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Diversity and Inclusion in Higher Education: a Study of Selected Institutions in Delhi

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Diversity and Inclusion in Higher Education: a Study of Selected Institutions in Delhi CPRHE Research Report Series 1.2 Diversity and Inclusion in Higher Education: A Study of Selected Institutions in Delhi C. V. Babu Satyendra Thakur Nitin Kumar July, 2019 Disclaimer: The views in the publication are those of the authors and do not necessarily reflect those of the Centre for Policy Research in Higher Education (CPRHE), National Institute of Educational Planning and Administration (NIEPA) , New Delhi National Institute of Educational Planning and Administration, 17-B, Sri Aurobindo Marg, New Delhi-110016 Research Study Co-ordinated by Nidhi S. Sabharwal and Malish C. M. Diversity and Inclusion in Higher Education: A Study of Selected Institutions in Delhi C. V. Babu Satyendra Thakur Nitin Kumar Centre for Policy Research in Higher Education National University of Educational Planning and Administration 17B Sri Aurobindo Marg New Delhi: 110016 July, 2019 Preface The Centre for Policy Research in Higher Education (CPRHE) is a specialised Centre established in the National Institute of Educational Planning and Administration (NIEPA). It is an autonomous centre funded by the UGC and its activities are guided by an Executive Committee which approves its programmes and annual budgets. The Centre promotes and carries out research in the area of higher education policy and planning. Ever since the Centre became fully operational in July 2014, it has been carrying out research studies in the thrust areas identified in the perspective plan and the programme framework of the Centre. The thrust areas for research include access and equity, quality, teaching and learning, governance and management, financing, graduate employability and internationalization of higher education. At present the Centre is implementing research studies in selected institutions in all major states of India. The present research on diversity and discrimination in higher education institutions is one of the important studies initiated by the Centre in selected institutions in the states of Bihar, Delhi, Karnataka, Kerala, Maharashtra and Uttar Pradesh. The study analyzes the nature of student diversity in the campuses; forms of discrimination experienced by students and institutional mechanisms to deal with diversity and discrimination. This research report is based on the analysis of the empirical evidence generated from all the institutions selected for case studies in Delhi. The study is funded by the ICSSR. We would like to thank Professor Thorat, Chairperson, ICSSR for funding the study and for his sustained advice. The Project Advisory Committee guided the progress of the study in its meetings at different stages of implementation of the study. We would like to thank Professor Tilak, the Vice Chancellor, NIEPA and Professor Govinda, former Vice Chancellor, NIEPA for their keen interest, support and advice in the course of implementation of the study. The case studies were carried out by research teams located in each of the institutions selected for the study. I appreciate the efforts put in by the case study authors, my colleagues Dr. Nidhi S. Sabharwal and Dr. C.M. Malish of the CPRHE to coordinate the research activities effectively and other members of the CPRHE for extending their support. N.V. Varghese Vice-Chancellor NIEPA New Delhi Contents Page No. Chapter 1: Introduction 1.1 Introduction 1 1.2 Literature Review on Diversity, Discrimination, and Equity in Higher Education Campuses 4 1.3 Rationale of the Present Study 18 1.4 Research Questions 19 1.5 Objective and Scope of the Study 20 1.6 Database and Methodology 21 1.7 Structure of Chapters 22 Chapter 2: Higher Education Development in Delhi 2.1 Introduction 24 2.2 Social History of Democratization in Delhi: Education, Literacy and Development 24 2.3 Evolution of Higher Education system in Delhi: Role of State, Socio-Religious Groups and Private Sector 30 2.4 Quantitative Expansion: Regional and Group Disparities 37 2.5 Structure of Governance and Management of Higher Education system in Delhi 37 2.6 State Policies and Programs on Equity 42 2.7 Summary and Analysis 46 Chapter 3: Profile of the Case Study Institution: Zakir Husain Delhi College 3.1 Introduction 48 3.2 History of the Institution 48 3.3 Courses and Programmes Offered 50 3.4 Student and Faculty or Staff Strength (2014-15) 51 3.5 Governance and the Management 52 3.6 Summary 53 Chapter 4: Campus Diversity of Students and Teachers in the Colleges 4.1 Introduction 54 4.2 Student Diversity 54 4.3 Faculty Diversity 58 4.4 Summary 59 Chapter 5: Students’ Survey: Profile and Initial Experience on Campus 5.1 Introduction 60 5.2 Current Academic Profile 60 5.3 Gender, Socio-Economics, Religious Profile and Family Background 61 5.4 Pre-College Background: Type of School and Academy Background 65 5.5 Choice of Career at Post – Secondary, College and course; 67 5.6 Initial Days of College Experience 68 5.7 Summary and Analysis 69 i Chapter 6: Diversity and Academic Experiences of the Students 6.1 Introduction 70 6.2 Classroom Seating Arrangement 70 6.3 Teacher Sensitivity towards Diversity of Student Identities 70 6.4 Sensitivity to Student Diversity in Curriculum Transaction 71 6.5 Equality in Provision of Academic Support 71 6.6 Classroom Interaction 71 6.7 Guidance and Time Given by the Teacher for Feedback 72 6.8 Inter- Personal Relationship with Teachers 72 6.9 Equality in Evaluation 72 6.10 Teachers Support to Build Leadership Qualities 72 6.11 Students Library Experience 72 6.12 Students Experience of Administration 73 6.13 Students own Learning Strategies for Academic Progress 73 6.14 Summary and Analysis 73 Chapter 7: Social Life of Students in the Campus 7.1 Introduction to the Chapter 74 7.2 Basis of Peer Group Formation 74 7.4 Intergroup Interaction on the Campus 74 7.6 Level of Involvement in Co-Curricular Activities on Campus 75 7.7 Nature of Participation in Co-Curricular Activities on Campus 75 7.8 Awareness About Campus Level Committees/Cells 75 7.9 Level of Political Participation 75 7.10 Summary 75 Chapter 8: Teachers’ View on Teaching Diverse Student Groups 8.1 Introduction 76 8.2 Vies of Teachers Towards Social and Cultural Background of Students 76 8.3 Views on Changing Characteristics of Students 78 8.4 Views on Social and Behavioral Aspects of Students from Marginalized Groups 79 8.5 Perception of Teachers on Discrimination within the Campus 83 8.6 Views of Teachers in Teaching Diverse Student Groups 93 8.7 Classroom Transactions and Academic Interactions 106 8.8 Non Class Room Student Engagement 107 8.9 Summary 113 Chapter 9: Diversity in Governance, Management and Professional Development 9.1 Introduction 115 9.2 Faculty Diversity in Governance and Management Structures 115 9.3 Views on Level of Representation and Participation in Governance and Management 115 9.4 Status of Access to Professional Development Opportunities 115 9.5 View on Access to Professional Development Opportunities 118 9.6 View on Working Condition of the Faculty 120 ii 9.7 Summary 121 Chapter 10: Institutional Response to Diversity, Equity and Quality 10.1 Introduction 122 10.2 Structure and Core Functions of the Cells and Committees 122 10.3 Level and Nature of Complaints Received by the Cells and Committees 133 10.4 Views of Faculty in-Charge of the Cells and Committees that take Care of the Concerns of Students 134 10.5 Challenges and Suggestions for Improvements of the Functioning of the Cells 136 10.6 Institutional Policies on Diversity and Equity 141 10.7 Views on Regulations and Practices of Institutional Leaders in Promoting Quality 142 Chapter 11: Summery and Conclusion 11.1 Introduction 144 11.2 Diversity of Students and Faculty 145 11.3 General and Group Specific Experiences of Students on Campus 145 11.4 Faculty View and Response to Diversity 148 11.6 Institutional Response to Diversity, Equity and Quality 149 Appendix: List of Tables 151 iii Chapter 1 Introduction 1.1 Introduction The research project “Higher Education for Civic Learning and Democratic Engagement: A Study of Diversity and Discrimination in Higher Education Campuses in Delhi” is part of the ICSSR – CPRHE/NUEPA national research project on the topic “Higher Education for Civic Learning and Democratic Engagement: A Study of Diversity and Discrimination in Higher Education Institutions” taking Zakir Husain Delhi College as the main field of study as this college exemplifies excellently the concept of diversity as including minorities that may not be otherwise available in other Delhi colleges. The national research project is based on the role of higher education institutions in teaching democratic values and training the same in the campuses in view of establishing an inclusive society of social justice in all walks of life. The basic norm of this research project is UNESCO’s notion of “democratic citizenship” as mentioned in its World Declaration on Higher Education for 21st Century (1998; Article Ie). In the context of Indian nation, this mission of higher education institutions is highly challenging as its culture is intertwined by both the elements of diversity and discrimination as the latter is based on the former in its hierarchical social establishment. It becomes further challenging as the present higher education institutional scenario is witnessing widening with its population from marginalized sections of the society as an upsurge against the traditional attitude of higher education as for elite. The present project is an attempt to study the consequent issues of discrimination emerging in the contemporary educational scenario and prevailing in Indian campuses from direct interaction with students and the faculty members from the specimen campus selected across the country and to develop a policy in view of evolving democratic citizens of the nation through Indian higher education institutions.
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