Navigating Caste, Identity, and Academic Achievement: Lived Experiences of First-Generation University Students from Historically Oppressed Communities in Indian Higher Education

Despite the increasing presence of first-generation university students from historically oppressed communities in Indian academia, caste-based discrimination remains a pervasive issue, creating unique challenges for these students. This study focuses on the intersectional identities and lived experiences of first-generation university students from Dalit, Adivasi, Nomadic, and OBC communities enrolled in a premier social science university in Mumbai. It seeks to explore how caste-based discrimination and the students' complex identities influence their navigation of institutional and social structures in higher education.

Using a hermeneutic phenomenological approach, the research investigates the lived experiences of these students and the ways in which caste, language, and identity-based discrimination affect their academic achievement, mental health, and sense of belonging. Through unstructured interviews with 10-12 purposively selected participants, the study aims to document the interplay between systemic oppression and individual agency within academic spaces.

The findings highlight the profound impact of caste-based discrimination on the academic outcomes and mental wellbeing of first-generation university students. The study reveals how institutional and social barriers perpetuate exclusion, undermining students' educational journeys and overall wellbeing. It also emphasizes the emotional and psychological toll faced by these learners, resulting in adverse effects on both their academic attainment and mental health.

By offering insights into the discriminatory structures that shape the experiences of first-generation university students, this study calls for systemic changes in higher education to promote inclusivity and equity. The research contributes to a broader understanding of the psycho-social dimensions of caste, identity, and education, offering critical recommendations for creating more inclusive academic environments that support the holistic development of historically oppressed communities.