Examining Success in Higher Education by Caste and Gender in the State of Kerala, India

• In Event: A Comparative Perspective of Racial/Ethnic Inequality and Higher Education as a Social Justice Force

Abstract

India’s policy of affirmative action in higher education, referred to as the reservation system, is arguably the largest and longest-running of its kind in the world (Deshpande & Yadav, 2006). Yet more work is needed to assess the outcomes experienced by its intended beneficiaries, namely students from scheduled castes (SC), scheduled tribes (ST), or other backward classes (OBCs). Additionally, outcomes experienced by women from these backgrounds, who form a “sub-layer of reservation system” (Sahni & Kalyan Shankar, 2012, p. 240), deserves particular attention. The state of Kerala in southern India presents a unique case to study the postsecondary outcomes experienced by SC/ST students generally and women from SC/ST backgrounds in particular. Although Kerala is one of the less affluent states of India based on its gross domestic product, it ranks highly on indicators of social and human development (Meyer & Brysac, 2011). For example, its literacy rate is among the highest in the developing world and it has led in female literacy in India since the turn of the 20th century (Jeffrey, 2004; The Hindu, 2013). In the arena of higher education, the enrollment of SCs and STs reflects their representation in the state, at 9.8 percent and 1.1 percent respectively (Kumar & George, 2009). Participation by Keralan women exceeds that of men, at least in general education (i.e. BA and BSc degree programs) (Husain & Sarkar, 2010; Sahni & Kalyan Shankar, 2012). However, gaps in participation by gender among SCs/STs may remain as reserved seats for females tend to be transferred to males due to inadequate female applicants (Sahni & Kalyan Shankar, 2012). In addition, SC/ST students may experience inequitable rates of baccalaureate attainment (Viney & Gupta, 1999) due to factors such as on-campus harassment and discrimination, inadequate academic preparation, lack of fluency in the English language (the predominant language of instruction in Indian higher education), and financial concerns, among others (Basant & Sen, 2010; Kumar & George, 2009; Nayar, 2008). This study examines whether Kerala has been able to achieve equity in degree attainment outcomes for its affirmative action beneficiaries, particularly among women, given the strides the state has made elsewhere in human development.

Authors

• Loni Bordoloi, Teagle Foundation

• Robert T. Teranishi, University of California - Los Angeles