Bourdieu (1986) had shown, how a person can develop ‘capital through social interactions’ and later Sen (1992) applied Bourdieu’s concept of ‘ capitals’ in ‘ capabilities’ (Hart, 2012, pp. 52–62); both emphasized on education, aspiration and social justice. Education and aspiration are instrumental in bringing change particularly for the backwards especially minorities, Dalits and Scheduled Tribes and others. Schooling and raising students’ aspiration are the crux because students are the most significant fraction of developing human capital in a developing country like India. They are the future resources for progress and development of entire nation. Their aspiration counts a lot while reviewing the demographic dividend of the country at present; the youth population of the country is 654 million. Education Commissioner C. S. Kothari (1964) remarked, ‘Future of this country lies in the classroom’ (National Council of Educational Research and Training, 1970, pp. 13–36); educational aspiration of the youth and meeting this aspiration with right kind of opportunity facilitates them sure progress and putting India in a newer height in global competitiveness. So, student’s aspiration is significant subject to study. The term ‘aspiration’ is one which is often used synonymously with goals, ambitions, objectives, purposes, dreams, plans, cravings or aims. It is typical, everybody aspires in everyday and aspirations are driving force behind a person’s behaviour to do more and be more than he or she presently is. ‘We may know what we are, but we cannot know for certain what we can be’ (Quaglia, 1989, pp. 7–9). It is a craving for high achievement in life. It is a crucial aspect of intrinsic as well as extrinsic motivation to a person. Ordinarily, development of aspiration is influenced by a number of factors. The significant factors that influence are culture, family environment and socio-economic status, locality of residence, teaching commitment and others.