IMPACT OF INEQUALITY ON SCIENCE EDUCATION WITH SPECIAL REFERENCE TO DHANBAD DISTRICT OF JHARKHAND

This study examines the impact of inequality on science education among secondary school students in the Dhanbad District of Jharkhand. The investigation focuses on key dimensions of inequality, including economic disparity, gender bias, and access to educational resources. Data were collected from a stratified random sample of 1000 students across 10 schools using surveys, interviews, and tests such as; Science Achievement Test (SAT-IASPGSPS) for secondary class was developed by Dr. Ali Imam, Dr. Gyan Pratap Singh and Dr. Shivendra Pratap Singh. Statistical analyses, including mean, standard deviation, and T-tests, were employed to identify significant relationships between these social factors and students' performance in science tests. Results indicate a strong correlation between household income and access to science education resources, with higher-income students exhibiting superior academic performance. Gender disparities were evident, as boys outperformed girls and participated more frequently in science-related activities. The availability of educational resources, such as laboratories and private tutoring, varied significantly across different socio-economic, gender, and further influencing academic outcomes plays a significant role. The study concludes that addressing social inequalities is essential for improving science education outcomes in Dhanbad. Recommendations include implementing financial support programs, promoting gender equity initiatives, enforcing anti-discrimination policies, and ensuring the equitable distribution of educational resources. Future research should explore longitudinal trends in gender disparities, effective interventions and the role of digital resources in mitigating educational inequalities.

region marked by diverse socio-economic and cultural dynamics, presents a unique context for examining the impact of social inequalities on science education.Jharkhand, a state rich in mineral resources yet grappling with socio-economic challenges, reflects broader trends of inequality that affect educational outcomes.The district of Dhanbad, known for its coal mining industry, has a population characterized by varying levels of income, caste backgrounds, and educational opportunities.Despite efforts to improve educational infrastructure and outcomes, disparities persist, particularly in science education.These disparities are often rooted in economic inequality, gender biases, and unequal access to educational resources.
Several studies have explored the relationship between social inequalities and educational outcomes.Smith et al. (2022) highlight the significant impact of economic disparities on student performance, noting that students from higher-income families have better access to educational resources and, consequently, achieve higher academic outcomes.This is corroborated by Zhao and Li (2022), who found that economic inequality is a critical determinant of educational access in China, with wealthier students benefitting from better educational infrastructure.Gender disparities in education have also been extensively documented.Johnson (2023) and Lewis and Smith (2021) emphasize that boys tend to outperform girls in STEM (Science, Technology, Engineering, and Mathematics) subjects, largely due to societal norms and stereotypes that discourage girls from pursuing sciencerelated fields.These gender biases are further reinforced by limited access to role models and mentorship opportunities for female students.Caste-based discrimination remains a pervasive issue in India's education system.Singh and Kumar (2021) found that lower caste students face significant barriers, including discrimination and limited access to quality educational resources.This is echoed by Hernandez (2023), who notes that minority ethnic groups often underperform in science subjects due to systemic biases and inadequate support.Access to educational resources is another critical factor influencing science education.Patel and Roy (2020) highlight the importance of school infrastructure, such as laboratories and science kits, in enhancing student performance.Similarly, Park and Kim (2023) argue that integrating technology into science education can bridge gaps caused by resource disparities, though the digital divide remains a significant barrier.

Significance of the Study
This study is significant for several reasons.First, it addresses a critical gap in the literature by focusing on the specific context of Dhanbad District, which has unique socio-economic status.Second, it provides empirical evidence on the impact of social inequalities on science education, highlighting the need for targeted interventions.Third, the study offers practical recommendations for policymakers, educators, and stakeholders to promote educational equity and improve science education outcomes.
By addressing the root causes of educational disparities, this research aims to contribute to the broader goal of achieving inclusive and equitable quality education for all.The findings will be relevant not only for Jharkhand but also for other regions facing similar challenges, providing a framework for addressing social inequalities in education.

Objectives
The precise objectives of this study are: 1.To evaluate the impact of economic disparity on science education among the secondary school students.

Longitudinal Studies:
There is a need for more longitudinal studies to track changes and long-term impacts of educational interventions (Johnson, 2023).

Policy Implementation:
Few studies evaluate the actual impact of educational policies on reducing inequalities (Chen & Lee, 2020; Gupta & Kumar, 2021).
This comprehensive review of literature highlights the critical areas for further research and the gaps that need addressing to better understand and mitigate the impact of social inequalities on science education in regions like the Dhanbad District of Jharkhand.

Methodology
The methodology of this study is designed to address the objectives outlined in the examination of the impact of social inequalities on science education among secondary school students in the Dhanbad District of Jharkhand.A mixed-method approach was adopted, integrating both quantitative and qualitative data to provide a comprehensive analysis of the factors influencing science education outcomes.Data collection began with a stratified random sampling technique to ensure representation across different socioeconomic, gender, and caste groups.A total of 1000 secondary school students from 10 schools in Dhanbad District were selected.This sampling method allowed for a balanced representation of students from various backgrounds, thereby enhancing the reliability of the findings.
Surveys were administered to gather quantitative data on students' household income, access to educational resources, participation in science-related activities, and academic performance in science subjects.The survey included questions designed to measure the availability of resources such as laboratories, science kits, and private tutoring.It also captured demographic information, including gender, and parental education levels.The surveys were designed to be comprehensive yet straightforward, ensuring clarity and ease of response for the students.To further enrich the quantitative data, academic performance records in science subjects were collected from the participating schools.This provided an objective measure of students' science education outcomes, enabling a detailed analysis of how these outcomes correlate with the various social factors under study.
Qualitative data were collected through interviews and focus group discussions with students, teachers, and parents.These discussions aimed to capture the lived experiences and perceptions of the participants regarding the impact of economic disparity and gender bias on science education.The interviews with teachers and parents provided insights into the external factors influencing students' educational experiences, while focus group discussions with students allowed for a deeper understanding of their personal challenges and aspirations.
Statistical analyses were conducted to identify significant correlations between the social factors and science education outcomes.Descriptive statistics, including mean and standard deviation, were used to summarize the data.T-tests were employed to compare the academic performance in science subjects across different groups based on income and gender.These analyses helped to quantify the extent of disparities and provide empirical evidence on the impact of social inequalities on science education.The qualitative data were analyzed thematically, with coding used to identify recurring themes and patterns.This analysis provided contextual depth to the quantitative findings, highlighting specific barriers and enablers influencing students' science education experiences.Themes such as the impact of gender stereotypes, and the role of parental support and school infrastructure were explored in detail.
Ethical considerations were paramount throughout the study.Informed consent was obtained from all participants, and confidentiality was maintained to protect their privacy.The study also adhered to ethical guidelines to ensure the respectful and sensitive handling of data, especially given the socio-economic and cultural contexts of the participants.By integrating quantitative and qualitative methods, the study offers a robust and nuanced understanding of the impact of social inequalities on science education in the Dhanbad District.The methodology not only addresses the research objectives but also provides a comprehensive framework for identifying targeted interventions to promote educational equity and improve science education outcomes in similar contexts.The findings from this study are expected to inform policymakers, educators, and stakeholders, providing actionable insights to enhance the inclusivity and effectiveness of science education for all students.

Analysis and Interpretation
The following sections present the test results derived from the surveys, academic performance records, and qualitative interviews.The data were analyzed to address the study's objectives and provide a comprehensive understanding of the impact of social inequalities on science education in the Dhanbad District.
Objectives 1: To evaluate the impact of economic disparity on science education among the secondary school students.

Hypothesis 1:
There is no significant difference between economic disparities on science education among the secondary school students.T-test results indicate significant differences (p < 0.05) between the average science scores of students from the lowest income bracket and those from higher income brackets.

Graph.01 Graphical Representation of Economic Disparity and Science Education
Objectives 2: To assess the gender disparities in science education among the secondary school students.

Hypothesis 2:
There is no significant difference between the gender disparities in science education among the secondary school students.The T-test shows a significant difference (p < 0.05) between the science scores of male and female students, with males outperforming females.

Hypothesis 3:
There is no significant difference between the availability and utilization of educational resources among the secondary school students.

Hypothesis 4:
There is no significant relationship between the financial condition of the parents and the achievement in science of the students.

Factors of Social Inequalities Influencing Science Achievement
For this study, we collected data from 1000 students, 500 boys and 500 girls from urban and rural area schools, assessing their science achievement scores and their parents' financial conditions.We conducted a Pearson correlation test to examine the relationship between the financial condition of the parents and the science achievement scores of the students.

Correlation Test Results
• Correlation Coefficient (r): 0.55 • p-value: 0.001 • Significance Level: 0.05 The table summarizes the scores of secondary school students in science based on their parents' financial condition, categorized into low-income, middle-income, and high-income groups.For each group, the mean scores and standard deviations are provided separately for boys and girls, with a total of 1000 students included in the dataset.
In the "Low Income" category, boys had a mean score of 60.4 with a standard deviation of 12.3, while girls had a slightly higher mean score of 61.2 with a standard deviation of 11.9.In the "Middle Income" category, boys achieved a mean score of 70.5 with a standard deviation of 10.8, compared to girls who had a mean score of 71.7 and a standard deviation of 10.4.
Finally, in the "High Income" category, boys achieved a mean score of 80.2 with a standard deviation of 8.5, while girls achieved a mean score of 79.8 with a standard deviation of 8.9.The analysis of the quantitative data shows a clear correlation between social inequalities and science education outcomes among secondary school students in the Dhanbad District.

Analysis & Interpretation
The objective of this study was to assess whether there are discernible differences in science achievement between boys and girls in rural schools.The null hypothesis posited that there would be no significant disparity in mean achievement scores between the two genders, while the alternative hypothesis suggested otherwise.The dataset consisted of scores from 250 boys and 250 girls in rural schools, revealing mean scores of 32.36 and 26.78 respectively, with standard deviations of 17.84 for boys and 10.96 for girls.
Economic disparities significantly impact students' access to educational resources and their academic performance in science.Students from higher-income families consistently achieve higher science scores, likely due to better access to resources such as private tutoring and well-equipped laboratories.
Gender disparities are evident, with male students outperforming female students in science subjects.This difference is likely influenced by societal norms and stereotypes that discourage girls from pursuing science-related fields.Interviews with female students highlighted a lack of encouragement and support for their interest in science, further contributing to the observed performance gap.These factors contribute to their lower academic performance compared to students from higher caste categories.
Access to educational resources varies significantly based on socio-economic status, with high SES students benefiting from greater access to science labs, kits, and private tutoring.
This disparity further exacerbates the academic performance gap between students from different socio-economic backgrounds.
The objective of this study was to investigate the relationship between the financial condition of parents and the science achievement scores of secondary school students.Through a Pearson correlation test, we analyzed the data to explore whether there exists a significant correlation between these variables.The correlation coefficient (r) obtained from the test was 0.57, indicating a moderate positive correlation between parental financial condition and students' science achievement scores.
The p-value associated with the correlation coefficient was found to be 0.001, which is well below the significance level of 0.05.This low p-value indicates strong statistical evidence against the null hypothesis, leading us to reject it.Therefore, we conclude that there is a statistically significant relationship between the financial stability of parents and the academic performance of students in science.Specifically, higher levels of financial stability among parents are associated with better science achievement scores among their children.

Interpretation
The findings of this study highlight the multifaceted impact of social inequalities on science education in the Dhanbad District.Economic disparity and gender bias are significant factors influencing students' engagement and performance in science subjects.
The significant differences in science scores across income brackets indicate that economic disparity is a critical barrier to equitable science education.Students from lower-income families are disadvantaged in terms of access to educational resources, which directly impacts their academic performance.This suggests the need for targeted financial support programs to bridge the resource gap and improve educational outcomes for economically disadvantaged students.
The observed gender disparities in science scores underscore the influence of societal norms and stereotypes on girls' participation in science.The significant performance gap between male and female students calls for interventions to promote gender equity in science education.Initiatives such as mentorship programs, role model visibility, and encouragement of girls' participation in science-related activities are essential to mitigate these biases.
The disparities in access to science education resources based on socio-economic status reveal the importance of equitable resource distribution.Ensuring that all students, regardless of their socio-economic background, have access to quality science labs, kits, and private tutoring is vital for fostering an inclusive educational environment.Policies aimed at Across all income groups, boys generally achieved higher mean scores in science compared to girls.The overall mean scores for boys across all income categories combined was 70.4 with a standard deviation of 11.2, while for girls it was 71.2 with a standard deviation of 11.0.
This data suggests that there may be a trend where higher parental income is associated with higher science achievement scores for both boys and girls.However, further analysis, such as hypothesis testing using methods like ANOVA or regression analysis, would be necessary to confirm and quantify these relationships more rigorously.Understanding these correlations can provide valuable insights into the impact of socioeconomic factors on students' academic performance and inform targeted interventions to support equitable educational outcomes across different income groups.

Discussion
The findings from this study provide a comprehensive understanding of how social inequalities impact science education among secondary school students in the Dhanbad District of Jharkhand.The analysis revealed significant disparities in academic performance and access to educational resources based on economic status and gender.These disparities underscore the need for targeted interventions and policy reforms to promote educational equity.
The quantitative data show a clear correlation between household income and students' science scores.Students from higher-income families have better access to resources such as science labs, kits, and private tutoring, which translates into higher academic performance.The results this underscore that socioeconomic factors, such as parental financial resources, are very important in the determination of the educational outcome of students.Students from well-off families probably have access to better resources and opportunities that cause gains in their science academics.This explanation of relationships helps in considerations of policy and the formulation of interventions that could work toward obliterating cases of education inequality and ensuring equal opportunities for every child within any social class.
Addressing these considerations by educators and policymakers can jointly lead to improved learning for all students in a more equitable learning environment.

Conclusion
This study highlights the multifaceted impact of social inequalities on science education among secondary school students in the Dhanbad District of Jharkhand.Economic disparity, gender bias, and caste discrimination are significant factors influencing students' engagement and performance in science subjects.Addressing these inequalities requires targeted interventions, policy reforms, and inclusive practices that promote educational equity.
Economic disparities can be mitigated through financial support programs and equitable resource distribution.Gender biases need to be addressed through initiatives that promote gender equity and encourage girls to pursue science.Equitable access to educational resources is essential for fostering an inclusive educational environment.The study was conducted with the aim of finding the relationship between parental financial condition and students' achievement in science.It hypothesizes that there is no significant relationship between the parental financial condition and students' achievement in science.
The findings from this study provide actionable insights for policymakers, educators, and stakeholders.By addressing the identified disparities, it is possible to create a more equitable and inclusive science education system that enables all students to realize their full potential.
Ensuring that every student has access to quality science education is not only a matter of social justice but also essential for the overall development and progress of society.Future research should continue to explore the intersectionality of social inequalities and their impact on education, providing further evidence to inform effective policy and practice.

2 . 3 .
To assess the gender disparities in science education among the secondary school students.To determine the availability and utilization of educational resources among the secondary school students.4. To study the factors of social inequalities that influences the achievement of the students in science.

Hypothesis 4 .
Parental Involvement and Peer Influence: Both factors positively impact academic performance but vary significantly across socio-economic and cultural backgrounds (Brown & Green, 2021; Ojo&Adeyemi, 2020).

Objectives 3 :
To determine the availability and utilization of educational resources among the secondary school students.
equitable resource allocation and infrastructure development are necessary to support the academic success of all students.This finding underscores the importance of socioeconomic factors, such as parental financial resources, in influencing students' educational outcomes.It suggests that students from families with greater financial stability may have access to resources and opportunities that contribute positively to their academic success in science.Understanding these relationships can inform policies and interventions aimed at reducing educational inequalities and supporting all students, regardless of their socioeconomic backgrounds, in achieving their academic potential.By recognizing and addressing these factors, educators and policymakers can work towards fostering a more equitable educational environment that enhances learning outcomes for all students.

Graphical Representation of Access to Science Education Resources by Socio- Economic Status
To study the factors of social inequalities that influences the achievement of the students in science.

to Science Education Resources by Socio-Economic Status
Gender disparities in science education are also evident from the data.Male students outperform female students, reflecting the pervasive influence of societal norms and stereotypes that discourage girls from pursuing science.Interviews with female students revealed a lack of encouragement and support, as well as instances of overt and subtle discouragement from engaging in science-related activities.This finding is consistent with global studies that have documented gender biases in STEM fields.Addressing this issue requires a multifaceted approach, including promoting gender equity in school curricula, increasing the visibility of female role models in science, and creating supportive environments where girls feel encouraged to pursue their interests in science.Initiatives such as science clubs for girls, mentorship programs, and campaigns to raise awareness about gender biases can play a crucial role in fostering a more inclusive educational environment.
Access to educational resources is another critical factor influencing science education outcomes.The data show that students from higher socio-economic status have greater access to science labs, kits, and private tutoring.This disparity further exacerbates the academic performance gap between students from different socio-economic backgrounds.Ensuring equitable access to educational resources is essential for promoting inclusive education.Policies aimed at resource allocation and infrastructure development should prioritize schools in economically disadvantaged areas.Investments in school infrastructure, provision of science kits, and development of community tutoring programs can help provide all students with the necessary resources to excel in science education.