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According to the CPRHE study, campuses in India need to be more socially inclusive. Students from weaker sections still face disparities in the classrooms.
Universities and higher education institutes in India have come a long way in terms of social diversity. In the past few years, we've witnessed how more and more students from the marginalised section are pursuing higher education. However, a new study suggests that there is still a long way to be travelled before the social inclusion becomes a reality in the institutions across the country.
The study by the Centre for Policy Research in Higher Education (CPRHE) said that to make the campuses socially inclusive, institutions need to play a bigger role.
According to the study, social diversity is only a part of campus life. There are still many disparities in the classroom and the teaching-learning process. Apart from this, social inclusion and identity-based peer group formation are also a few other challenges faced by students belonging to socially excluded groups.
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The study also revealed that SC/ST students are more likely to be first in their families who are pursuing higher education.
Also, many students from the weaker sections of the society fail to clear the examinations as they have low proficiency in the language. This leads to a problem for their academic integration in college and also creates challenges in their ability to complete graduate level studies.
In addition, it results in undesirable social outcomes among students like suicidal tendencies.
Also, students belonging to the weaker sections ask fewer questions in the classes because are extremely underconfident.
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The CPRHE study concluded that educational bodies are moving towards diversity in relation to students and to make inclusive campuses. More and more students are getting access to education irrespective of their background. However, the main task is to integrate students from all the sections. The institutions need to be more liberal and sensitive to bring a radical change in the same.
