Educational Aspirations and Social Realities: A Socio-Demographic Study of Caste-Based Educational Access

Social Sciences

This study explores the intricate relationship between caste-based socio-demographic variables and educational access, experiences, and aspirations among students in Telangana’s higher education landscape. Despite constitutional guarantees and affirmative action initiatives, caste remains a significant determinant in shaping both opportunities and obstacles for students from marginalized communities. Drawing on empirical data from a structured survey of 362 students across caste categories—including BC, SC, ST, and General groups—the study employs a mixed-methods approach combining descriptive statistics, cross-tabulation, and perception analysis to assess patterns of educational inclusion and exclusion. Key findings reveal that while numerical access has improved due to reservation policies, deep-rooted disparities persist in medium of instruction, parental education levels, access to scholarships, and perceptions of institutional fairness. Female students from backward castes face compounded disadvantages, particularly in STEM and professional fields. Additionally, caste-based discrimination, linguistic barriers, and lack of academic support continue to affect both self-esteem and academic progression. The study contributes to the growing discourse on educational equity by highlighting intra-caste differences, intersecting inequalities, and the socio-cultural dimensions of exclusion in higher education. These findings hold significant implications for policy reforms, curriculum design, and institutional inclusion strategies, particularly in caste-diverse states like Telangana

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