Marginalization and disaffection among backward class girl students from malabar in higher educational institutions

Abstract

KEY TERMS: Marginalization Marginalization (in education) is both an outcome and a process through which individuals or groups are systematically denied their right to acquire academic or social capabilities through education, that results in their exclusion from social institutions, civic processes and economies. This can be temporary, long term or even intergenerationally entrenched. (Thematic Review: Understanding and Addressing Educational Marginalization, Part 1: A new Conceptual Framework for educational marginalization, 2018) Disaffection Disaffection refers to negative engagement or participation in academic activities, where engagement involves active, goal directed, flexible, constructive, persistent, focused, emotionally positive interactions with the social and physical environment. (Skinner et al., 2008) Backward Class The term backward class is used to refer to communities that are backward socially in relation to the rest of the population. In the proposed study, backward class refers to Scheduled Caste, Scheduled Tribe and Muslims. Higher Educational Institutions Refers to educational institutions where students pursue courses in specialized subjects after completion of 10+2 schooling. Here it refers to Arts and Science Colleges, Teacher Education Colleges, Medical Colleges and Technical Colleges. Malabar Geographically it refers to districts of Kerala including Palakkad, Malappuram, Kozhikode, Kannur, Kasargod and Wayanad. For the present study all the districts except Palakkad and Kasargod have been considered. RESEARCH QUESTIONS: 1. What are the precursors of student marginalization among Backward Class Girls in Higher Educational Institutions? 2. What are the consequences of marginalization in academic performance among Backward Class Girls in Higher Educational Institutions? 3. What are the different feelings of disaffection due to marginalization among Backward Class Girls in Higher Educational Institutions? 4. How can marginalization of Backward Class Girls in Higher Educational Institutions be overcome? DESIGN OF THE STUDY: Grounded Theory (Qualitative) TOOLS: 1. Open ended questionnaire- Questionnaire on Marginalization. 2. Open ended questionnaire-Questionnaire on Disaffection. 3. Interview Schedule on Marginalization and Disaffection of Backward Female Students of Malabar in Higher Educational Institutions. SAMPLING- Purposive Sampling (Theoretical Sampling and Maximum Variation Sampling) SAMPLE:  131 Female Students hailing from Malabar-Muslim, SC, ST  8 Faculties in Higher Educational Institution DATA ANALYSIS: Constant Comparison Method 1. Precursors of Student Marginalization among Backward Class Girls in Higher Educational Institutions No. Themes Categories 1. Economical Irregularity/difficulty in paying fees Limitations in grooming Difficulty in buying learning equipments Feelings of shame Unable to take part in activities Availing scholarship and poor fund/welfare fund Partying with others Difficulty in helping others financially/ for donations No personal vehicle/ Availing CT Domestic Crisis Discontinuing course Being NRI 2. Teacher Based Priority to Performers Non Verbal Cues Verbal Cues Vacancies to Community teaching posts 3. Personal Psychological Identity Crisis Communication Problems Cultural Shock Course Related 4. Social Caste Social Status Gender Regionalism Quota Based Coming from Orphanage No. Themes Categories 5. Political Reservation Participation of the backward class Feeling of insecurity Political Statements Elitism Silence of the forward class 6. Familial Educational background Type of family Commitments to family members Family Support 7. Peer Based Socialization Barriers Benefitting relaxations 8. Religion Stereotypes Islamophobia Religious Differences 2. Consequences of Marginalization in Academic Performance among Backward Class Girls in Higher Educational Institutions Sl. No Themes Categories 1. Emotional Fear Perplexed Self Irregular Presence Resort to marriage 2. Physical Comprehensive development hampered Low marks- Internal and External Social isolation Ill health Prone to physical abuse 3. Feelings of Disaffection due to Marginalization among Backward Class Girls in Higher Educational Institutions Sl. No. Themes Categories 1. Emotional Self Centred Teacher Centred 2. Behavioural Institution Centred Course Centred 4. Overcoming Marginalization of Backward Class Girls in Higher Educational Institutions i. Ensure Democracy in the Educational Process ii. Create Awareness and Provide Mentor Support iii. Opportunities for Self Motivation iv. Diversified Curriculum v. Promote Gender Equity vi. Ensure Political and Community Support vii. Monitoring and Feedback SUBSTANTIVE THEORY The theoretical model developed out of the qualitative analysis of various themes as precursors and consequences of marginalisation and disaffection formulates a substantive explanation of their interrelationships and overlapping. Analytic Induction of experiences of marginalization of backward class girl students in Malabar in Higher Education due to varying precursors include themes as economical, teacher based, personal, social, political, familial, peer based and religion leading to negative emotional and physical consequences in academic performance which overlap with the feelings of disaffection at emotional and behavioural themes and each theme with a number of categories included. INFERENCES  Backward Female students in Higher Educational Institutions experience implicit marginalization.  Disaffection in academics do emerge as a consequence of marginalization.  The major precursor of marginalization is identified as Economical. Differences between haves and have nots creates a huge impact.  There are similarities and dissimilarities in experiences of marginalization among Muslim students on one hand (Religion) and SC, ST on the other (Caste).  Caste continues as an invisible withdrawal force. EDUCATIONAL IMPLICATIONS  To create awareness on the educational policy makers on the marginalization and disaffection issues in education at all levels.  Strengthen teacher pupil relations through various strategy such as the tutor ward system.  Ensure a working and efficient feedback mechanism in institutions.  Educational institutions should celebrate individual and social differences to harness India’s true potential.  The consequence of marginalization is felt most as negative psychological effects where fear dominates.  Feelings of disaffection is also expressed in emotions as self centered and followed by teacher centered.  Students in educational institutions desire an elevated inclusionary practice from teachers as they consider teacher as the captain of the educational process.  A conscious and multidisciplinary effort can definitely overcome marginalization and disaffection to create a productive Young India.