Higher education, reservation and scheduled castes: exploring institutional habitus of professional engineering colleges in Kerala

Malish, C. M.; Ilavarasan, P. Vigneswara

doi:10.1007/s10734-015-9966-7

Cited by 26 publications

(9 citation statements)

References 16 publications

(19 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, a significant share of SC students are admitted to less prestigious engineering branches. This placement, in turn, influences students' job prospects and financial returns (Malish & Ilavarasan, 2016). Thus, the caste system is a pervasive structure that frames all social life in India, including higher education.…”

Section: Understanding Caste In Indiamentioning

confidence: 99%

Inequitable Structures: Class and Caste in Indian Higher Education

Tierney

Sabharwal

Malish

2018

Qualitative Inquiry

Self Cite

View full text Add to dashboard Cite

In India, university students from scheduled castes (SCs) face a number of challenges that not only prevent them from graduating but also prevent them from being strong performers in universities and upon graduation. Utilizing the framework of social capital, this article draws upon life histories, secondary interviews, and document analysis to understand the lived realities of four male Indian adolescents from different SCs who are in their third year of university studies. Although the findings support the notion that overt acts of discrimination based on a student’s caste are negligible, lower caste students have limited access to the networks that create social capital. Moreover, institutional efforts to develop or enhance student social capital are minimal. For these reasons, the article concludes that systemic reform is necessary to help students from disadvantaged backgrounds overcome less obvious forms of discrimination, so that they might succeed during college and after graduation.

show abstract

Section: Understanding Caste In Indiamentioning

confidence: 99%

Inequitable Structures: Class and Caste in Indian Higher Education

Tierney

Sabharwal

Malish

2018

Qualitative Inquiry

Self Cite

View full text Add to dashboard Cite

show abstract

“…The institutional environment of colleges and universities is elitist in nature and is less likely to be receptive to non-traditional learners (Malish & Ilavarasan, 2016). Thus, there is a long distance to travel to achieve integration in the classroom and to develop socially inclusive campuses in India.…”

Section: Equity In Learning Outcomes Needs More Empathy From Actors Wmentioning

confidence: 99%

Criticality, Empathy and Welfare in Educational Discourses

Varghese

2018

Contemporary Education Dialogue

View full text Add to dashboard Cite

Criticality is the ability to question current theories and practices in any sector to make them more receptive to social realities. Empathy is the ability to identify with what someone else is thinking or feeling. Empathy forms the foundation for welfare state and its liberal social welfare programmes. The state-led development strategies during the post-war period stemmed from a belief in the idea of welfare state and in the redistribution of resources and opportunities in favour of the deprived groups. The market-led globalisation process has put brakes on the scope of welfare provisions even in democratic societies. The public-funded stimulus packages during the recent economic crisis helped save economies from market failure and reinforced the need for state intervention even for an efficient functioning of markets. Based on an analysis of global trends and Indian context, this paper argues for the need of the educational processes to develop criticality in thinking and empathy in action to help develop a support base for public policies benefiting the poor and the disadvantaged.

show abstract

“…Nonetheless, Malish and Ilavarasan (2015) argued that equity in education needs to be approached from three interrelated dimensions—equity of access, educational experience and equity of outcome. Equity in higher education should not only mean providing entry for the disadvantaged sections into higher education institutions, it is also about their continuation and successful completion of higher education (Tilak, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…This study primarily endeavours to explore what happens after reaching inside the walls of a higher education institute by looking inside processes such as classroom participation; peer interactions; and intersectionality of class, caste and gender. While many studies (Malish & Ilavarasan, 2015; Pathania & Tierney, 2018; Pandey & Pandey, 2018; Rao, 2013; Tierney, Sabharwal, & Malish, 2018; Velaskar & Wankhade, 1996; Xaxa, 2002) have captured the process of social exclusion, stigma and academic challenges of Dalit (and STs) students at the elite institutes like IITs and Central universities (Delhi, Hyderabad), there is lacuna of studies which focus on experiences of SC students in higher education institutes at the micro level. This study attempts to fill this gap by analysing the journey of SC participants at a government institute in a rural setting of Punjab where Dalit have a unique presence with the largest share of population in any Indian state.…”

Section: Introductionmentioning

confidence: 99%

“…The impact of affirmative actions can be observed in the form of improved rate of participation of Scheduled Caste (SC) and Scheduled Tribes (ST) in higher education as SC enrolment is 14.4 per cent and ST constitute 5.2 per cent of total student enrolment in higher education (All India Higher Education Survey [AIHES], 2018). 1 Nonetheless, Malish and Ilavarasan (2015) argued that equity in education needs to be approached from three interrelated dimensions-equity of access, educational experience and equity of outcome. Equity in higher education should not only mean providing entry for the disadvantaged sections into higher education institutions, it is also about their continuation and successful completion of higher education (Tilak, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Beyond Access and Inclusion: Dalit Experiences of Participation in Higher Education in Rural Punjab

Narwana

Gill

2020

Contemporary Voice of Dalit

View full text Add to dashboard Cite

Keeping constitutional egalitarianism and social justice as primary goals, Indian state has emphasized on making education more inclusive by improving accessibility of socially marginalized sections. When the exclusion has multi-prone dimensions with social, economic and cultural overlapping factors, the present study attempts to observe how much inclusion the process of formal accessibility has provided in a real sense. In this context, the article aims to interrogate the journey of higher education of Dalit in rural Punjab. On the basis of a case study of a government institute, an attempt is made to understand the challenges of Dalit students’ participation in higher education by looking at their day-to-day struggle in terms of social inclusion, financial constraints and sharing of institutional spaces. Based on the qualitative data, collected by semi-structured interviews and focus group discussions, the article primarily endeavours to explore what happens after reaching inside the walls of a higher education institute by looking inside processes such as classroom participation; peer interactions; and intersectionality of class, caste and gender. Underlining the significant role of caste in defining the educational experiences of Dalit students and hidden culture of silence in higher education, the findings underscore that emergence of class along caste lines, different face of patriarchy for Dalit females, inaccessibility of affirmative action with daily financial challenges, make the process of inclusion still a distant dream.

show abstract

Higher education, reservation and scheduled castes: exploring institutional habitus of professional engineering colleges in Kerala

Cited by 26 publications

References 16 publications

Inequitable Structures: Class and Caste in Indian Higher Education

Inequitable Structures: Class and Caste in Indian Higher Education

Criticality, Empathy and Welfare in Educational Discourses

Beyond Access and Inclusion: Dalit Experiences of Participation in Higher Education in Rural Punjab

Contact Info

Product

Resources

About