In their Own Voices: Experiences of Dalit Students in Higher Education Institutions

Maurya, Rakesh Kumar

doi:10.18251/ijme.v20i3.1627

Cited by 20 publications

(12 citation statements)

References 16 publications

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“…Caste-based social identity is likely to be strengthened by caste-based social discrimination. For example, Nambeeshan [ 49 ] documented the discriminative experiences of the Dalit (SC-ST) students in relation to a) access to school including facilities and resources b) participation in different spheres of school life and c) social relations with teachers and peers in schools in the state of Rajasthan. Discrimination can lead to decreased school engagement and rate of attendance as well as increased absenteeism and school dropout [ 49 , 50 ].…”

Section: Discussionsupporting

confidence: 91%

“…For example, Nambeeshan [ 49 ] documented the discriminative experiences of the Dalit (SC-ST) students in relation to a) access to school including facilities and resources b) participation in different spheres of school life and c) social relations with teachers and peers in schools in the state of Rajasthan. Discrimination can lead to decreased school engagement and rate of attendance as well as increased absenteeism and school dropout [ 49 , 50 ]. Maurya [ 50 ] examined 13 Dalit narratives and found that Dalit students experienced exclusion and humiliation from classmates, teachers and administration.…”

Section: Discussionmentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

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The governmental ranking of class and the academic performance of Indian adolescents

et al. 2020

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Social and economic factors are commonly examined as contextual variables that predict academic achievement, apart from the educational environment. In India, a major segment of the socioeconomic status of students comprises the governmental stratification of population into three broad classes, viz., scheduled castes/tribes (SC-ST), other backward classes (OBC) and general class (GC). In this study, we examined the association of these governmental classes with the academic performance of Indian adolescents who enjoy the same school environment. Psychological measures of self-esteem and life satisfaction as well as demographic variables such as gender, age and family income were also examined as covariates. The study was conducted on a convenient sample of 858 students of X and XI grades. Based on multilevel regression models, the relationship between governmental classes and academic performance was significantly positive, wherein higher level of class predicted better academic performance. The study highlighted that students from the same school environment performed differently based on their social status and that this difference was not a function of their family income, thus pointing to potential role of non-economic aspects of the governmental stratification including caste affiliation. The findings indicate the need for further examining as well as planning to improve the aspects of students’ social status that impact academic performance.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

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The governmental ranking of class and the academic performance of Indian adolescents

et al. 2020

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“…As a result of entrenched social categorization and impingement, there is caste-based discrimination in academic institutions. There are several Dalit discriminations in Indian academic higher institutions ranging from discrimination by fellow students, administrators, and teachers (Maurya, 2018).…”

Section: Philosophical Approachmentioning

confidence: 99%

“…There is no study of the extent of caste-based discrimination in HE institutions in Nepal. However, there are several Dalit discriminations in Indian academic higher institutions ranging from discrimination by fellow students, administrators, and teachers (Maurya, 2018). Maurya further elaborates that the extent of discrimination has led Dalit students to drop-out of higher education, and even to commit suicide in Indian HE institutions.…”

Section: Social Exclusion In He Institutionsmentioning

confidence: 99%

Equity in higher education of Nepal

Gandhari¹

2021

Int. J. Educ. Admin. Pol. Stud.

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University education enables people to have better socio-economic return, engage in critical reflection of political affairs, social practices, and inequalities which subsequently strengthens democracy. The educational opportunities for disadvantaged people help them to break the vicious cycle of poverty, marginalization, and discrimination by enabling them to improve the social and economic status. The Government of Nepal has enacted the National Higher Education (HE) Policy, but it lags ensuring equitable opportunities for the marginalized community, particularly the Dalit community. Despite the constitutional commitment to provide equitable opportunities for educational development, Dalits who comprise above 13% population have been facing multitudes of exclusion in HE opportunities. Venanzi's social exclusion perspective has been used to analyze the underrepresentation of Dalits in HE. The ethnocentrism-historically developed ethnic perspective manifested by the National Code of Conduct of Nepal in 1854; the discursive formation-micro-stories that explained the derogatory origin of Dalits and the hegemonic discourse-subtle form of power perpetrated by non-Dalit in system implementation curtail Dalit's equitable participation in HE. Consequently, Dalits fail to move upward to the socioeconomic status which has impacted the overall development of the country. Mass advocacy and awareness campaign to deconstruct hierarchy-based caste system, data/evidence-based gender and social inclusion policy, increased participation of Dalits in decision-making positions, exploration of caste-related issues through periodic academic research and enactment of subsequent actions, inclusion of Dalit-related issues in HE curriculum, and arranging alternative education for geographically excluded Dalit community may enable Dalits to get HE.

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Social Capital and Social Inclusion in Higher Education

Das,

Lalitha

2023

The Palgrave Handbook of Global Social Problems

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In their Own Voices: Experiences of Dalit Students in Higher Education Institutions

Cited by 20 publications

References 16 publications

The governmental ranking of class and the academic performance of Indian adolescents

The governmental ranking of class and the academic performance of Indian adolescents

Equity in higher education of Nepal

Social Capital and Social Inclusion in Higher Education

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