Exploring the Decline of Women Enrolling in Delhi University Post-CUET: Key Insights and Implications

The number of women enrolling in undergraduate courses at Delhi University has fallen since the Central University Entrance Test (CUET) was introduced in 2022. In 2021, before CUET, 54,818 women were admitted. By 2022, that number dropped to just 34,120. The following years saw a slight increase, with 36,039 women admitted in 2023 and 38,096 in 2024, but these figures are still below pre-CUET levels.

Before CUET, admissions were based on Class XII board results, with students accepted based on cut-off lists. This meant that any student who met the cut-off, regardless of the number of available seats, was admitted.

The impact of CUET on gender representation has been notable. In 2021, women made up 61.44% of undergraduate students. By 2024, that number decreased to 54.09%. The overall number of undergraduate admissions also changed significantly. In 2018, more than 75,000 students were admitted, but that number fell to about 64,000 in 2022. It later rose slightly to over 68,000 in 2023 and reached over 70,000 in 2024.

Historically, female participation in DU was high. For instance, in 2019, there were 1.29 lakh female applicants compared to 1.28 lakh male applicants. This trend continued in 2020 and 2021. Interestingly, even in 2022, the first year of CUET, the gender ratio of applicants was almost equal, with 87,622 females and 87,523 males registering.

Recent statistics show that the number of women applying for CUET continues to rise. In 2022, out of a total of 9.68 lakh applicants, 4.29 lakh were women. By this year, that number increased to 6.47 lakh out of 13.54 lakh total applicants.

Experts are concerned. Anita Rampal, former Dean of Education at DU, pointed out that centralized entrance exams can push students towards coaching centers, which may disadvantage women. Many families are hesitant to invest in coaching for their daughters, especially in competitive environments.

Poonam Batra, a former professor at the Central Institute of Education, highlighted that many girls from modest backgrounds face limited access to digital resources. This can hinder their ability to prepare for online exams, something boys often have more access to. She noted that young women may not have the same opportunities to practice in online environments, which could affect their performance and willingness to apply.

Contrastingly, a university official suggested that CUET is allowing female students to explore other higher education options closer to home, possibly contributing to the decline in admissions at DU.

This ongoing trend raises questions about accessibility and equity in education, particularly for women. Understanding these dynamics is crucial as we navigate the evolving landscape of higher education.



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