In today's world, education can be used as a tool for empowerment; however, the Muslim community in India is educationally backward, as was revealed by the Sachar committee report and many other reports that followed it. The educational status of Muslim girls and women are further marginalised, they lag behind their male counterparts and women of all other communities. Muslim girls are said to study in government or private schools and only 2% in Madrasas, the majority being from poor families. North south divide is prominent. The average number of years that Muslim girls study is a dismal 2.7 years, as compared to 3.8 years in the case of Hindu girls. The number of years that Muslim girls studies in north India is half that of her south Indian counterpart. Muslim girls are characterized by a very high drop-out rate from the formal schooling system. In Uttar Pradesh (UP) where Muslims are in majority , the study found that 84% of sample Muslim women are illiterate. Muslim women is not homogeneous category, the intersectionality of caste ,class ,region and religion plays important role. This paper will try to investigate the socio-cultural attitudes and practices that contribute to the marginalization of Muslim women in UP in terms of access to education, How do these attitudes and practices affect the educational opportunities and outcomes of Muslim women in UP? The theoretical framework of paper is feminist stand positionality, through feminist empiricism an attempt will made to understand the lived experiences of Muslim women in UP across class and caste.
