https://apricusjournals.com/index.php/ijose <p>International Journal of Society and Education (IJSE) was a peer-reviewed, open-access scholarly journal published in English by <strong>Apricus Journals</strong>, an imprint of Apricus E-Learning Solutions Pvt. Ltd.</p> <p class="isSelectedEnd">The journal provided a scholarly platform for research relating to sociology, education and other allied areas.</p> <p class="isSelectedEnd">IJSE published scholarly contributions including research papers, review papers, case studies, book reviews, and short communications.</p> <p class="isSelectedEnd">As part of the restructuring and consolidation of the Apricus Journals portfolio, publication of IJSE has now been concluded as a separate journal. Relevant subject areas previously addressed by IJSE have been incorporated into the broader interdisciplinary scope of the <a href="https://www.apricusjournals.com/index.php/alhsi/about">Asian Lens: Humanities and Social Inquiry</a></p> <p class="isSelectedEnd">The previously published issues and articles of IJSE remain part of the journal's historical publication record and are preserved in the online archive for scholarly reference and citation.</p> <p><strong>International Journal of Society and Education is no longer accepting new manuscript submissions.</strong> </p> <p style="font-weight: 400;"> </p> <p><span style="font-weight: 400;">.</span></p> Apricus Journals, a division of Apricus E-Learning Solutions Pvt. Ltd. en-US International Journal of Society and Education https://apricusjournals.com/index.php/ijose/article/view/266 <p>The article explores how Indian societal structures—rooted in patriarchy and socio-economic stratification—contribute to the mental and emotional trauma experienced by women after marriage. It highlights how rigid gender roles and the institution of marriage often confine women to submissive domestic roles, leading to exploitation and psychological distress.</p> <p>Education is presented as a potential tool for empowerment, yet many women lack access or are conditioned to prioritize family over personal growth. Even educated women may internalize gender inequality, worsening their mental health. Empirical studies show high rates of verbal, emotional, financial, and even physical abuse among married women, with limited access to therapy or support systems.</p> <p>The article concludes that meaningful change must begin within families, emphasizing the need for education, awareness, and legal support to help women recognize and resist abuse. It calls for pre-marital counseling, legal education, and a shift away from sacrificial mindsets that perpetuate patriarchal norms.</p> <table> <tbody> <tr> <td width="44">&nbsp;</td> <td width="950">&nbsp;</td> </tr> </tbody> </table> <p><strong>&nbsp;</strong></p> Akanksha Copyright (c) 2025 International Journal of Society and Education 2025-11-03 2025-11-03 3 2 1 6 https://apricusjournals.com/index.php/ijose/article/view/263 <p>This article explores the educational journeys of first-generation female students in Bihar, a state marked by poverty, caste hierarchies, and gendered restrictions. Drawing on twenty in-depth interviews and participant observation at Mahatma Gandhi Central University (2024-25), the study explores how economic insecurity, weak school foundations, patriarchal control, and the digital divide shape access to higher education. Findings show that women from Dalit and OBC backgrounds remain underrepresented, reflecting broader structural disadvantages reported in the Bihar Caste Survey (2022) and national datasets. Yet, higher education also emerges as a site of transformation, students reported increased confidence, symbolic capital within families, and aspirations for postgraduate study or government employment. Situating these narratives within Sen’s capability approach, Bourdieu’s theory of capital, and Dalit feminist perspectives, the study argues that education is simultaneously constrained and empowering. It enables social mobility and cultural recognition, while reproducing inequalities that demand structural reforms. The article concludes that higher education must integrate both redistribution and recognition if it is to serve as a tool of social justice.</p> Aprna Kumari Copyright (c) 2025 International Journal of Society and Education 2026-01-21 2026-01-21 3 2