In Their Own Voices: Experiences of Dalit Students in Higher Education Institutions

Autor/in	Maurya, Rakesh Kumar
Titel	In Their Own Voices: Experiences of Dalit Students in Higher Education Institutions
Quelle	In: International Journal of Multicultural Education, 20 (2018) 3, S.17-38 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Foreign Countries; Student Experience; College Students; Social Class; Social Bias; Social Discrimination; Social Isolation; Educational Environment; Student Attitudes; Peer Relationship; Stereotypes; Teacher Student Relationship; College Administration; Self Concept; Place of Residence; India + Suchen Sie Ihr Suchwort? Ausland; Studienerfahrung; Collegestudent; Social classes; Soziale Klasse; Soziale Benachteiligung; Soziale Schließung; Soziale Isolation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Peer-Beziehungen; Klischee; Teacher student relationships; Lehrer-Schüler-Beziehung; College administrators; Hochschulverwaltung; Selbstkonzept; Wohnort; Indien
Abstract	This qualitative study explores the experiences of Dalit students in one of the state universities of Uttar Pradesh in India. An Interpretative Phenomenological Analysis (IPA) was conducted to understand the experiences of Dalit students at higher education institutions, including caste-based prejudice and discrimination on campus. A total of seven themes emerged indicating caste-based prejudice and discrimination against Dalit students in both explicit and subtle ways at various levels of the university. Caste-based discrimination, humiliation, and exclusion were experienced by Dalit students at the level of fellow students, faculty, and administration. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01