Marginality, Educational Opportunity and Access to Higher Education: Experiences of Scheduled Caste and Tribe Students in India

Abstract

This paper is based on the empirical data of the marginal section students who have come under the purview of the National Fellowship system at higher education level in India. The objective of the study is to find out their experiences with respect to the national fellowship system as a public policy measure and their educational attainment, participation and achievements within public policy discourse. Also, the study explores the educational opportunity, cultural capital and the socio-economic and political attainment of the marginal section students. Where, the study is based on both quantitative and qualitative approaches. The data are analysed through descriptive and thematic analysis methods. It addresses the major questions like: does the state become cultural capital for the marginal section students? How do the students from marginal backgrounds capitalize the public policy meant for them for higher education and what are their difficulties to avail this public policy?

Creating Cultural Capital for Dalits and Adivasis: Policy Passage for Their De-marginalisation in Higher Education

“…The data suggest that around 86% of students have the opportunity to engage in higher education because of government-provided educational access facilitated through public policy intervention. This aligns with the findings of Bhoi and Lakra (2022), who observed a similar pattern of public policy intervention. Conversely, only about 14% of students can pursue their studies without fellowship among the SC and ST students (Figure 1).…”

“…This profoundly influences education, fostering progress on the social and economic hierarchy, particularly aiding marginalised communities in building capital. This assertion aligns with Bhoi and Lakra's (2022) previous work on empowering the marginalised in higher education.…”

“…Table 2 shows that 77% of students affirm the national fellowship as a boon for SC and ST students, enabling educational mobility. Underlining the pivotal contribution of the fellowship to their advancement in higher education, particularly in the pursuit of research at the university level, as articulated by Bhoi (2021), the case studies presented in this paper similarly advocate for Rajiv (28) in a comparable fashion. Without it, they might have been confined to traditional occupations.…”

“…Likewise, the United Nations (2018) document affirms that safeguarding social inclusion is achievable through social protection and integrating disadvantaged communities into the broader societal framework. Further, affirmative action, especially reservations, sparks debate in Indian higher education, evolving over four decades (Bhoi, 2021;Rai, 2022;Weisskopf, 2004Weisskopf, , 2005. The extensive coverage or protective essence of this policy framework establishes a robust foundation for discussions within the study concerning the development of cultural capital (Hegde, 2015).…”

“…These indicate the challenges encountered by marginalised sections in accessing education. Moreover, caste-based discrimination significantly impairs the educational opportunities of SC students, especially in higher education, potentially resulting their dropout or discontinuation of their studies (Bhoi & Lakra, 2022;Kumar, 2021;Sukumar, 2022). Despite affirmative action measures, SCs and STs persistently encounter discrimination, underscoring the imperative for comprehensive initiatives to rectify the historical and ongoing marginalisation and deprivation of resources in the society (Bhoi, 2010;Ibarra, 2001).…”