"Indian society at large is hierarchical, stratified and deficient in vertical mobility. As such, several schemes of tribal development are not making the desired headway despite the clamour by educational planners and politicians. After independence, several government and non-government agencies have come forward to shoulder this responsibility with adequate budgetary provisions but yet the graph of education, especially among tribal girls, fails to show a significant rise. The problem needs a fresh look and the present book is a welcome step in this direction. It makes a comparative study of tribal and non-tribal girls reading in the same school, their performance and their aspirations on standardised tests. The author has successfully laid bare the threads of pressure that play a significant role in fanning the aspirations of girl students and has unravelled the various layers of frustration when they find that their aspirations are out of their normal reach. This cycle of aspirations and frustration is perceptible in both sections of girls though it is mild among tribal girls. The book is, not doubt, a comparative study of the aspiration and frustration among tribal and non-tribal girls and the findings will be useful and beneficial in planning educational programmes. Educationists, psychologists, policy planners, teachers, NGOs and all those having an interest in tribal affairs and development will surely find it helpful and gain a rare insight into the mental makeup of tribal girl students and their non-tribal counterparts."
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