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Inequalities, Discriminations and Experiences of First Generation Dalit Women
Students in Higher Education, India
Students in Higher Education, India
This paper explores the sociological aspects of educational inequality. In India, education is perceived as a mechanism for the social and economic advancement of the deprived sections of the society through social mobility and guarantees equality to everyone. It is considered as a means of ‘liberation’ (Velaskar 1998) from the shackles of caste. However, in reality, it has become, ‘an instrument for reproducing social stratification and for maintaining the hegemony of the dominant sections’ (Chanana 2000). Inequalities and discrimination (based on caste, gender, class, and region) still persist in the educational system over the years with its changed forms. The Dalits since decades, are being ‘discriminated, marginalized and are educationally pushed back’ by the upper castes (Krishna 2012). With the constitutional provisions, they are gradually entering into the mainstream of higher education. The cultural practices, behaviour pattern, sex role expectations, and association of women with the private domain of household, continue to affect their access to higher education (Chanana 2000). For Dalits women, in every sphere, they have to face it twice because of their identity, and are thus-doubly Dalits’ and ‘doubly jeopardized’ (Rani 1998).
This paper focuses on the first generation college students especially Dalit women of Sambalpur University of Arts, Science, and Commerce. The college came up with a vision of providing the opportunity to the students of the marginalized sections particularly Dalits women in higher education.
Key Words: Inequalities, Discrimination, Dalits Women, Higher Education