This study explores the attitude of tribal girl students toward higher education and its relationship with their socio-economic status. Tribal communities, often characterized by unique cultural and traditional practices, face distinct challenges in adapting to modern educational frameworks. The research focuses on analyzing how socio-economic factors such as parental education, household income, occupation, and type of residence influence the perceptions and aspirations of tribal girls regarding higher education. Using a mixed-methods approach, the study collected quantitative data through surveys and qualitative insights from interviews with 400 tribal girls, their parents, and educators in tribal areas. The findings reveal a strong correlation between socio-economic status and attitudes toward higher education, with higher-income families and those with better educational backgrounds more likely to support their daughters' academic aspirations. However, challenges such as gender inequality, cultural norms, early marriages, and limited access to quality educational resources persist, particularly in rural and economically disadvantaged communities.

The study highlights the progress in literacy rates among tribal populations over the decades but emphasizes the need for targeted interventions to address persistent disparities. Policies promoting inclusive education, financial assistance, and culturally relevant curricula are crucial to improving access and attitudes toward higher education among tribal girls. The research contributes to the broader discourse on gender equity, social justice, and the empowerment of marginalized communities, underscoring the transformative potential of education in tribal societies.