and nuclear. 6ence the hypothesis is accented.

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CHAPTER A IV FINDINGS: SUGGESTIONS AND CONCLUSION

4.1 FINDINGS SIMPLE PERCENTAGE ANALYSIS &a#ority HN,-A of the respondents elong to B+ to .+ years of age. &a#ority H....-A of the respondents are 8ost $raduates &a#ority H/B-A of the respondents elong to nuclear family. &a#ority HNB-A of the respondents consists of N to + mem ers. &a#ority H.C-AA of them respondents are teachers 9ecturer. &a#ority H.N.C-A of the respondents income is :s.B,,,,. &a#ority H.,-A of the respondents elong to 5usiness and 8rivate H.,-A Employee. &a#ority H.B.C-A of the respondents elong to the income of :s..+,,,,. &a#orityH+,.C-A of the respondents elong to self udget. &a#orityH.I-A of the respondents elong to oth equal. &a#orityH./-A of the respondents elong to self &a#orityH.N-A of the respondents elong to oth equal &a#orityH./-A of the respondents elong to self. &a#ority HB/-A of the respondents elong to 6us andRKamily mem ers. &a#ority H+C..-A of the respondents elong to self. &a#ority H.0..-A of the respondents elong to self. &a#ority H/B.,-A of the respondents elong to agree. &a#ority H/+..-A of the respondents elong to disagree &a#orityH.B.C-A of the respondents elong to neutral &a#ority H./-A of the respondents elong to agree. &a#ority HNI.,-A of the respondents elong to neutral. etween :s.0,,,0-

48

 &a#ority of the respondents elong to disagree. &a#ority of the respondents elong to agree &a#ority H.,.C-A of the respondents elong to agree and neutral. &a#ority HB/.C-A of the respondents disagree. &a#ority HNC..-A of the respondents elong to agree. &a#ority HN+..-A of the respondents elong to neutral. &a#ority H.B.C-A of the respondents elong to neutral. &a#ority H.B.,-A of the respondents elong to disagree. &a#ority H.C..-A of the respondents elong to disagree. &a#ority HN,.C-A of the respondents elong to strongly disagree &a#ority H+N.C-A of the respondents elong to agree. &a#ority HB/ -A of the respondents elong to disagree O neutral. ANOVA The satisfaction score had not found significant difference with age group of the respondents. Educational qualification has not found any significant difference of satisfaction score. "um er of mem ers in the family does not found significant difference of mean satisfaction score. The mean satisfaction score had found significant difference among different occupational group of the respondents. 6igh monthly income group of respondents have found high satisfaction score and the significant difference of mean satisfaction score is not present in this category. 5usiness kind of occupational respondents were found high satisfaction score among list of categories considered for this study. &onthly income of spouse had found significant difference mean satisfaction score.
49

elong to strongly disagree O

t?T"$t There is no significant difference of mean satisfaction score found among the type of family.

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SUGGESTIONS
Kamily mem ers should allow the women to make the family decision in their home. &en and women should e equally treated in the working place. *omen should e allowed to participate in the e'tra familiar groups and social networks. *omen should also given freedom to participate in the political activities Kamily mem ers should consider the women in making the decision regarding the factors children education, purchasing and spending aspect, savings and investments. The family mem ers should support the women to alance etween their working life and family life so that the women can overcome from their stress. The women should allow to work a higher position in all fields so that the women can e empowered. udget

51

CONCLUSION % study on working women and their empowerment for domestic decision making is analysed in order to know how they are making the decision regarding family udget, children education, purchasing and spending activity, savings and investment in their family and also in their working place, and it can e concluded that many of the working women are involved in the e developed if they decision making and the women empowerment can will also e developed.

allowed to work in the higher position and there y the economic empowerment

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BIBLIOGRAPHY
REFERENCES 7ay %. 4onger, :a indra ". Manungo, H0EI,A )The Empowerment process@ Integrating Theory and 8ractice1, %cademy of &anagement :eview, =ol. 0., "o. ., pp. NC0-NIB. 8apa, :.5, H0EE0A *omen Issue. ., pp. 0E-B0. The transformation. Murukshetra>, =ol.N,, NEE-0. Klorence 9. (enmark H0EE.A, >*omen 9eadership, and Empowerment *omen1, 8sychology of women, =ol. 0C, "o. ., pp. .N. -.+/. 7ewelle Taylor $ women@ Toward (iana Kuery, H0EENA )&ental health and welleing of lack women >, Toward Strategies of empowerment, =ol. BB, "o. N, pp. ++E - +IB. %asha Mapur &ehta H0EE/A, ):ecasting indicates (eveloping 4ountries@ % $ender empowerment measure1 Empowerment and 8olitical *eekly, *S- I,. 7ude 9. Kernando H0EECA, >"ongovernmental <rgani!ations, &icro-4redit, and Empowerment of *omen>, The %nnals of the %merican %cademy of 8olitical and Social Science, =ol. ++N, "o. l, pp. 0+,-0CC. %n#u &alhotra and &ark &ather H0EECA >(o Schooling and *ork Empower *omen (eveloping 4ountriesF $ender and (omestic (ecisions in Sri 9anka>, Sociological Korum, =ol. 0B, "o. N, pp. +EE - /.,. Swarna 7ayaweera H0EECA, >*omen, Education and Empower Education, =ol. E, Issue. N, pp. N00-NBN. %ndre 5ettille H0EEEA. )Empowerment, Economic and political weekly1, =ol,.N, "o.0, O 00. 7oyce 5. Endeley HB,,0A, )4onceptualising women?s empowerment in societies in 4ameron, 6ow does money fit inF1, $ender O(evelopmen, =ol E. 8aula Mantor HB,,.A )*omen?s Empowerment Through 6ome- ased *ork@ Evidence from India1, (evelopment and 4hange, =ol. .N, Issue. ., pp. NB+ - NN+. "aila Ma eer HB,,+A, )$ender equality and women?s empowerment1, $ender O (evelopment, B,,+, =ol. 0., - Issue.l.pp.5-BN.

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 &esganaw Kantahun HB,,CA, )*omen?s involvement in household decisionmaking and strengthening social capital crucial factors for child survival in Ethiopia>, %cta 8aediatrica, =ol. E/, Issue. N, pp. +IB-+IE. Simeen &ahmud HB,0BA, )&easurement of *omen?s Empowerment in :ural 5angladesh>, =ol. N,, Issue. ., pp. /0,-/0E. "ayak, 8urusottam HB,0BA, >*omen Empowerment in India>, B,,I, 5ulletin of 8olitical Economy, B,0B, =ol. +, "o. B, pp. 0++-0I..

BOO3S# M.shanthi empowerment of women anmol pu lication 0EEI pvt ltd D. .singh empowerment of women in ur an administration B,,/ %.k.gupta empowering women a hishek pu lications B,,B M.a.pisharoh e'peditious empowerment of women through innovative strategies .r. pu lising corporation B,,. "alini. women in development challenges in achievements B,,0 JOURNALS 7ournal of management 0EBSITES *ww.epsco.com

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