educated in English to gain access to elitist positions in
the government. If, there were Anglo-Indian judges, then
there would be no necessity for the Anglo-Indians to revolt
against the Ibert Bill. The revolt reflected the
frustration felt by the community at their inadequate
educational qualifications. See, Hirschmann, E. (1980)
'White Mutiny': The Ibert Bill Crisis in India and the
Genesis of the Indian National Congress New Delhi:
Heritage Publishers
(40) Abel, E. (1988) op. cit. , (p.72); see also, Nurullah,
S. and Naik, J.P. (1951) op. cit., (p.449)
(41) The issue of poverty and educational disadvantage is
discussed in Note No. 18 under the title of the "Great
Divide".
(42) Abel, E. (1988) op. cit., (p.72)
(43) Abel, E. (1988) op. cit., p.32; see also, Gidney, H.
(1925) 'The Future of the Anglo-Indian community under the
Reforms Scheme in India' THE ASIATIC REVIEW Vol.XXI pp.657-
662 (p.660)
(44) Gidney, H. (1934) 'The future of the Anglo-Indian
community' Vol.LXXXIII pp.27-42
(45) Gidney, H. (1934) ibid., pp.27-42
(46) Rutter, M. and Madge, N. (1977) Cycles of Disadvantage
London: Heinemann
(47) Jencks, C. Smith, M. Acland, H. Bane, M.J. Cohen, D.
Gintis, H. Heyns, B. Michelson, S. (1972) Inequality: A
Reassessment of the Effect of Family and Schooling in
America London: Allen Lane (p.4). In Jencks, C. et. al.,
research a conclusion was drawn that it was difficult to
equalize the opportunities available to "different children
of the same race". If a society is competitive and rewards
adults unequally, some parents are bound to succeed while
others fail. "Unsuccessful parents will inevitably pass
along some of their disadvantages". (p.4) See also,
Bourdieu, P. (1976) 'The School as a Conservative Force:
Scholastic and Cultural Inequalities' IN: R. Dale et. al.,
(eds.) Schooling and Capitalism: A Sociological Reader
London: Routledge and Kegan Paul in association with the
Open University. Minority children find their world-views
invalidated because, "each family transmits to its children
indirectly rather than directly, a certain cultural capital
and a certain ethos." (p.110)
Although India has taken specific measures to promote
gender equality in schools by introducing curriculum
materials on gender-role stereotypes, classroom observation
conducted during 1990 in Anglo-Indian schools in India did
not reflect any specific measures taken to promote gender
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