This mixed-method study investigated gender inequities in household access to educational technology among 378 rural Tamil Nadu households (443 children) from 12 districts, applying the capability approach, social reproduction theory and intersectionality lenses. Binary logistic regression, structural equation modelling and in-depth interviews with 378 parents and 68 children indicated significant gaps: 68.4% of males and only 34.9% of females had access, with female gender being associated with 79% lower odds (OR = 0.21) following controls. Capability deprivation mediated 43% of gender’s influence, and females faced higher constraint in all domains: over time, in autonomy, in skills and in cultural support. Maternal schooling was revealed to be the strongest protective factor. Four mechanisms that perpetuated inequities from qualitative analysis included gendered perceptions of risks, time competition due to domestic chores, strategic allocation of resources based on perceived returns and gendered technology identity process. Results suggest gender inequality endures despite expanded device availability and that it operates through capability constraint rather than mere material access mechanisms. Effective programme interventions need to employ multilevel interventions: infrastructure investments, school-centred compensatory programmes, maternal schooling interventions and community-level attitude interventions targeting household governance mechanisms that translate structural inequalities into differential digital outcomes.
Balasundaram et al. (2026) studied this question.