Qualitative research was conducted on these issues in the 1990s, but since then, India has experienced rapid economic growth, considerable improvements in net school enrolment ratios, and reductions in gender differentials in school enrolment. In this changing scenario, how do young women with different amounts of schooling experience the transitions from adolescence into adulthood? In particular, what difference does schooling make to the experiences of poor young women, in urban and rural areas in north India? The key transitions that young women face in north India are, in the terms set out by the recent World Development Report (World Bank.
