ABSTRACT

This research study has tried to explore the status of Scheduled Caste (SC) students in Pursuing higher education in Ambedkar Nagar district of Uttar Pradesh. This study analyses the various aspect such as Parental Perception of scheduled caste students towards higher education, educational background of the students, and awareness of facilities available for them, experience of untouchability and discrimination faced by them and the aspirations of the SC students. This particular study has conducted with a purpose to develop an in-depth understanding of the current scenario of scheduled caste students in higher education. Apart from that study has also looked into the enrolment of students into higher education institutions in the study area. In this study researcher has adopted purposive sampling since Researcher only want to access a particular subset of the people. This research is conducted in particular community of Chamars belonging to scheduled caste. Hence purposive sampling is relevant since it is non-probability whereby sample selected based on subjective judgement of researcher, rather than random selection. This study mainly based on respondent experience and their opinion about scheduled caste students in accessing education. The respondents in this study are students of scheduled caste parents who belonging to scheduled caste itself. This study presents the response from the participant thematically. Narrative analysis has been used for the purpose of analysing data collected from the participants using semi-structured interviews.

Introduction

This study attempts to explore the status of Scheduled Caste (SC) students pursuing Higher Education in Ambedkar Nagar district of Uttar Pradesh. It examines social background of the students for a comprehensive understanding of students experience in higher education in India. The study analyses various aspects such as Parental Perception of scheduled caste students towards higher education, educational background of the students, awareness of facilities available for them, experience of untouchability and discrimination faced by them and the aspirations of the SC students. One of the key objectives of research finds out the perspective of parents towards girls education and the status of their enrolment in higher education. It has found after data collection from the field that there is clear indication of upward mobility of the respondents’ educational status. It also reveals that there is a decreasing rate of traditional occupations and an increasing rate of other secular/modern occupations. There are cases of discrimination and untouchability practices faced by student respondents.

This particular study was conducted with a purpose develop in-depth understanding of the current scenario of scheduled caste students in higher education. Although the study has looked into the enrolment of students into higher education institutions, but it has also made an attempt to make a probe into the family background of the students, awareness of facilities among the students and difficulties faced in availing those facilities. Apart from that this study also focussed on parental role in higher education and factor which is act as obstacles in accessing higher education. This study mainly based on respondent experience and their opinion about scheduled caste students in accessing education.

There are many major studies have brought the issues of discrimination faced by scheduled caste students pursuing higher education. With reference to it, the study has explored issues of discrimination faced by students based on caste in school and community? It also explores the reason behind the decision made by students for the choice of stream? Further the study looks into the aim of individuals in their life, perception of few parents related to the current facilities available to the student these days. The research study is conducted in Ambedkar Nagar district of Uttar Pradesh focusing on Scheduled caste students.

Apart from that as per as data analysis most of the respondent said that caste factor play as obstacle role for getting Higher education. In addition to that respondent asked to researcher that why scheduled caste students are not getting their entailed / right which is given by the Indian constitution. The main objective of research is to understand of the perception and their notion for Higher Education and their role as well.

Some parents are very cautious about the kind of education available for their children. The problem is with the quality of education their children are getting from the college. Students are not able to read write. Thus the question on educational quality has been obvious in their mind. One important part of study is that all the respondents belonging to studied village has good literacy rate and employment. Most of the respondent seems inspired by those who are already benefited from higher education in their neighbourhood. But poor socio-economic condition has made them inaccessible to higher education.

This study has significance because there is no such study previously conducted on Scheduled caste students and Higher education discussing about their Accessibility, Performance, Affordability, and Outcome. None of the reviewed studies discusses about the parental attitude of scheduled caste student regarding accessing higher education .There has been a number of studies on discrimination faced by SC students in higher education, but in present study researcher wants to explore both visible and non-visible forms of discrimination . This aspect has been overlooked or understudied by scholars who worked on higher education and caste.

Apart from that this study gets into detail of prevailing institutional structures in higher education. Specifically the function of college administration, university rules/regulation and its implementation in supporting students belonging to scheduled caste. Hence the researcher tries to understand whether caste act as obstacle for getting Higher education for scheduled caste students .This study would be significant since researcher have used the Narrative approaches which encompasses mainly experience and opinion of the respondent. None of the previous studies has given voices to the scheduled caste student experience in academia. Therefore present study give primacy for the experience of participant of the research and make sure that this experience will be heard and represented in the published literature. This entire study gives the deep understanding of the scheduled caste students and their Parental attitude toward Higher education of Particular area of Bhiyaon Block of Ambedkar Nagar.

This dissertation has been divided into six parts namely Introduction, Background and context, literature review, methodology, data analysis, conclusion and discussion. Wherein introduction gives a blueprint of the study, second section gives Background and context pertains to higher education in general. Third section gives an overview of literature review. And in methodology part explains about the research methods, sampling techniques and tools of used for data collection. The narratives of respondents are presented thematically in the data analysis part. In this part entire data is divided into themes and sub themes for deep understanding of the Narration of the respondents’ .In addition to this researcher come out with new emerging themes which meet the objective of the study. In a concluding section, researcher has tried to summarize the entire study and comes with crux of this study.

BACKGROUND AND CONTEXT

In this part, Researcher has divided this chapter into seven sub sections where first part discusses about first chapter gives the understanding about Education and social change in India. Second parts have explained about concept of the scheduled caste and its correlation with Higher Education. Third section gives understanding of Scheduled Caste Higher education in Uttar Pradesh. Fourth part gives the details about literature review about concerned study. Final part is very specific regarding location of study, especially talks about educational status of scheduled caste in Uttar Pradesh. This section also gives Block wise education and literacy status of scheduled castes in Ambedkar Nagar District, which also serve as site of study.

Education and Social Change: India

Social scientist has been giving thought to these important issues ever since education assumed the form and proportion of the large organised sector in society. They have held distinguished view on the relationship between education and society. The spectrum of education is considered as the most important ‘Ideological state apparatus’ devised by the ruling classes to ensure that society conforms to their ideas and interest.(1) Gramsci is even more specific when he says that intellectual, that is the upper section of the product of the education system, ‘officer of the ruling class for the exercise of subordinate function of the social hegemony and political government .Evidently, thinkers of this persuasion hold that education is an instrument forged by the ruling classes to serve and preserve their own interests, and thus to maintain the status quo in the existing economic and political power structure.

At other side are many social scientist, politicians, educationist and educational planners who consider education as a very important instrument, if not the most important of social change. This they maintain in the context of the third world countries. For instance third five year plan document (1961-1962) of the Indian Planning commission described education as ‘ the most important single factor in achieving rapid economic development and technological progress and in creating a social order founded on the values of freedom, social justice and equal opportunity’’ (2). The report of the Education Commission (1964-66) bearing an eloquent enough title, Education and National Development makes the even stronger assertion that for achieving ‘ change on a grand scale there is one instrument and one instrument only that can be used: ‘EDUCATION’ The commission also believed that In fact what is needed is a revolution in education which in turns will set in motion the much desired social , economic and cultural revolution’’(3) .Researcher also tired explained how the caste ridden system like India act as obstacle for getting higher education for certain underprivileged section of the society which has been described as below.

Scheduled Caste and Higher Education

The denial of knowledge was a crucial dimension of maintaining caste based hegemony and monopoly over knowledge and leading to the dominance of Brahmanical way of understanding the existing social order. Also the kind the knowledge of the lower caste and women that made all the productive activities possible and hence the survival upper castes possible were not regarded as knowledge. The limited access and immense constraints faced by the Scheduled Castes and other marginalized sections of India in gaining access to education even today, is a reflection of how caste and class operate together to sever the access of millions to the education system at its various stages.

There are many social scientists and academician has written on scheduled caste in higher education where they tried to show that how the Education has become mental legacy of so called upper caste since long time back. Besides this academician also has tell us how the education can transform the society and make just society for certain group of people who have never been part of the education.

According to John Dewey (1976), “education is the progress of all capacities in the person which will permit him to control his environment and accomplish his possibilities.” Education is assumed to be a system of teaching and learning, our forefathers had devised both the formal and informal ways of learning and teaching. The aim of such ways was primarily done to induct the child and the adolescent into the way of living. Education is one of the most important means of reducing ignorance and inequality in society. It helps an individual to raise one’s social status in various ways. Knowledge, skills, values, and attitudes acquired through education help one to lead a desired quality of life. Primary education is the first step of an individual in the process of development and social progress. The ability to read, write, and count has powerful effects on our quality of life. It provides freedom to understand the world, to lead an informed life, communicate, and be in touch with others. Therefore basic education opens the door to the world.

Whereas on the other hand higher education plays an equally prominent role in further using the framework of primary education to generate knowledge, impart skills and moreover provides a platform to means of employment. Higher education contributes towards the ability of an individual to grab employment opportunities in this global world which focuses on globalised trade and commerce. Well educated and skilful workforces are the focal point in producing goods and services for the world. It provides that skill, capability and mobility to a human to meet such requirements in this global village. Secondly it provides a human to advocate for them, to recognise the democratic rights and raise voice for any injustice. Lastly it acts as a catalyst in disintegrating the existing class and caste barriers in the society.

There have been many researches done on this topic where it has been mentioned that how the Higher education has become higher degree of social justice, self-esteem for marginalized section of society .Education is considered as important means for development of weaker section like scheduled caste (SC) and scheduled Tribe (ST) in contemporary period of Globalization. However due to traditional socio-economic barriers SCs, STs could not access the education therefore it has obstacle for their development. The government itself responsible for their betterment in education sector by various scheme like post- metric scholarship which has been introduced since independent because of to improve their enrolments in Higher education.

The main objective behind these schemes has been in addition to other facilities, to support education financially to meet daily expenses .Which will be encourage and motivate them toward higher education (Wankhede, 2008). However the education condition of SC, ST, and OBC is very low than so called upper caste elites. For this category has overcome from poverty after implementation of the Indian constitution and reservation policy. After implementation of Indian constitution and policy of Reservation these category got opportunity to pursue education to overcome on poverty and marginalization. Since the economic condition play crucial role for getting higher education and poverty and education link to each other too.

If we get back to Indian History where during the independence the scheduled caste students had low literacy and school enrolment rates as compared to the rest of the population. Post-Independence constitutional provisions, policy thrusts in education as well as parental aspirations for the education of their children brought an increasing proportion of Dalit children into schools. There was one study conducted by IIPS (2000) found that barely 48 percent of Dalit children had completed even primary schooling at the close of the century. The major problem even today is the “dropout” from school before they complete eight years of education. There is little research done on this issue, whereby Dalit children are out of full participation in education and in what way does it happens (Nambissan, 1996).

There are barely few studies that pointed out the role of caste in education, like discriminatory comment or attitude by the teachers, denial of Dalit students’ participation, assigning them menial tasks in school as well as caste based peer relations. However there are very few studies that identify spheres and processes of exclusion and discriminatory practices in the education system. That’s why researcher wanted to focussed on specific area from he has come and to understand the education condition and status of the scheduled caste in Higher education.

The scheduled caste were never be part of the mainstream because of our society is based on the caste system which governs overall and it plays very important role to create stratification among people. The position of the Dalit communities that is the scheduled caste people into to lowest rung of the caste system made them deprived of Knowledge and education in traditional Hindu society. Legally the schools were opened to these communities in the mid-19th century, but there was a lot of caste opposition which made them excluded from the mainstream (ibid, 1996).

Status of Scheduled Caste and Education: Uttar Pradesh

Uttar Pradesh is most of Populous state of the India .The state was bifurcated by transferring of thirteen district to form the state of ‘Uttaranchal’ and now Uttarakhand and 27th state of Indian Union on 8th November ,2000. The scheduled caste (SC) population of Uttar Pradesh is 35,148,377 at census, constituting 21.1 percent of the total population 166,197,921 of the state. Uttar Pradesh hold 1st and 4th rank in term of absolute number of scheduled caste and its proportion to total population respectively among the all state and UTs. The decennial growth of scheduled caste has been 25.3 percent, which is comparable with the growth of total population (25.8) percent of the state. The state has a total sixty six (66) SCs all of them have been enumerated at 2001 census.

Literacy & Educational Level

The overall literacy rate of the SCs has increased from 26.2 per cent at 1991 census to 46.3 per cent at 2001 census. Despite improvement, the literacy rate has been considerably lower than the national average (54.7 per cent) aggregated for all SCs. Male and female literacy rates (60.3 per cent and 30.5 per cent respectively) among the SCs are also lower than those recorded for all SCs at the national level (66.6 per cent to 41.9 per cent respectively).

Among the major SCs, Chamar and Dhobi have shown the highest literacy rate (49 per cent), while Pasi have recorded the lowest literacy rate. Similar trend has been registered for these castes in respect of female literacy also.
Literacy Rate

Literacy rate	All SCs	Chamar	Dhobi	Balmiki	Kori	Pasi
Person	46.3	49.4	48.9	47.0	45.9	38.9
Female	30.5	32.7	33.0	33.8	30.4	24.0

Source: Office of the Registrar General, India 2001
Among the SC literates, 38 per cent are either without any educational level or have attained education below primary level. The proportions of literates who have attained education up to primary and middle levels are 27.1 per cent and 18.5 per cent respectively. Literates who are educated up to metric/higher secondary constitute 13.3 per cent. Graduates & above are 3 per cent. The nontechnical & technical diploma holders constitute a meagre 0.1 per cent only.
Levels of Education among the major Scheduled Castes

Name of SCs	Literate without educational level	Below primary	Primary	Middle	Matric/Secondary/ Higher Secondary Intermediate etc.	Technical & Non-Technical diploma etc .	Graduate and above
All SCs	4.6	33.4	27.1	18.5	13.3	0.1	3.0
Chamar	4.3	32.5	26.9	18.8	14.1	0.1	3.3
Pasi	5.8	37.9	27.0	16.7	10.5	0.0	2.2
Dhobi	4.2	32.1	26.4	19.7	14.3	0.1	3.2
Kori	4.7	31.8	28.7	19.4	12.6	0.1	2.7
Balmiki	4.3	33.2	30.7	20.2	10.2	0.0	1.4

Source: Office of the Registrar General, India

There is a sharp decline in the percentage of literates from the secondary level onwards. The percentage of matriculate is almost half of the middle level literates. The proportion of matriculates (8.5 per cent) decline to one third in graduation level and above(4).

Ambedkar Nagar District

The district of Ambedkar Nagar was formed from the Faizabad district by the then Chief Minister Ms. Mayawati on September 29, 1995. The district was named Ambedkar Nagar in the memory of the father of the Indian constitution, Dr. Bhim Rao Ambedkar for his work done for the upliftment of the depressed classes, women and other weaker sections of the society.

Ambedkar Nagar district is located on the North-Eastern part of Uttar Pradesh. It lies between 26o 09‟ N to 26o 40‟ N latitudes and 82o 12‟ E to 83o 05‟ E longitudes. It is bounded on the north by Basti and Sant Kabir Nagar districts, on the north-east by Gorakhpur district, on the south by Sultanpur district, on the west by Faizabad district and on the east by Azamgarh district the district has a total area of 2,361 km2 and having a population of 20, 26, and 876. The total length of the district from east to west is approximately 75 km and the breadth from north to south is about 42 km. Administratively, district have four tehsils (sub-divisions) namely, Akbarpur, Tanda, Alapur, Jalalpur. The district is divided into nine development blocks namely Akbarpur, Katehri, Bhiti, Tanda, Baskhari, Ramnagar, Jalalpur, Jahangirganj and Bhiyaon (District Planning Map, 2005).

Block wise Population of Scheduled Caste in Ambedkar Nagar District, 2010-11

Block	Total Population	Scheduled caste Population	SCs share in the Total Population ( %)
Bhiti	1,73,312	34,404	22.96
Katehari	2,03,340	43,041	23.95
Akbarpur	3,35,680	73,029	23.40
Tanda	2,49,635	71,269	31.54
Baskhari	1,93,140	47,463	28.00
Ramnagar	2,07,975	51,643	28.01
Jahangirganj	1,85,923	50,133	30.89
Jalalpur	2,79,806	77,908	30.41
Bhiyaon	1,98,065	46,485	26.65
Total	20,26,876	4,95,375	24.44

Source: District Statistical Office, Ambedkar Nagar District, 2010-11

Literacy of Ambedkar Nagar

Literacy is essential for socio-economic development, which indicates overall development of a region. Literacy unlocks the potential of an individual. Literacy and development go hand in hand, and the causal relationship between the two is undisputedly established. Table exhibits the block wise number of literates and percentage of literacy in Ambedkar Nagar district during 2010-11. Out of total population, 9, 54,537 persons are literate in the district. Therefore, the literacy rate of the district is 58.75 per cent. There is a great variation between male and female literacy rates in the 65 district. The male literacy rate is 71.71 per cent whereas the female literacy is only 45.58 per cent. The table also shows that the urban literacy rate (72.54 per cent) is much higher than the rural as well as the district average.

Block wise Literates and Percentage of Literacy in Ambedkar Nagar District, 2010-11

S. No.	Block	Male Literate	Female Literate	Total	Literacy % Male	Literacy% Female	Total
1	Bhiti	42,845	24,707	67,552	70.20	40.96	55.67
2	Katehri	50,508	29,838	80,346	69.54	41.25	55.41
3	Akbarpur	85,799	51,124	1,36,923	66.92	41.22	54.28
4	Tanda	64,133	39,482	1,30,615	68.73	44.74	57.63
5	Baskhari	48,931	32,134	81,065	72.26	47.79	60.23
6	Ramnagar	56,417	35,304	91721	72.83	44.30	58.36
7	Jahangirganj	53,547	33,620	87,167	75.14	45.41	59.99
8	Jalalpur	74,689	46,,346	1,21,035	71.57	45.15	58.47
9	Bhiyaon	48,402	28257	76,659	70.50	45.15	54.96
10	Total Rural	5,25,271	3,20,812	8,73,083	70.85	43.41	57.22
11	Total Urban	61,781	46,673	1,08,454	79.40	65.12	72.54
12	Total in Distt.	5,87,052	3,67,485	9,54,537	71.71	45.58	58.75

Source: District Statistical Office, Ambedkar Nagar District, 2010-11.

Researcher main focused on the Bhiyaon Block which is located in the Ambedkar Nagar district state of Uttar Pradesh. This block constitute of 26.65 percent population share of total population of scheduled caste in Bhiyaon block of Ambedkar Nagar

India has one of the biggest ‘advanced education framework’ on the planet. Central government is in charge of real arrangement identifying with advanced education in nation. It gives gifts to the University Grants Commission (UGC) and created focal colleges in the nation. Central government has Central College and regarded college. Focal government is additionally in charge of announcement of instructive organizations as ‘Considered to be University’ on the proposal of UGC. State governments, then again are in charge of foundations of state colleges and universities and gives plants to their advancement and non-arrange awards for their upkeep. The coordination and collaboration between the union and the states is realized in the field of instruction through the Central bulletin Board of training (CABE). Advanced education in our nation has progressed beyond anyone’s expectations since autonomy. The Government arrangement and endeavours for advancement of advanced education has been guided by the new instruction Policy, 1986 and Program of activity, 1992 and other approach activities in the 1990’s. The advanced education arrangement and project of activity has been guided fundamentally by objectives which incorporates more prominent get to, quality and greatness, importance and worth based instruction. There are three standard level of capability inside theadvanced education framework in the Nation and these are:

• Undergraduate level
• Master’s/Post graduate level
• Doctoral/ Pre-doctoral level

India’s higher education system is the third largest in the world, next to the United States and China. The main governing body at the tertiary level is the University Grants Commission, which enforces its standards, advises the government, and helps coordinate between the centre and the state. The Indian social framework experiences the in adaptabilities of an inflexible station framework. For quite a long time, rank had been a deciding variable in instruction, work, and vocation.

The other face of advanced education is that it is utilized as a method for financial change, albeit enthusiasm for the investigation of instruction in connection to social stratification and versatility is similarly later in India. One of the studies on the Scheduled Castes watched that a dominant part of them, having a place with lower instructive foundations acknowledge the significance of advanced education in prompting the accomplishment of better and reasonable employments, while for those with exceptionally instructed and professionally qualified foundations its vitality lies in evacuating the downsides of the group and change of the financial status in society. (Pandey, 1988:96-7) overall, it was discovered that the higher the training among the Scheduled Castes, the more noteworthy they understand its imperativeness in financial change.

When they are interviewed as far as their salary, it is observed that the higher the pay, the more prominent they understand the criticalness of training in light of a legitimate concern for their group. This investigation of the Schedule Castes of Varanasi affirms that advanced education, higher wage and urban living among the Scheduled Castes have empowered them to advance new identity examples out of the old ones. In David Riesman’s phrasing of ‘identity portrayal’ it can be seen that they are consistently transposed from the “convention steered” identity sort to “other guided” and “internal regulated” identity sorts. (Riesman, 1950) obviously, some non-Brahmin ranks have as of late discovered their route into the field of training. Yet it is just the predominant among them who have profited from the instructive extension as additionally from the formal measures to break the Brahmin syndication in instruction. In any event a piece of this pattern is clarified by the political force which they have possessed the capacity to wield and adventure.

The advancement of instruction among the lower standings, particularly among the Scheduled Castes, is by all accounts agonizingly moderate and stopping. While the legislature has taken up the reason for enhancing the instructive circumstance among the Scheduled Castes and Tribes the reaction has been a long way from agreeable. (Chitins, 1981) actually, the social and instructive issues of a denied populace are interlinked and between related. Despite the fact that training has ended up being the best means for their advancement, it has not arrived at to most of the Scheduled Castes. In addition, training conveys intrinsic impairments, both structurally and practically. In this sense, social issues discourage the inspiration level, quality and utility of training. (Wankhede 1999:399) Education should lead to upward social versatility and positive change in an advanced mechanical society.

It has been uncovered by different studies (Chauhan, 1975:168-75) that the part of training is extremely essential as far as the Scheduled Castes and their advancement is concerned, in spite of impediments. For them, different means like political and monetary force have turned out to be disappointment contrasted with instruction. Accordingly, another taught working class (Ram 1988:117-20) despite the fact that a numerical minority has created among the Scheduled Castes. It is generally urban based, because of constrained movement for training and business. Nandu Ram closes on the premise of his study that a lion’s share of the respondents has enhanced their status in the class and position chains of command independently. Since they had enhanced their status in a different status pecking order (Ibid.), they had gained “complete” social versatility. Training is viewed both as the establishment and vehicle for the liberation of the denied segments of the general public all in all and the Scheduled Castes specifically.

A national study (Chitins 1981:37) has uncovered that the lion’s share of the Scheduled Caste understudies originate from foundations that may be viewed as disadvantageous for training. That a large portion of them happen to be first- era participants to schools or secondary schools in the family would show positive profits from the venture for the instruction of the Scheduled Castes. A dominant part of them seek to study up to graduation and don’t view themselves as bound to their customary occupations. They show an inclination to move out of the position characterized control to low status occupations. These discoveries appear to reflect a pattern in the introduction towards upward social versatility among the Scheduled Caste understudies.

Ram (1995:124-5) is fulfilled by the level of advanced education, including investigative and specialized ones, among the denied groups in the nation. On the other hand, he acknowledged the low level of accomplishment of advanced education among them for the most part because of reasons like falling flat in examinations, overwhelming drop-outs, and stagnation created by their poor financial foundation and instructive preparing, absence of legitimate direction, and so on. Indeed the majority of the individuals who stay in schools and colleges typically don’t do well in their studies and secure similarly terrible scores or rate of imprints in examinations. As of late some quantitative yet very little subjective changes have happened in their instructive accomplishments. Indeed, there are varieties in social alteration and instructive execution of understudies of those groups relying on varieties in their financial foundation, nature of organizations they join, and kind of courses they decide on. Consequently, the elements comprehensively identify with the social foundation of these understudies and their social and scholastic situations. But on the other hand, Gail Omvedt argues that caste assigns definite roles and occupations to specific social groups. (Gail 2000: 337) Unlike the situation described above, Ram further says that there are some institutions of higher education which have shown considerable interest in education of students from minorities and other socially and economically deprived sections of society (Ram, 1995).

According to Sen. (1999:11) in his influential thesis of ‘Development as Freedom’ it highlights how education enhances the lives of people by improving their lives by building their capabilities. With adequate social opportunities (in form of Education and Health facilities), “individuals can effectively shape their own destiny and help each other” In other words education empowers people. In a caste- ridden society such as India, Higher education plays an important role to increase the social mobility amongst the depressed population of the country mainly the scheduled castes and scheduled tribes. “The social background of students operates as a selective factor in their admission to qualitatively different types of educational institutions.

It also determines the choice of subjects to be taken, level of aspiration and determining their occupation after the completion of education. Further the level of aspirations of the student is also influenced by the occupation of the father” M.S.Ghore (1975) “When students from lower strata get highly educated, they not only qualify themselves to get more remunerative jobs thereby raising the economic level of the family, but also contribute to the heightening of its prestige” M.S.Ghore (1975) According to 1931 census report, the literacy among this community was as low as 1.9 percent. Of this small number, the majority did not proceed beyond the primary stage, while a bare 4 percent reached the college level.

Impact of Globalization and Reservation on Scheduled Caste’s Education

Constitutional provisions, especially reservation have made it possible to uplift from oppression and inequality and obtain social position which were once denied to them and confined them within the Hindu social structure. Reservation policies at all levels of higher education promote social mobility for scheduled caste students and other marginalized section of the society. It attracts quality education for marginalized students who would not otherwise pursue higher education. A reservation is the major incentives in order to generate aspirations for scheduled caste students to go for higher education. But it is the Globalisation which has heavily impacted on reservation policy for especially for SCs and STs in India.

Globalization has further accentuated these inequalities by forcing the state to shape its policies that favours the economic realignment on one hand and renouncement from fundamental social responsibilities on the other. (Chanana, 2007), states that “Globalisation has changed the world into a global market and the direct nexus between the industry, corporate world and higher education has brought a transformation in the skills needed for jobs.’’

Globalization has increased the competition for There are some parents of scheduled caste student says that globalization is not boon for the scheduled caste because globalization process severely affects the Dalit’s and other underprivileged sections that are deprived of jobs, and face enormous difficulties in accessing education, employment, housing, food, healthcare etc. Thus the way globalization affects the lives of Dalit’s differs significantly from that of the non-Dalit’s so, we have to give a serious thought to the consequences of liberalization, privatization and particularly globalization on the socio-economic conditions of Dalits. Globalization has seriously affected the socio-economic conditions of Dalit over the last two decades in terms of education, employment, access to land, poverty and other welfare programmes. Now we will try to give a picture to consequences of liberalization, privatization, and particularly globalization on the socio –economic conditions of Dalit in India in the following discussion.

Education is the most important prerequisite for achieving the goals of personal, social, political, economic, and cultural development. In other words, education is the most effective instrument for meeting the challenges that Dalit are facing. Historical evidences in this regard indicate that Dalit community has been excluded from the whole process of education since centuries. So, vast inequalities exist within the education system in India. Although Article 21A of the Indian Constitution stipulates that the State shall provide free and compulsory education to all children of the age of six to fourteen years it still remains an elusive goal. However, owing to reservation and affirmative action in the arena of education, substantial progress has been made in the field of education of Dalit during the last few decades.

The literacy rate of the Scheduled Castes (SCs) has increased from 10.27 per cent in 1961 to 54.7 per cent in 2001 and for the country as a whole has increased from 28.3 per cent in 1961 to 68.38 per cent in 2001. Available data also reveal that there has been substantial increase in the enrolment of children belonging to the Dalit at all stages. So reservation in the educational institutions and the financial assistance in the form of scholarships constitute perhaps the most important factor in the development scheme for Dalit (George, 2013:14).

It is a well-known fact that without education other constitutional safeguards, reservation in services would be meaningless. It would also be hard for Dalit to send their wards to the temple of learning. But it is to be kept in mind that the enrolment alone does not give any substantial amount of educational achievement when the rate of dropout is also substantially high among the Dalit. Despite the several kinds of State assistance, the dropout rate is also alarming at the primary, middle, and secondary stages of education in respect of Dalits. Apart from that education could not unaffected from the globalization since commercialization of education is continuous increases. Most of the rich family send their children in private school and Government College reduces dysfunctioning.

Higher education is also severely affected by globalization. Due to reforms, the grants have already been frozen in many institutions and the expenditure on education, if not lowering, became stagnating. The free market ethos has entered in the educational sphere in a big way. So commercialization of education is no more a mere rhetoric; it is now a big reality. In other words, corporatization has also entered into this arena, transforming the education into an enterprise for profits. In the present day private educational institutions are more commonly known as education industry (George, 2013:12)

In contemporary India, a number of medical, engineering, management and technological institutions have grown up which are mainly privately owned and the passport for entrance of these institutions is a large amount of money popularly known as capitation fees. In fact prestigious specialized and super specialized courses, especially engineering, management, technology, and medicine are highly expensive and inaccessible to the Dalit. The emerging areas of software, bio-technology, and bio-informatics are almost beyond the reach of the Dalit. Many elite institutions like IIMs, IITs, suddenly facing fund crunch, had to increase their fee structure and other prices manifold which are not affordable for the Dalit.

In a true spirit of globalization many foreign universities are invading the educational spheres through hitherto unfamiliar strategic alliances with the commercial agencies, of course, at hefty dollar equivalent prices (Teltumbde, 1997: 22). If wealth becomes the main criterion for admission, the wards of disadvantaged groups will not get any chance of entry into these educational institutions. It is precisely due to these reasons that Dalit are rarely to be found in the prestigious management, engineering and technological institutions all over the country.

Methodology

This study was primarily conducted to capture the perception scheduled caste students and their parents about their awareness towards various facilities available in higher education and the experience of caste discrimination during their education path. Furthermore the enrolment status of Scheduled Caste students (both girls and boys) in higher education. Therefore the researcher adopted purposive sampling since Researcher only wants to access a particular subset of the people. This research is conducted in particular community of Chamars belonging to scheduled caste. Hence purposive sampling is relevant since it is non-probability whereby sample selected based on subjective judgement of researcher, rather than random selection.

Researcher wanted to do research on this particular topic precisely because there is no previous research has been done on it little research has been conducted on the parental role and their perception towards accessing higher education and the experiences of SC students especially among Chamars in Uttar Pradesh. It appears that the enrolled ratio of scheduled caste students (both girls and boys) is not comparable with other communities, therefore the researcher want to explore the factor responsible for this phenomenon. The reviewed literature has given many contributing factor pertaining the aforesaid study and the problems identify for the study. Many scholars argued that parental income is not enough to afford to send their children to school, and they are highly dependent on their occupations for the survival of entire family. This indicates about the relations between income inequality, accessibility to higher education and sustaining in the educational field. There is need to understand the factors which determine the status of the students belong to scheduled castes. This study is going to relevant considering the topic selected for the research is concerned. This study departs from the inadequacies of previous researches and expected to contribute in the area of Caste and Education.

Objectives of the Study

To understand the parental perception of scheduled caste (SC) student’s towards achieving higher education.

To examine the role of parents in supporting scheduled caste (SC) student pursuing higher education.

To understand the status of enrolments of Schedule Caste student in Higher Education.

Findings

Parental Perception of Scheduled Caste’s in Access to Higher Education

Educational Importance: Respondent said that there are many parent do not know the Importance of education in their life and how its benefit to make successful life. In addition to this student would have got more interested in taking admission if they would know the education importance. Respondent said that ‘‘ Ashikshti hone ke nate hamko shiksha ka mahatva nhi malum hai. Aur nahi hum apne bacche ko guide kar pate hai , nahi bata paate hai ki kaisi shiksha tumhare jeevan ko achha bana sakta hai.’’

Parental support play crucial role for accessing higher education. Some of the respondent said children are not taking admission because their parents are not able to guide them. Apart from that respondent said that if parents would have aware about importance of the education then somehow can send their children for higher education.

Perception towards Scholarship: Parent attitude toward higher education is that education is only alternative for our community but the financial and social structural problem act as obstacle for us. Researcher asked about their attitude toward Scholarship that this is only crucial educational means for us but it is inadequate for student to complete his/her education. And apart from that there are many discrepancy in scholarship like student not getting properly and only some of the student are getting scholarship who are more cautious about their right and entitlement. Other student are not getting scholarship because discrepancy. But one most important thing is that all management college want to take more scheduled caste student admission only because they are entitled to get more fund and grant if they admit more members of the from the SC category. Despite this many of the students are unable to get scholarship on time because of the apathy from the part of the college administration in getting benefits for the student from respective government institutions.

Quality of education: Mostof the parent does not know about education quality since being an illiterate they are not bother about quality of education. But they have notion about Government School/ College is that it provides good and quality level of education even they have never been part of the school and college. They said in our era government school would provide good and quality of education in that time there was no private college.

Private College: Most of the respondent said that private college is most important factor which is responsible for decreasing of quality of education. Prior Privatization of schooling there was teacher who taught very honestly and fully willing to teach their student irrespective caste, class, religion students belong. But in in contemporary era Student who belong to Prosperous family can get and buy degree at the end of session of examination.

There is one respondent his name was Ram Kedar said ‘‘jab sarkar khud chahti h ki education ki quality khrab ho kyon ki sarkari school me ziyada tar scheduled caste student hi sarkari school me padte h. Aur jab quantity kisi bhi cheez ko badege to quality decrease karegi’’.

He said government deliberately want to decrease the quality of government of school because they thought in government school most of the scheduled caste go for schooling.in addition to that he said whenever quantity of anything will increases , quality would automatically be decreases. Respondent said privatization of education is very dangerous have been proved for Marginalized section of the people because it caters only the needs of students from rich category. Whereas poor economic condition of the respondent deprived them from accessing private higher education. Their economic status deprived them. Most of the teacher who teaches in these governments sector belongs to upper caste and upper classes. They are very keen to teach and extended their support to students from scheduled category.

Girls Education: Respondent said that in this modern era there is no difference between in Girls and Boys by Quoted the Ambedkar ‘‘I Measure the Progress of a Community by the Degree of Progress which women have Achieved.’’ Mr. Arun Kumar said ladka aur ladki me koi antar nahi hai kyoki dono ko job lene aur karne me koi bada nahi hai.aur dono ko saman adhikar hai padne aur likhne ka. Aur jab app sampurna viksit samaj ki bat karte h to aisa samaj bina ladkiyo ke shiksha ke bina acche samaj ka nirman nahi ho sakta.

He said that there is no difference in male and female in sense of getting education since both have constitutional right and they have right to entitle their right. Girls have no problem to get job and performing their job. He said we cannot imagine an ideal and developed society without providing good education to Girls.

Respondent said that Parental attitude toward girls education is very Narrow Down minded because of the patriarchal society our society have. By saying that Larki pad ke kya karegi kyo kii ye toh Paraya Dhan hai, shadi ke baad dusre ke ghar jayegi. That there is no need to gives education to girls since she would be property of another after getting marriage.

Social Security: Most of the parent willing do not want to send their girls for Higher education in outside of their native place because social problem Mr Umesh said jayda tar log apni ladki bahar nahi bhejte padne ke liye kyoki wo darte hai ki kahi koi aisi Ghatna na ho jaye ki uski shadi karne ke liye problem ho jay.

This is kind of mind-set is alive in our society because the kind of society we have where most of us still living in traditional thought. Interestingly, but they have no problem to send their Boys for Accessing Higher education. He said this is one of the most crucial obstacles for Enrolment of Girls in Higher Education.

Admission for Marriage: There are some of the teachers who belong to scheduled caste enrolled their girls for Higher education of getting good Bridge for Marriage. They are not very cautious about their quality and learning of education. Mr. Brijesh Senior clerk of Maa Kamlawati Degree College said ‘‘ Mere pas bahut se guardian aur itna nhi teachers aate hain aur kehte hai ki meri ladki ka admission kar kar lijiye taki acchha ladka aur shadi acche ghar ho jay, padene college nahi aayegi.’’ He added that if the parents who are teachers by profession have still such kind of mind-set up, who are not sending their girls in college rather than only enrolled their name in College. How we can imagine that traditional societal structural can be broken up since teacher as Change agent of the society.

Apart from that respondent said these teachers comes at the time of examination along with their girls for exam and gives the few amount of money to college authority for writing exam so that she can get good marks in the Examination . Apart from that some of the respondent said there are many girls attended the college only for having fun and entertainment not more than that. Since their parents are illiterate and do not know about college education so whatever she ask parents have to do for their education.

Ready to Struggle for our Right: There was one respondent’s name was Mr. Mahendra Kumar had completed Master in sociology along with B.Ed., teaching in inter college which is aided college since 1999. He Stated his own experience that scheduled caste student should take good and Higher Education but also have guts for fighting of their entitled and right which had given in our constitution. He said I (Respondent) got teaching job in 1997 but could not join that because of scheduled caste. He was the first scheduled caste teacher who got job in that college and college management Board are not ready to joining him. In addition to this respondent share their experience that saying that college Manager said ‘‘ Hamare vidyalaya me koi Chamar teacher hain , na hum kisi Chamar ko apne yaha rakhenge’’ from that date only respondent took promise i will have to join in your vidyalaya as teacher for that whatever step up have to take i will take for that job. Important things are that Manager of college himself belongs to Other Backward Class (OBC) but he was not ready for their joining. Thereafter respondent moved toward judiciary system for legal action under SC/ ST Atrocity act. Finally got succeed in their case and joined as Assistant lecturer in same college.

He said ‘‘ Shiksha ek aisi kunji hai jo saare darwaje khol sakti hai’’having said that our attitude should be toward for right and entitle because upper caste people are not going to give you in very easy manner we have to make up a mind for fighting with system . Lastly he said only education is only key through which we (Scheduled Caste) can open the entire door.

Financial Supporter

There some of parents said that, there is no need to send their children for Higher education because we do not have substantial finance for their education. Mr.Raja Ram said ‘‘ Har step pe to paisa lagta, agar kisi tarah se padh bhi lete hai to job ke liye bhi paise dena padta to is liye koi matlab nahi hai padne ka. Isse accha hai ki jo paisa bacha ke rakhege kisi aur kam aa jayega.’’He stated that there is no need to send their children for Higher education since cannot afford, at each and every step have to give money from education to getting job. It would be better for me if he will be help for family instead of accessing Higher Education.

Inspirational Attitude

R espondent said that that student who has aspiration, willpower and determination about their goal would succeed in life. This is necessary to scheduled caste should have Aspiration and determination in their life.

Students Perception Higher Education

In this part there are many concept comes up during the interview time while researcher was taking interview of respondent. Some the concept was found common among all interview but relevant in this study and also meet the objective of the study.

Mr. Sanjeev kumar Rao said that ‘‘ Hum Dalito ke pass na to paisa hai aur na hi jamin , hamare paas sirf shiksha hi sahara hai jindgi me badane ke liye’’ he said education is only alternative things for scheduled caste since they are economically and socially backward . so only education make and led their good life.

Societal Status

Mr Rao he has completed B.Ed. and currently working as teacher on contractual basis in Government School said scheduled caste can get good reputation and regard in society only through education as so called Upper caste have . In addition to this he mentioned Upper caste was ruling over us since long time back because of Domain of Knowledge. Thing are changes over period of time like scheduled caste moving upward in society by getting education only. He said one proverbs during interviewing him ‘‘ Shiksha se disha sudharti hai aur agar disha sudhar gayi to dasha apne app sudharne lagata hai’’ Only education is a means which can change our direction, consequently our condition would be good. Respondent also said that if scheduled caste student / people got good job and reached in good position then the practices of untouchability could be decreases. Our motto should be taking admission in Higher Education so that we can take care of our upcoming generation.

Education as Business

Most of the respondent said that education is as Business since there are many private colleges around us and each college have accredited with university and have all subject in their college. Condition is the private college is that they calling scheduled caste student for admission at very Minimal fees reason behind that so that college get scholarship and other financial grant from government in the name of scheduled caste students. He said College doing business rather than providing good quality of education. ‘‘Respondet said iss area mein sabhi college ka halat barabar hai sabhi college wale sirf paisa kamana chahte aur koi quality wala teacher college mein nahi hai’’ When the researcher asked is the same condition of the college in this area, researcher got answers that condition of all college in term of quality and education system provided by college authority is more or less same in this area.

No Government Job

The Notion of the education of student is that, there is good number of number of job for scheduled caste but they are not getting after completing degree from private or Government College. The main reason for not getting job is discrepancy in government system where they are asking money for providing job during Interview. Even if scheduled caste student got selection in written have to pay for interview otherwise he would not get job.

Respondent said ‘‘State government naukri jayda tar ab jugaad se milti hai, yeh to bahut acche ho padne mein toh mil sakti nahi toh itna asan nahi hai sarkari naukari pana.’’He stated that, getting a state government job is not easy if you have no good official link with any officer or politician. However getting good government job for those students whoever good in academic and education.

Admission for Scholarship

Respondent said that most of the don not come for attending class in college after taking admission in college. And their priority would be getting scholarship first the second would be getting degree. ‘‘Bahut se ladke teen -teen college me admission lete h first year me sirf scholarship ke liye , aur kuch log to admission le kar bahr kisi pardes chale jate hai kamne ke liye aur exam ke samay ghar aa jate hai.’’ Stated that there are many students who are taking admission in more than three colleges in first year for scholarship. At the same time those students goes to another state of country as labours for earning money.

Parental Role Toward Higher Education

Parent’s role is very important phenomenon for accessing Higher Education especially for lower caste people because this underprivileged section of the students and their parents are not very good in economic and social capital. Researcher got different view on parental role for supportive for their children in higher Education are as following.

Providing supportive environment and in home

When researcher asked to respondent that how do you (Parents) provide good environment in home. He said that our family do not disturbing during the study of student in home and never ask for any work. Respondent said we never disturb in the name his study whatever he studies let him do. Parents said that being illiterate always thought we don’t want make children like us that way our family never disturb.

Parents said ‘‘Jaisa mahol hoga ladka usi tarah se sikhta hai toh iss liye achha mahol jaruri hota hai padne ke liye’’ Good environment is needed for studies. Another respondent said providing supportive environment is some time has negative impact in term of academic performance of the students. Supervision is also needed along with providing supportive environment in home or other place for study.

Mr. keshav (Change Name) said if the student is good and honest in study and social behaviour, there is no need of supervision of their study and academic. He added that there many students who get all facilities for education but did get succeed in their life. It is rely on student, how much rigorous and laborious about their study.

Freedom for Studies

Parents said we never force to them about their study. Whatever stream and subject children want studies let those studies. ‘‘Ladka jo padna chahta use padne dene chahiye kyoki wo usi me accha performance large jis subject wski ruchi hogi. Isne kaha mera ladka hindi se padi karna chah raha tha lekin mere relative kah rahe the hindi ka koi scope nahi , lekin main kaha tumhari jo accha lagta wahi padha.’’ He said whatever stream children want, let them studies so that they can do better in their favourite subject. Respondent explained with example of related to aforesaid mentioned. There are some of children from mine community have chosen stream like engineering because social pressure, later on they could not clear their examination paper which put under them frustration. Good thing is that even though most of the parent whom researcher took interviewed was illiterate but, they got example and experience from other people like what is good and what is bad for children growth.

Encourage to Children

Respondent said that ‘‘Hum hamesa apne ladke ko kahte hai ki pado likho nahi to hamari tarah tum bhi hal chaloge. Aur padhai se hi tum aage badhoge aur iske saath pariwar bhi unnat karega’’ Stated that education can make your life better otherwise you will be doing plough in the field as me. Eighth respondent out of ten have said same thing that we want to encourage children for higher education. In addition he said somehow we provided financial support for them since we don’t want make our children like us.

Two other respondent said that i am not bother about our children’s education because we are illiterate and daily base labourer our life is like ‘‘ Roj kuwa khodna roz pani bharna Hamara pet hi nahi bhar raha hai toh hum shiksha ke bare mein kaise soch sakte hai’’living from hand to mouth. We cannot think beyond that pertaining to how we can think for their education which is expensive.

Obstacle in Accessing Higher Education for Scheduled Caste

Economic Condition

Respondent said that many of the scheduled caste students want to pursuing their higher Education but due to financial problems. Financial problems are common in our society because we have no agricultural land through which can generate money for children’s education. Most of the Scheduled caste has aspiration for higher education but economic condition does not allow them to do.

Some other respondent also said‘‘Jo ladka apni padhai ko lekar imandar, menhati aur lagansil hai uske liye paisa kabhi bhi bada nahi ban sakti hai’’ stated that those student who are very sincere, honest and laborious about their studies, do not face financial problem somehow they can manage. Mr. Arun said ‘‘Hamare pas shiksha ke alawa aur toh koi option bhi toh nahi jisse hum apna economical condition sudharne ke liye.’’ There is no other alternative to improve our economic condition at good level except Education through which get job either private or government job for maintain our lifestyle and living standard as well.

Cultural Capital:

Some of the respondent among ten said we have no cultural capital through which we can go for Higher education ,like no one single from our generation had educational background and no one even guide us how the education can bring the change in the life and society as well.

Mr. Ram Kedar said ‘‘Jayda tar acche padne wale ladke unke ghar se nikalte hain jiske ghar me shuru se padne aur batne wale hote hai, aur samay samay par apne bacche ko guide aur paise se madad karte hai.’’ He said that cultural capital play very important role to get into Higher education which we scheduled caste people do not have since ancestral generation to till yet. Of course our upcoming is moving upward in term of education and to gaining social and cultural capital by getting inspiration from our community and other caste people as well.

One respondent also said that, over period of time things has been changing, our ancestor did not get chance for studied because of a lots of societal and other factor were responsible for their education but it does not mean we should follow their path in term of education rather taking inspiration and challenge for taking Higher education and show our society. Mr. Umesh said during interview ‘‘Jo hamare dada pardada nahi kar paye hai hum usko kar ke dikhayenge samaj ko padhai karke.’’We will have to do what our grandfather could not do in education field and also will motivate to upcoming generation to do that.

Geographical Location:

Society play very crucial role for education, it depends upon the kind of society in we are living since nobody can run away from the societal function. People of urban are more cautious about education rather than rural area. Apart from that people who live in traditional society is more conservative minded particularly for girls’ education. People from urban are open minded and for them there is no difference between Boys and Girls. Environment has great impact on children education and their mental growth.

Mr. Rajesh said ‘‘ Hame apne ladke ko acche school mein bhejan chahiye jaha badi jati ke ladke padte ho jisse Hamare ladke unse interaction and discourse kar sake aur unke bichardhara ko jan sake ’’We should think beyond the traditional and custom which created problem for us and send their children for Higher Education in University and colleges . In this way our society would be enriched in term of education and other environment which would be good for next and present generation.

Discrimination at the level of Primary Education

Respondent said that primary is most important for getting higher education because without primary education student cannot reach at higher level of education. In addition to that, most of the scheduled caste students go to primary school for education .Where most of the Teacher belong to so called upper caste are not interested to teach them resulted students are not good at primary level education. Primary education is the base for higher education but most scheduled caste students are not able to take admission in higher education since schedule caste have not good base at primary level , if somehow they can take admission in High school the most of the schedule caste student fail in their Board Examination. Consequently student gets depressed and not ready to take admission further. In this situation their parent are also not able to give them Moral support for their children. Finally scheduled caste student left their Education.

Type of Experiences in Discrimination in Higher Education

Researcher did study on Higher Education of scheduled caste where there were many student have faced different kind of discrimination which is in the form of visible and Non visible during their college life . Each respondent shared their experiences and opinion while researcher was taking the interview .After all researchers came across that Discrimination is one of the most crucial factors which deter to go education. In this section researcher want to show the experience of the respondent whatever they said during interview.

Visible form of discrimination: Respondent said that the form of the discrimination has changed. It does not mean upper caste teacher and staff are not discriminated to student on the basis of caste while way of discrimination have taken different form.

Mr. Kedar said ‘‘Pahle hamare log padhe likhe nahi the toh humse majuri karte the aur jati ke hisab se kam dete the lekin ab wo college aur school me dusre tarike se bhed bhaw karte hai.’’He said that couple of year back our job have been assigned on the basis of our caste identity , this was the way to discriminate the scheduled caste and now student has discriminated in college in other way like not getting Library card for issuing books. Respondent said during interview that i went for library card college authority said we have no book even if there were library room and a lot of the books are available in the library.

Non-Visible form of Discrimination: Respondent said that this is another form the discrimination where the upper caste teacher never humiliated on the basis of caste rather than using pen for discriminated them by giving low marks in practical and examination as well. In addition to this most of the mistakes done deliberately during scholarship form by college authority itself resulted scheduled caste student are not able to get scholarship in the end of the academic year.

Caste based biases in Practical Evaluation in Higher Education: Respondent said that‘‘Brahman jasie samaj ko char bagh mein baat diye , Brahman , Kshatriya, vaishya, or shudra. Usi tarah se college mein bhi practical marks dene ke liye bhi caste ke hisab se dete hai.’’ He said as Indian society has divided in hierarchical way in Brahman, Kshatriya, Vaishya and Shudra in same way upper caste teachers have structure for evaluating student in college and university.

There was one respondent whom researcher interviewed, in his college from where have completed his graduation degree in science where teachers doing same practices during examination. Even it is the top constitute college of Dr. Ram Manohar Lohiya Avadh University, Faizabad, Uttar Pradesh. I had experienced caste first time in this college during practical examination. The college authorities have kind of informal structure for practical examination which was based on caste/ community. It was not written anywhere but everyone was aware about this. Those who belongs to ‘’upper caste’’ gets 45+ marks out of 50 , Other Backward Caste students get between 40- 45 and scheduled caste students get below 40 marks out of 50. Apart from that Scheduled Caste students invariably get humiliated in the name of Government Scholarship. Where some faculties used to say that ‘you people (scheduled caste student) took the Admission in Government college only for getting scholarships’. This kind of humiliation was common in other colleges of the University also and also colleges of other Universities situated in same area.

Criteria of Evaluating in Practical examination: Researcher have taken interview of one most senior clerk of Maa Kalawati Degree College , Ambedkar Nagar , during interview clerk said there is new guideline given by vice Chancellor of University of Dr. Ram Manohar Lohiya Avadh University Faizabad . There is strictly guideline which speaks that No one college Authority can give More than 75 percent marks in practical examination. In case college gives more than 75 percent then college might be asked for written explanation that on which basis teachers gives more than 75 percent marks in Practical Examination. Respondent said in this year 2015 there was one lady teacher came for evaluating practical examination. She strictly said to college authority do not give the marks on the basis of caste rather than students’ academic performance. Apart from that she also mentioned don’t give more than 37 marks out of 50 marks in Practical Examination.

Clerk said that prior this year whoever examiner came for evaluating Practical marks were using one criteria for evaluating. Examiner asked all student come in one room then ask question in openly among student during practical time. The main reason for that examiner doesn’t give time for practical examination. For that they asked one or two question from all student whoever gives answer are eligible for more than 37 marks in practical examination and other get general marks. At end of the his interview respondent said college authority also some time put pressure on examiner for good evaluating marks for their own family student and relative not for others.

Reason for decreasing Enrolment status of Scheduled Caste in Higher Education;

There is some key reason given by respondent while Researcher taking the interview of the respondent .Which is play role for decreasing enrolment of scheduled caste students in Higher Education.

• Bad Company ; There many students who have changed their educational path because of the kind of friend circle they have and most of them indulge in bad habit.
• Negative impact of Economic ; this is one of the most thing is that there are many students involved in other activity rather than education; they hardly completed their intermediate not more than that.
• Inherently Impact ; according to respondent some of the students took admission for only Scholarship because of inherently impact and the background they come. They don’t think beyond scholarship and all.
• Poverty as Obstacles ; Respondent said that student do not have ambition in accessing higher education and fail to reach in their goal because poverty. Here respondent wanted say that scheduled caste student ambition some time depend on their economic condition. That’s way students could not get chance for higher education.
• Mentality ; Respondent student of ours community are not getting any kind of help from other so they are not able to think about education consequently they becomes demoralized and mentality has been suppressed.

Conclusion

This study reveals the understudied aspects of the caste and higher education especially parental role, their perception, and experiences of the scheduled caste students in higher education. On the basis of data analysis researcher comes out with new perspectives which is revealed by the study. Despite the considerable social change, the prevailing power structure and dominance in village society make scheduled caste people dependent on the government or superior caste in the village for survival because most of the respondent’s family do not own any means of production. In addition to this, the traditional caste practice has been changed over period of time but the social reform could not alter the mind-set of the individual when it comes to caste and social relation. Apart from that there exists gender biased practices that also prevailing in the scheduled caste community as a result of inter-community relations. This has been revealed when researcher took the interview of the respondents who was teacher by profession. And some parents of respondents send their girl for higher education only because of getting good marriage alliance and some of them bother about girl’s security in public places so they are not ready to send their girls for higher education. Here the gender based discrimination is practiced in their own community especially in education and other aspect as well. They cannot overcome from traditional and stereotype mind set up.

Other aspect of the respondents is that there is no government job for scheduled caste educated youths, whereas educated youth from other communities’ mainly upper caste managed to get job because of their social position and caste network. And regard to parental role researcher has found that some of the parents are not bother about their education, since they have kind of perspectives that getting a job for scheduled caste in not an easier task. In addition that he said there are many scheduled caste not getting job despite having good qualification. So why should I send their children for higher education, this is nothing only waste of money which somehow managed for entire family. After analysis of that, parental notion of the higher education is only getting job after completing their higher degree not more than that. And some of the parent respondents cautious about their children’s higher education by saying education is only thing which can gives us better life. Here the economic condition is correlated to aspiration of scheduled caste in higher education since many students could not get higher education. Researcher has found that most of the scheduled caste students had a blurred vision about their future; they are not much ambitious in the life because of lack of motivation. In, addition to that our education system aggravated the condition of youths in the villages that belonging to lowers scoio- economic status. What we find from our day to day experiences that (SC) students have qualities but because of unmotivated situation, they could not find ways for their development, which leads so many unwanted situation, they drop out or complete their education monotonously, and get a degree which is not even worth to them. It may be because lack of motivation, lack of healthy student-teacher relationship, economic factor, peer group pressure, lack of productive resources.

And in regarding to college authority it has their own rule/ regulation for evaluating the practical marks which is based on caste of the student. There is no such guideline given by university for evaluating practical marks for examination on the basis of the caste. Here in academia also caste remains as marker of identity of individual of people even the colleges comes under the secular state but the college administration could not follow the norm of the university. The upper caste peoples those who are having mental legacy and hegemony of knowledge wants to continue with their privileges. But the scheduled caste students are moving upward in social mobility by using the education as means for transforming the traditional and structural problems which exists in their society. In this context education is considered as an important mechanism for development in India especially for scheduled caste and scheduled tribes since these sections were historically and traditionally deprived of their basic rights which have been guaranteed by the constitution.

End Notes

1. L. Althusser, Lenin and Philosophy, and Other Essay, New Left Book, 1971, p.123

2.The Third Five Year Plan, The Planning commission , New Delhi , chapter on education

3.Report of Education (1964-66), Ministry of Education, New Delhi. 1966.pp.7-9

4. Office of the Registrar General, India

Ahuja.R(2001) Research Methods, Rawat, New Delhi

Ambedkar B. R.(1989) Annihilation of Caste’ in Dr. Babasaheb Ambedkar, Writing and Speeches.Vol.1,Education Department Government of Maharashtra, Bombay

Aikara, J. (1980) Scheduled Caste and Higher Education: A Study of College Students in Bombay, Poona: Dastane Ramchandra & Co.

Bhattacharya, S. (2002) Education and this disprivileged: nineteenth of century by India. New Delhi: Orient Longman Private Limited.

Chanana, K. (1993) Accessing Higher Education: The Dilemma of Schooling Women,Minorities, Scheduled Caste and Scheduled Tribes in Contemporary India.International journal of Higher Education studies, 69-92

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