CHAPTER II

PROFILE OF THE RESPONDENTS 52

CHAPTER n PROFILE OF THE RESPONDENTS

SECTION I PROFIT ,F. OF NASHK

Very few cities in our Country can boast o f having such on enviably rich, mytiliological, historical and cultural heritage, as [M-oudly possesses. A city which is a fusion o f the most ancient and the most modem achievements, Nashik is locatcd on the main railway line connccting Mumbai to the North. It lies on flic geogr

IMPORTANCE OF COLLEGE AND COIJ RGE YEARS IN THE LIFE OF AN INDIVIDUAL Liberal democracies lay emphasis on Political education, wliich is a major instrument o f Pohtical Socialization. It involves learning and being instructed about Politics and Political actors. Learning experiences may be designed to foster C0nq)ctcnce to think critically and independently. It could therefore lead to the support o f the established Social order or it could lead to rejection o f the established Political beliefs and practices. Liberal education encourages dissent and non­ conformism, hence Political education is a more open, e:i^licit and liberal process. College years are very crucial in the life o f an individual. It is here that he decides &e fiiture course o f his life. It is also the period, where adolescence is left behind 55 and one is geared to step into flie new world o f adul&ood. This period o f transition, sees the wane o f Family influence and the emergence o f Peer Group, as a pre-dominant influencing factor in one’ s life. The experiences o f tiiese years, last a lifetime. The college environment enables them to come into contact, with many individuals o f differing attitudes and awareness levels, may be because o f the variance o f Caste, Class, Religion and RegioiL Interactions with the opposite sex are also more free and extensive, as compared to the school Living away from homes, in hostels, as some students do, is another new experience, which prepares them for indepth and close interactions, as a result o f the constant proximity and the common experience o f living away from homes. The informal structure o f discipline in colleges, is also a new cxpcricncc for most and it is largely cxpcctcd that they behave like mature individuals. The authoiily o f Teachers, is also considerably lessened in Ihe colleges as compared to the school. Hence the influence o f Teachers and Faculty members could be more indirect, with the area and range o f influence undergoing a metamorphosis. Professional Colleges, as compared to the usual Non-professional colleges come with an unique atmosphere o f tfieir own. There are more interactions, more discussion and more solid programmes dian those that can generally be seen in flie Non-piofessioiial Colleges. One reason for diis could be die comparatively limited number o f students in these Professional Colleges. The other reason could be the h i^ amount o f fees, charged by these colleges, which automatically get them a more advanced and exposed strata o f the society. These professional colleges also attract, in large numbers outstation students, (also those fit)m other states) because o f the great demand for the kind o f education tfiey impart and the specialized courses they offer. The intermingling o f these students creates a cosmopolitan culture, as opposed to the one in Non - professional Colleges which normally include the local student population in large numbers. The extra curricular activities conducted in the colleges, give the students an opportunity for self development Hence the role o f Social and Voluntary organizations in college years, assumes significance. These activities are also essential for the dcvcloprmcnt of qualities Ukc Leadership, and a Positive attitude towards participation, witli a view to helping tlie students in fiiture Political life (1). Though Professional Colleges, come with an imique atmosphere o f their own, it is also observed that, normally students from these colleges and also from some Non­ 56 professional streams like Science, achieve good expertise in their own subjects, but may be away from public attairs and hence are likely to rank low on Social awareness and also may lack Political orientation . Comparatively students form streams like Arts and Law are more aware about Social and Political happenings ami hence are more inclined to participate in related organizations, thou^ the nature o f Political education in school and colleges, is rather informative. The Managing body o f the institution, may also be a significant factor. Some colleges are controlled and run by certain Political groups or are the sympathizers o f some Political party, relegious group etc. Colleges controlled and managed by caste clusters like Marathas, Brahmins and other groups, are likely to foster a kind o f Community Consciousness, Solidarity and Identity among the students o f these colleges. (2) The observations o f Dr. Rajcndra Vora’s study could also be related to Nashik, as its hither education sector is characterized by (he eslablishmenl and existence o f three distinct Caste oriented and controlled institutions viz -a-viz, ‘The Gokhale Education Society’, ‘The Maratha Vidya Prasarak Samaj and ‘The Loknete Vyankatrao Hire Society’ , having Brahmins, Maradias and Underprivileged and Tribals as their major clientele respectively. The role o f educational institutions, tfius gains significance, as tiiey may either reinforce, modify or totally nullify the values and attitudes acquired in tlie family. The Indira Gaitdhi National Open University and Ya^diwantraw Chavan Maharashtra Open University have expanded the base o f education in Nashik, for those who caimot take fonnal education, due to a variety o f reasons. The open universities are characterized, by their int>ad Geographical spread and education throu^ Correspondence courses. These students being difficult to locate, could not be included in the sample, though ideally it would have made the sample for more representative and model, as could be expected. But in the course o f furdier research, it would be very interesting to undertake a comparative study o f these two groups Le. those studying in regular courses in colleges and those studying through the corresjxjndence courses.

BACKGROUND OF THE STUDY ‘"Students develop self reUance because, o f tlieir training and leanung in collegc.” (3) “Universities and Colleges provide tfie elite, t\4io lead the process o f modernization” (4) and “School and Political parties directly attect children 57 while family influence is indirect” (5 ); these were the conclusions o f three diii'ercnt studies, which set die researcher dunking about the proccss and level o f Political Socialization o f the students tn college years. The researcher’s personal experience as a Teacher o f Political Science, for both Junior and Under Graduate classes, made her more aware o f die aspect o f Political Socialization, o f students, specially with reference to its range level and intensity and hence decided to concentrate on it The study was undertaken with a view to gauge the total process o f Socialization, i.e. transmission o f ideas, values, attitudes beliefs from one generation to the oAer, in a bid to understood as many aspects o f aculturatimi vie the agencies o f Socialization, as also their efficacy, and the end product o f this process. This is possible only if the subsequent generations arc sufficiently Socialized to bccome wide awake citizens o f a system. Every system stable or otherwise, is always confronted with the problem o f transmission o f Political attitudes from generation to generation, all die while keeping track o f the changes. Nations/Systems with new forms o f GkwemmenLs, have to bear the dual responsibility o f mobih'zing the adult population for political roles and also preparing the iuture citizens. In the Indian context, this becomes even more difficult because o f die diverse cultural, regional, etlmic and linguistic backgroiuids o f die huge populace. After independetice tlie process o f Socialization was farther accentuated . The prrocess o f mobilization o f the masses was promoted by two forces. - iTie Political parties ( National as well as Regional) and the Mass Media.

SECTION II

PROFILE OF THE RESPONDENTS > This study comprised o f 496 students as its sample. The colleges from which the respondents were selected and included in the sample are as follows. ( The figures in brackets indicate the mmiber o f respondents per college - per faculty) . (See table 1.0) 58 ACADEMIC rOT JJirTFS I ) Faculty of Arts :-< R A.)

i) K. T. a M. Coflege 45 li) Panchavati College 40 iii) H, P. T. College ^1 iv) Rytco College 24 V) S. M. R K. Mahila Vidyalaya 9 Total 149 n ) Faculty of Commerce (R Com)

i) B. Y. K. Commerce College 45 ii) K. T. H. M Commerce College 43 iii) Bytco Commerce College 30 iv) Panchavati College 13 V) S. M. R. K. Mahila Vidyalaya 6 1 vi) Bhonsala Military College 4 Total 141

n i) Faculty o f Science (B. Sc.)

1) K. T, H. M C^Uege 33 ii) R. Y K. CoUcge 29 iii) Bytco College 16 iv) Panchavati College 11 V) Bhonsala Military College 6 Total 95

rV) Faculty o f Computer Science (R CS.)

1) K. T. H. M CoUege 8 ii) R. Y. K. College 7 Total 15

V ) Faculty o f Home Science [ R Sc (Home Science) ]

>) S. M. R. K. Mahila Vidyalaya 19 Total 19 59 PROFESSIONAL COLLEGES. VI) Faculty of Engineering (R E.)

i) K.K. Wagh College of Engineering 40 Total 40

Vn) Faculty of Pharm acy(B. Pharm.)

i) College of Pharrnacy. (M.V.P.S.) 11 Total 11

V n i) Faculty of Ayurvedic Medicine (R A. M. S.) Aurwed Seva Sangji College 8 Total

Students o f the M.B.B.S. course were not included, since the college was quite recent then and there were no Last year students, only I and II year ones. IX) Faculty of Architecture (B. Arch.)

i) College of Archilcclurc (M.V.P.S.) [ 8 Total 8

X ) Faculty o f Fine Arts and Commercial Arts (B. F. A .)

1) Kala Mahavidyalaya 5 Total 5

XI) Faculty of Law (L. L. B.)

i) N. B. T. Law College . 5 Total 5

(In diis case students who had been admitted to the 5 year undergraduate course, were considered, as Law, otherwise in an option open only to the Graduates. Students who were appearing for flieir B.S.L. Degree were hence included.) As mentioned earlier, while selecting the sample, special care was taken, so as to get a representation from the respondents who had opted out for different special subjects like Marathi, History, Accountancy/ Book Keeping, Physics, Chemistry, Biology, Production, Mechanical etc. 60 Table No. 1.0 Faculty of Respondents Faculty Name of College No. of respondents Total % Arts I.K.T.H.M. 45 9.07 2. Panchavati 40 8.06 3. H.P.T, 31 6.25 4. Bytco 24 4.84 5. SMR.K. 9 1.81 Commerce 1. B.Y.K 45 9.07 2. KT.H.M. 43 8.67 3. Rytco 30 6.05 4. Panchavati. 13 2.62 5. S.MR.K 6 1.21 6. Bhonsala Military 4 0.81 Science 1.KT.H.M. 33 6.65 2. R.Y.K 29 5.85 3. Bytco 16 3.23 4. Panchavati 11 2.22 5. Bhonsala Military 6 1.21 BCS LKT.H M . 8 1.61 2. R.Y.K 7 1.41 Home Scicncc S.MR.K. Mahila 19 3.83 B.Eng. K.K.Wa^ 40 8.06 Pharmacy M.V.P.S. 11 2.22 Ayurveda Ayurved Seva Sangh 8 1.61 B. Arch. M.VP.S. 8 1.61 B .F A Kala Maliavidyalaya 5 1.01 Law N.B.T. Law 5 1.01 Total 496

SEX OK I HK RHSPONDEKI S O f the 496 respondents, 289 Le. ( 58.18%) are males while 207 (41.82%) are female respondents (See table No. 1.1). It can be observed that both the sexes are well represented in the sample. That the percentage o f male respondents would exceed was cxpected, became o f the male/femaie ratio in the various colleges, except the S.M.R.K Mahila Vidyalaya. 61 Table No. 1.1 Sex of the Respondents Sex of Respcndents No. of Respondents Total % Effective % l.Male 289 58.26 58.28 2. Female 207 41.74 41.72 Total 496 100 496

As was e?q>ccted a major percentage ( 52.43%) belonged to the age group if 18 to 20 years. (49.95%) who belonged to tiie age group o f 21 to 25 years could probably be those who were bom in the second half of their birth year and hence went to school late by a year, or it could include those respondents who have had gaps in tilieir educational career and hence the age difference. (1.62%) Respondents who belong to the age group o f 26 years and abo\’e could probably be those who have had long gaps in their educational carrier, either due to economic or other restraints. Alternatively it could also include some o f those respondents who were studying for their second degree, (Refer to table no. 1.2) Table No. 1.2 Age uf Respondents Age Group of Respondents No. ofRespondents Total % Effective % 0. NoRespcxise 0.40 52.43 1. 18-20 259 52.22 52.43 2. 21 - 25 227 ^5.11 45.95 3. 264- 8 1.61 1.62 Total 496 100 494

RESIDENCE OF RESPONDENTS To ascertain if the respondents were local residents or migrants, a question about their Permanent Residence and Present Residence was included in the questionnaire. (Refer to table No. 1.3) From the table it is clear that a majority o f respondents arc localites i.e.(73.84 %). (13.56%) respondents hail from Rxiral Maharashtra. This was largely expected, since Nashik city is surrounded by quite a few rural agricultural areas. 47 (9.51%) respondents o f which 32 are males and 15 females, hail from Urban Maharashtra, which could probably mean that they are the migrants, who have come to Nashik either for educational purposes or other reasons like job transfer o f parents etc. Surprisingly enougli ati equal number o f male and female respondents are localites i.e. 183. Wliat 62 is most notable, is die fact that 61 males and only 6 female respondents come from rural Maharashtra. This could be indicative o f the fact that, in rural areas as yet, females do not get as large a priority tn education as the males do. Hence the disparity o f figures. It could also be suggestive o f the fact that female respondents are by and large, sent to colleges in the immediate vicinity o f the said rural area and hence opt out for whatever stream available there, irrespective o f their choice. Table No. 1.3 - - Residence o f Respondents Place of Residence Male Female Total 0 No Response 1 (0.3% ) 1 ( 0.5% ) 2 ( 0.4 % ) 1 Nashik 183 ( 63.3 % ) 183(88.4%) 366 ( 73.8 % ) 2 Rural Maharashtra 61(21.1% ) 6 ( 2.9 % ) 67(13,5% ) 3 Urban Maharashtra 32(11.1% ) 15(7.2% ) 47 ( 9.5%) 4 Rural Other 1 (0 .3 % ) 0 ( 0.0 % ) 1 (0 .2 % ) 5 Urt»an Other 11(3.8% ) 2(1.0% ) 13(2.6% ) Total 289 ( 58,3 %) 207(41.7% ) 496 ( 100,0 %)

M A R ITAL STATUS Since early marriage o f females, is the custom in some castcs and religions, a cpicstion to that cffcct was posed to the respondents. (Refer to table No. 1.4). As was ejqjected, a laige percentage o f tlie respondents are unmarried i.e. 473 (95.56 %). It was also seen that 13 females, and only 6 male respondents are married. Considering the general age group o f the respondents, it surprising to note that there are 2 divorced female respondents and 1 widow. Table No. 1.4 - -Marital Status of Respondents Status Male Female Total 0 No Response 1 (0 .3 % ) 0 (0 ,0 % ) 1 ( 0,2 % ) 1 Unmarried 282 ( 97,6%) 191(92,3%) 473 (95,4%) 2 Married 6(2.1 % ) 13(6,3% ) 19 (3 ,8 % ) 3 Divorced 0 (0 .0 % ) 2 (1 ,0 % ) 2 ( 0,4 % ) 4 Widow 0 ( 0,0 % ) 1 ( 0,5 %) 1 (0,2% ) Total 289 ( 58,3 % ) 207 (41,7%) 496 ( 100,0%)

When quizzed about the duration o f married life, it is to be noted that only 13 out o f the 19 married respondents have mentioned the same (Refer to table No. 1.4 - A) 63 While most o f them have been married for about two to three years, five respondents have been married tor 9 years. Table No. 1.4 -A - — Duration o f Marital TJfe:- No. of Years Number of Respondents Total % Effective % 0 No Response 483 97.38 1 One 0.40 15.38 2 Three 0.60 23.08 3 Four 0.40 15.38 4 Six 0.20 7.69 5 Nine + 1.01 38.46 Total 496 100.0 13

RF.T K tTON o f RESroNDENTS A veiy basic question in studies o f this nature, is the query about religion, because it is an important variable, more so in the Indian context, probabt)' determining the Cause - Effect relationship imderlying various social phenomena. Nashik, for years has traditionally, been a Hindu stron^old. Apart from an xmprcccdcntcdly large number o f temples cmbod>-ing the cxistcncc, o f a host o f Hindu Gods, it also has places o f worship for oilier religious conmiunities like a few Gurudwaras, Masjids , Churches, Buddha-Viharas etc. A large chimk o f the sample, expectedly then are 432 (87.63 % ); keeping in tune with the religious composition o f Nashik, other religious groups have also been represented in the sample (Refer to table no. 1.5), A Non Response o f 3, was quite unexpected. It may probabfy be due to the lack o f faith, in the condition o f anonymity as exhorted by the researcher, or it could be a result o f a thougjit, wherein such a qw iy seems to be pretty insignificant In all probability, the proportions in the sample, many be representative o f the religious distribution existent in Nashik. Hence the sample comprises o f 18 (3.65 %) Islam respondents ; 3 (0.61 %) Sikh respondents ; 10 (2.03 % ) Christian respondents ; 13 (2.64 %) Jain respondents and 12 (2.43 %) Buddhist respondents and 5 (1.01%) Parsi respondents. 64 Table No. 1.5 Religion of Respondents Rehgjon Number Total % Effective % 0 No Response 3 0.60 1 432 87.10 87.63 2 Islam 18 3.63 3.65 3 Sikhism 3 0.60 0.61 4 Christianity 10 2.02 2.03 5 Parsi (Zorastrians) 5 1.01 1.01 6 13 2.62 2.64 7 Ruddhi.sm 12 2.42 2.43 Total 496 1000 493

CASTE OF RESPONDENTS A question regarding the caste o f respondents inevitably followed, tlie previous qiiestion. At tlie outset it must be mentioned that ‘ Castes’ as such are largely existent among the Hindus and are relatively non existent (operative) for the other religions. Castes, in India are o f significant social importance and caste group or caste afiiliaticHi still is a strong bond in the Indian Society. Hence it is looked upon as an important independent variable, probaUy affecting a host o f Cause - Effect co-relationships, in a multitude o f milieu. The social fabric Nashik is characterized by Ihe existence o f three major caste groups i.e. The Brahmins, The Marathas and Other Backward Classes (Owing to its proximity to tribal areas). (See table No. 1.6^) The sample comprises o f the following castes Other Backward Classes ( O B C ) 138 (27.8%) with A e number o f male respondents, slightly exceeding the number o f female respondents. Brahmins ( B ) 129 (26%) with male and female numbers being nearly equal Maratlias ( M ) 118 (23.8%) Tlie number o f female respondents o f diis caste cluster is significantly lesser than the relative number o f male respondents. Non Hindu Castes (NH) 61 (12.3 %) [ This was a category o f castes derived from the table regarding the religious distribution o f the respondents, wherein re^xmdents o f religions, other than Hinduism, have not stated their castes ; probaUy because ‘Caste’ group as such, is non applicable for them. This group thus consists o f respondents who are Non Hindus. ] The male female distribution in tfiis group also is nearly equal 65 Scheduled Caste /Scheduled Tribes (SC/ST) 50 (10.1%) The number o f female respondents in this group is , signiiicantly lesser tfiem flie relative number o f males. Being a statistically significant number it was tfierefore possible to derive general trends, as in the case o f other groups which were numerically stronger. The above stated figures are more or less expected, with reference to the demographic distribution o f castes in Nashik. Table No. 1.6 Caste o f Respondents Caste Male Female Total % 1 Brahmin 63(21.8% ) 66(31.9% ) 129 ( 26.0%) 2 Marathas 82 ( 28.4 % ) 36(17.4%) 118(23.8%) 3 Scheduled Caste and Tnbes 39 ( 13.5 % ) 11 (5.3%) 50 (10.1 %) 4 Other Backward Classes 73 ( 25.3 % ) 65(31.4%) 138(27.8%) 5 Non Hindus 32(11.1 % ) 29(14.0% ) 61 (12.3%) Total 289 ( 58.3 %) 207(41.7%) 496(100%)

MOTHER TONGUE OF RESPONDENTS To determine the main language o f conununication, witliin the family a question regai ding die motlier tongue was included in the questionnaire. This question is more significant if we understand that, respondents in the course o f their educational career may have been ejqxjsed to a totally new language, as their medium o f instruction, which could probably lead to a difficulty in Communication. Since Nashik is as yet a typical Maharashtrian town, it was but natural, that Maratiii would be the mother tongue o f a large number o f respondents. (Refer to table No. 1.7). The most notable feature wliich was observed, was that inspite o f having only 18 Muslim respondents, 30 have reported ‘Urdu’ as their mother tongue. This could be probable as some percentage o f OBC and Non Hindu respondents, could have ‘Urdu’ as their mother tongue e.g. groups Uke Kashmir Brahmins, tribes like Konkanis etc. This has been fiirther substantial by table no 1.7, which is an abstact o f the master table relating class/caste/sex i.e. PCS group to the mother tongue. Four respondents have abstained from reporting their modier tongue, probably due to two reasons. a) That they are unaware o f their modier tongue or b) That more than one language is commonly used for communication in the family e.g. Tamil + F.nglish . 66 Table No. 1.7 Mother Tongue of Respondents Languages Number Total % Effective % 0 No response 4 0.81 1 Marathi 397 80.04 80.69 2 Hindi 28 5.65 5.69 3 English 1 0.20 0.20 4 Gujrathi 15 3.02 3.05 5Urdu 30 6.05 6.10 6 Punjabi 17 3.43 3.46 7 South-Tnd. 2 0.40 0.41 8 Other 2 0.40 0.41 Total 496 100 492

KNOWLEDGE OF OTHER LANGUAGES A question regarding tlie knowledge o f otlier languages was posed to die respondents, with the following aims in mind a) To see it the respondent is open in his acceptance o f other languages, which thereby would not limit his exposure to commvmication, because more the exposure to different languages, more likely would be the interactive Socialization. Language is probably more operative in Peer group communication and hence it is expected that knowledge o f other languages (generally popular) would facilitate better commimication with f)ecrs. b) To find out if all the respondents are sufficiently acquainted with Marathi, since it is the ‘ Language o f the State’ and also a compulsory subject up to the Secondary school certificate exam, for Non Marathi schools. The question was so structured, so as to enable the respondents to choose a number o f languages and the various levels to which they arc familiar with it (See table No. 1.8). From the table, it is evident that a major percentage o f respondents Le. (61.9 % ) are familiar with English as other language known, followed by 136 (27.4 % ) who are tamiliar with Hindi. The ‘No Response’ o f 10 could probably mean tfiat they are not familiar with any otfier language except their modier tongue. But this is again quite unlikely, considering tfieir level o f education. Hence this Non Response could be a result o f confusion or a dehl)eratc attempt on the part o f Ac respondents. 67 As concerns the ‘Level o f knowledge o f a language’ , it was observed that maximum number o f respondents who are knowledgeable about Knglish and Hindi, are familiar with it at all three levels i.e. Reading, Writing and Speaking. Other languages like Gujrathi, Punjabi etc. get a very marginal response. The response registered for the knowledge o f English and Hindi, as die II language could be explained by the fact that, these two languages are included in the curriculum, right since childhood and hence a working knowledge o f these languages becomes mandatory. 34 respondents who do not speak Marathi as the mother tongue, are familiar with it at all three levels. As expected the niunber o f respondents in this category was low, because more than 60% respondents in the sample are Marathi speaking. Table No. 1.8 Level of Other Languages Known by Respondents;- Lan. No Read Write Speak R + W Ml R + S Tolal Res. ONR 10 0 0 0 0 0 0 10 (92%) (0%) (0%) (0%) (0%) (0%) (0»/o) (2%) llvlar. 1 0 1 1 0 31 0 34 (9.1%) (Wo) (100*/o) (33%) (0%) (6.8%) (0«/o) (6.9»/o) 2Hindi 0 1 0 0 1 305 0 307 (Q%) (33%) (0»/o) (OO/i) (5%) (67%) ( m (62%) 3Eng. 0 2 0 0 19 115 0 136 (Qo/o) (67%) (0»/o) (0%) (95%) (25%) (0*/o) (27*/o) 4Guj. 0 0 0 1 0 0 1 2 (0) (0»/,) (0»/o) (33%) (0«/o) (0»/o) (33%) (0.4%) 5Urdu 0 0 0 0 0 1 0 1 (0*/o) ((»o) (0%) (0»/o) (0%) (0,2%) (0%) (0.2%) 6Punj. 0 0 0 1 0 1 0 2 (0%) (0*/o) (0%) (33%) (0%) (0.2%) (0»/o) (0.4%) 7Sans. 0 0 0 0 0 1 0 1 (0%) (0»/o) (0%) (0%) (0«/o) (0.2%) (0»/o) (0.2%) SOther 0 0 0 0 0 1 2 3 (0%) (0«/o) (0%) (0»/«) (Qo/o) (0.2%) (67»/o) (0.6%) Total 11 3 1 3 20 455 3 496 100«/o 100®/o 100% 100®/» 100% 100*/o 100% 100®/o 68

[K E Y to Table No. 1.8 ; R + W = Read + Write , R + S + Read + Speak, AD Three = Read + Write + Speak.] Table No. 1.8-A , attempts to co-relate mother tongue with the knowledge o f other languages. From the above mentioned table it was observed that 290 Marathi speaking respondents are familiar with Hindi, while only 95 N^Iarathi speaking respondents are familiar with English. This could be indicative o f the growth o f cosmopolitan culture in Nashik. These 95 would have, in probability been educated in English medium schools. The fact that 211 and 285 respondents have answered tfie questionnaire in English and Marathi respectively, further emphasizes the point that Marathi as flie mother tongue and English as the second language are the two languages, that most o f the respondents arc familiar witiu Writing and reading of English is hcnce comparalivcly lower. Table No. 1.8 -A. Knowiedge of Other Languages MT NR. Mar. Hindi Eng. Guj. Urdu Punj. Sans. Others Total ONo. 1 2 0 1 0 0 0 0 0 4 Res 10% 5.9% 0% 0.7% 0% 0% 0% 0% 0% 0.8% IMar. 8 1 290 95 2 0 0 0 1 397 80% 2.9% 95% 69.9% 100% 0% 0% 0% 33.3% 80% 2 0 9 1 15 0 0 1 1 1 28 Hindi 0% 26,5% 0.3% 11% 0% 0% 50% 100% 33.3% 5.6% 3 Eng 0 0 0 1 0 0 0 0 0 1 0% 0% 0% 0.7% 0% 0% 0% 0% 0.2% 4Guj. 0 4 4 6 0 0 0 0 1 15 0% 11.8% 1.3% 4.4% 0% 0% 0% 0% 33.3% 3.0% 5 0 11 9 10 0 0 0 0 0 30 Urdu 0% 32.4% 3% 7.4% 0% 0% 0% 0% 0% 6% 6 1 6 2 6 0 1 1 0 0 17 Punjb 10% 17.6% 07% 4.4% W/o 100 50% 0% 0% 3.4% 7 8 . 0 1 1 0 0 0 0 0 0 2 Indian 0% 3% 0.3% 0% 0% 0% 0% 0% 0% 04% g 0 0 0 2 0 0 0 0 0 2 Other 0% 0% 0% 1.5% 0% 0% 0% 0% 0% 0.4% Total 10 34 307 136 2 1 2 1 3 496 % 100 100 100 100 100 100 100 100 100 100 I --- 1 1 I 1 1 1 . 1 ! 1 ... . j 1 69

EDUCATIONAL PROFILE OF THE RESPONDENTS The mental makeup o f a person, his attitudes, his values and his beliefs are to a large extent, likely to be influenced by the school environment, which is rather the first t>pe o f formal Socializing agency. S. K. Gupta’ s study has also concluded that school and Political parties have direct influence on Political Socialization o f the respondents. Hence the entire educational career o f flie respondent, beginning from school to graduation was sought out A major percentage o f the respondents 336 (68.57%) were educated in coeducational schools, while (17.55%) girls and (13.88%) boys were students o f ‘ All Girls’ and ‘ AH Boys’ schools respectively. Considering the previously existent culture o f Nashik, this occurrcncc seems rather surprising. (Refer to Tabic No. 1.9) Table No. 1.9 - Category of School Category of School Number Total % EfiFective % 0 No Response 6 1.21 1 Girls 86 17.34 17.55 2 Boys 68 13.71 13.88 3 Co-educational 336 67.74 68.57 Total 496 100 490

That more female respondents, as compared to the male respondents, would be educated in imisex schools, was largely expected. The ‘No Response’ o f 6 indicates towards the possibility that, students have not followed the exact inqxnt o f the question. Il was expected that a relatively large p)cn;enlage o f resp>ondcnis would have completed their primary schooling from rural area schools, more so with the proximity o f Nashik to a lot many rural areas. Hence (21.12%) respondents hail from rural area primary schools, (see Table No. 1.10) Table No. 1.10 - Area of Education (Primary to Graduation) Section Rural Urban No response Total Primary 102(21.12%) 381 (78.88%) 13 (2.62%) 496 (100%) Secondary 77(15.84%) 409(84.16%) 10(2.02%) 496(100%) Ili^er- Secondary 20(4.14%) 463 (95.86%) 13 (2.62%) 496(100“/o) Graduation 6(1.24%) 479 (98.76%) 11 (2.22%) 496(100%) 70 A column regarding the type o f school attended at all levels was incorporated in the questionnaire, because schools as such come with a culture and environment peculiar and unique to each type. In the Indian context by and large, Municipal and Private schools, indicate a total contrast in terms o f student strength, the class/caste,‘'sex distribution and the standard o f education. This question did not gamer the expected response, as a large number o f respondents were not able to identify tf»e type o f school they attended In that sense, this part o f the questions was lost, due to want o f appropriate responses. Table No. 1.11 Medium oflnstruction (Primary to Graduation) Sectioji Marathi Hindi English Giijrathi Other T,an. No. Res Primary 351(72.67%) 7(1.45%) 119(24.64%) 4(0.83%) 2 (0.41%) 13(2.62%) Secon. 348 (72.50%) 9(1.88%) 118(24.58%) 4(0.83%) 1 (0.21%) 16(3.23%) H. Secon. 234 (49.16%) 2(0.42?/o ) 238(50.00%) 2(0.42%) 0 (0.0%) 20(4.03%) Grad. 226 (47.28%) 3(0.63%) 249(52.09%) 0(0.0%) 0 (0.0%) 18( 3.63%)

Table No. 1.10 and Table No. 1.11 reviewed togcttier, brouglit fortfi die following observations a) A large percentage o f respondents i.e. 381 (78.88%) have done their primary schooling from an urban area. (72.67%) have attended Marathi medium schools, and only (24.64%) have attended English medium schools at the primary level o f schooling. b) The number o f respondents who have completed their secondary level schooling in urban areas has gone up i.e. (84.16%) have completed Secondary level schooling from schools in urban areas. This shift in nxmibers could probably be, because o f the lack o f necessary educational infrastructure in the rural areas. There is no significant shift in the medium o f instruction at this level. c) The next level of education Le. the Higher secondary level exhibits a further drop in the number o f respondents hailing from the rural area school category. The attitude o f parents o f rural area respondents to send their wards to Urban areas further education is a welcome change o f attitude may be bom out o f the urge to get educated, which was for them a distant dream. At the outset it must be mentioned that the Higher secondary level was determined as being from std V II to std X. But some respondents have apparently thought it to be the Junicw college level because in some schools, the secondary level ends with std X 71 itself. The heavy shift o f respondents from rural areas to urban areas at this level, as indicated in Table No. 1.10, may be due to the lack o f higher education facilities in the rural areas. It is probably due to the same reason, that the medium o f instruction, has also shown an increase in Ac number o f respondents whose medium o f instruction at the Higher secondary level, has been English. Streams like Science and Commerce right from the Junior college level onwards, impart education in English, while streams like Arts offer both Marathi and English as optional languages o f instruction, i.e. ( 49.16%) have indicated Marathi as their medium o f instruction wiiile (50%) respondents have indicated English atthisleveL d) The need o f Rural/Uiban classification at A e Graduate level seems rather redundant, as the rise in the urban area figures, indicates that the students from Ihc rural area have chosen a college in Nashik city, since they have been reported in the sample. The Non response remains more or less constant and the six who have reported a Rural area college at level o f Ghraduation, may probably have shifted base to their present college only in the last year or so. , i.e, 479 (98.76%) have been being educated in the urban areas at the Graduate level. e) About (47.28%) have reported Maradii as their medium at this lev-el and in all probability they would be students o f faculties like Arts, Fine Arts, Ayurweda, or Home Science. (52.09%) have stated English as their medium o f instruction at this level Ihese would be the students o f faculties other than tfie one’ s mentioned above. These figures tally approximately with the number o f respondents to come from Non-Marathi colleges and Non - Marathi courses. .\lso the number o f respondents who have responded in Marathi and English tallies wiA this percentage. The above observation in totality would be more evident from Graph No. I (i) and I (ii) as follows

RURAL URBAN SETTING AT ALL EDUCATIONAL LEVELS

-♦-RURAL

URBAN

PRIMARY SECOND H.SECOND GRAD. 72

Graph No. 1 (ii) - - Medium o f instruction at all educational levels.

Primary Second. H.8econd. Orad.

The other languages as medium o f inslruclion do not report signiiicanl numbers o f respondents because vernacular medium are not predominant in the pnimary school stage and are even less predominant at the subsequent levels o f higher education. FRTF.NDS/ PF.RR GROUP OF TflK RF.SONDENTS The Peer Group o f the respondents not only includes their classmates, but also their friends. The Peer Group ma>' either supplement, or disjoint the Socializing fiinction o f the family. Since members o f the Peer Group have easy access and exposure to each other, it enhances the strength o f the Peer Group, as an agent o f Socialization. Friends, in the age group the respondents are in, generally form their universe o f communication, more so, if communication with parents is negUgible and unsatisfactory. Being similar in age, the question o f a generation gap, as with parents, does not arise here. The existence o f friends, itself is indicative o f the kind o f exposure, that a respondent is likely to have at this age. Hence a question sourcing information about Ihe friends, was included in the questionnaire. It was also felt necessary to discriminate between ‘Friends’ (generally only the acquaintances) and ‘ Close Friends’ (the real group or core group), with whom actual open and intensive commimication is expected to occur. Keeping in mind the changing trends, tending to lead to a cosmopolitan culture, it was but natural to expect that all or a majority o f respondents, would have 73 fiiends o f both sex. The respondents, were also required to state the number o f liiends, close or otherwise, so as to attempt to assess the strength o f their Peer Group universe. But students in some cases, seem to have exaggerated the figures thereby vitiating the response to a certain extent Table No. 1.12, regarding the Peer Group o f the respondents, indicates the following features a) As expected a major group o f respondents have friends o f either sex Le. 327 (65.92%). Also the students have been able to discern between the two categories, ‘Friends’ and ‘Close Friends’ and have responded appropriately, as only 278 (56.04%) claim to have ‘Close Friends’ o f either sex. As compared to the female respondents, the percentages o f male students, having fiiends o f either sex , is higher. b) There arc 69 (13.91%) respondents, who have friends o f only the male sex. O f these, 67 (13.5%) have ‘Close J»/Ialc Friends’ . The number o f respondents in either category is more o f less equal. The percentage o f male respondents having friends o f the male sex, is far higher, than the relative percentage o f female respondents. Even then it is to be noted that, there are 4 female respondents who have only male friends and o f fliem 2 claim to have exclusively ‘Close Male Friends’ . c) 78 (15.72%) respondents liave friends o f tlie female se.x, widi 76 (15.32%) respondents having ‘Close Female Friends’ . The number o f respondents in either category is more or less equal lixpectedly the percentage o f female respondents having exclusively female friends, far exceeds the relative percentage o f male respondents. But it is to be noted that two male respondents claim to have ‘Close Friends’ o f the fairer sex. Overall, there is an enhanced tendency on part o f the female respondents, to have more friends, exclusively o f tiie female sex. Table No. 1.12 Friends / Peer Group of Respondents Male Friends Only Female Friends Only Male and Female riends Male Female Total Male Female Total Male Female Total Fnends 65 4 69 3 75 78 207 120 327 22.5% 1.9% 14% 1.03% 36.2% 15.7% 71.6% 58% 66% Close 65 2 67 2 74 76 178 150 278 Friends 22.49% 10% 13.5% 0.7% 35.7% 15.3% 61.6% 48.3% 56.1% No. 226 205 427 286 132 418 82 87 169 Res. 78.2% 99% 861% 99% 63.8% 84.3% 28.4% 42% 34.1% 1______1------1 ______1 74 [ Male percentages out o f (289), Female percentages out o f (207) ] As stated earlier, a cosmopolitan group o f friends, is expected to otter wider exposure and better multidimensional communication. Such a group would include friends o f diverse Religions, Castes, and States (regions.). As was the case with the pre\ious question, students while enumerating the nimiber o f friends, seem to have got carried away and hence some exaggeration o f numbers was observed. Table No. 1.13, illustrates tfie above points, and the observations are as follows a) 370 (74.6%) respondents have friends o f other Religions, while 411(82.86%) have friends of other Castes and only 242 (48.79%) respondents have friends o f other States. Hence existence o f friends o f ‘ other Castes’ is more widespread, flian the existence o f friends o f other Religions. Existence o f friends o f other States, is the least common occurrcncc. b) A larger number of male R»pondcnl8 claim lo have more lhan 30 friends o f each category, as compared to the relative number o f female respondents. c) Majority o f the respondents have between 1 to 5 friends o f each category Le. other Religion, other Caste and other States. Table No. 1.13 Friends of other Religions, Castes and States. Other Religions Other Castes Other States Male Female Total Male Female Total Male Female Total 1 to 5 132 117 249 108 110 218 90 82 172 45.7% 56.5% 50.2% 374% 53.1% 44% 31% 39.6% 34.7% 6 tol0 29 17 46 45 40 85 23 10 33 10% 8.2% 9.3% 15.6% 19.3% 171% 8% 4.8% 6.7% 11 to 37 12 49 49 20 69 15 3 18 30 12.8% 5.8% 9.9% 17% 9.7% 13.9% 5.2% 1.4% 3.6% Above 21 5 26 34 5 39 14 5 19 30 7.3% 2.4% 5.2% 11.8% 2.4% 79% 48% 2.4% 3.8% Total 219 151 370 236 175 411 142 100 242 75.8% 72.9“/o 74.6% 81.7% 84.54% 82.9% 49.13% 48.30% 48.8% No. 70 56 126 53 32 85 147 107 254 Res. 24.2% 271% 25.41% 18.3% 15.5% 17.1% 50.9% 51.7% 51.2%

[ Male percentages out of (289), Female percentages out of (207) ] 75 d) Male/Female percentages are nearly equal, as far as the existence o f firiends o f other Religions, otiier Castes and other States is concerned. Hence gender as such appears non operative as far as traditional barriers for choice o f friends are conccmed. In general in can be said, that there is an openness with regard to the traditional barriers in the choice o f fiiends. “Did they have fiiends o f other Religions, Castes and States before come to Nashik ?” was the succeeding question posed to the respondents with the view to ascertaining the continuity o f their cosmopolitan attitude and broad mindedness, with regard to the choice o f friaids. Table No. 1.14, has brought to the fore, the following observations a) The sample reports 130 migrant respondents. O f these 52 respondents have added more fiiends o f other Religions to their Peer Groi^, while 64 have more fiiends o f olher Castes and only 26 respondents have an additional number o f fiiends fi-om the odier States. b) The 366 (73.8%) respondents who are localites have been reported in the ‘No Response’ column of the third category o f friends i.e. friends o f other States. These localites are those students, who have more o f less lived in Nashik for a major part o f tfieir life i.e. essentially bom and brought up in Nashik. c) Respondents who report a lesser number o f fiiends o f all Hie fliree categoiies, may claim so, as they could have had more opportunities for such fiiendships, irrespective o f the barriers, in their hometown, as compared to the still prevalent rather conservative character o f Nashik. d) Students/respondents wlio claim to have added to their peer group, may be adapting to the Social fabric o f Nashik, by cultivating more firiends o f diverse backgrounds. Table No. 1.14 Friends o f other Reiigions/Castes/States before coming to Nashik Number of friends Other Religions Other Castes Other States None 3(1.35%) 3(1.20%) 4 (3.05%) Less than the present No. 97 (43.69%) 112 (44.80%) 59 (45.04%) Hqual to the present No. 70 (31.53%) 71 (2«.40%) 42 (32.06%) More than the present No. 52 (23.42%) 64 (25.60%) 26 (19.85%) Total 222 (44.75%) 250 (50.4%) 131 (26.41%) No Re^nse 274 (55.24%) 246 (49.60%) 365 (73.59%) [ All percentages stated are e Tective group percentages. ] 76 FACULTY The choice o f faculty for a student, depends on a lot o f factors which either work to his/her advantage or disadvantage. These factors couid be family pressures, personal choice etc. In a bid to ascertain the role o f the respondent in the choice o f faculty and to understand the influences, that made them decide so, a question to that effect was posed to the respondents. The respondents were required to make three priority choices from the ones provided in the questionnaire. They also had the freedom to add any other choice as they deemed fit (Refer to Table No. 1.15). From the TaWe No. 1.15, the following features are notable a) The percentage o f ‘No Response’, increases gradually frx)m the I priority to the in priority choice. b) ‘Personal choicc’ or ‘Ambition’ is the I priority reason stated by 392 (80.16%) respKmdcnts. This could mean lhal Ihey have excrciscd Ihe right lo choosc Iheir own faculty and thus become the masters o f their destiny, c) It could be probable that those respondents, who have stated the other two akematives i.e. ‘Tx^v^ marks in the qualifying exam.’ And ‘To be enable to appear for competitive exams.’, hail from the Arts streams, as the general trend in the society’ goes. d) hi case o f tlie II and HI piiority choices, ‘ Socio-economic status’ o f Hie family’, seems to be the prime reason for choice o f faculty. Students o f lower classes and ‘ So -Called Lower Castes’, may have had to opt out, for faculties, which were within their reach financially and on the basis o f their merit, though they migjit personally have wanted to choose some other faculty. Alternatively students o f some Higjier Classes and Higher Castes may have chosen a faculty which might not have been their personal choice, but rather one determined by the Social standing o f some professions in the society e.g. Medical, Law etc. e) The most notable feature is the absence o f ‘Parental/family pressures’ in the choice o f faculty, fliough it could be a verbal response apparently influenced by the prevalent need to give Socially acceptable answers. The following conclusions about feculty / vocational interest were indicated by some studies conductcd previously. The implied differences among the students o f professional courses and academic courses are denoted by some studies, witli reference to the likely effect o f faculty on future career aspects. 7 7 a) Vocational interest influences vocational matxirity &vocatioiial choiccs in later lile which in turn allect job satisfaction and optimization ot job peitbrmance ; b) Students o f the vocational stream displayed interest in basiness and computation; they were better in Social service, music games and sports-S. I. Saheb (1980); (6) Tabic No. 1.15 Reasons for choice o f faculty Order I Priority Choice n Priority Choice in Priority Choicc 1 392 (80.16%) 77(20.21%) Socio-Economic 85 (26.65%) To appear Personal Ambition status of the family. for Competitive exams 22(4.50%) Low % of 63 (16.54%) ffigh % of mailcs 49 (15.36%) Socio-Eco. maAs in qualifying exam in qualifying exam status of the family.

3. 17(3.48%) To appear for 58 (15.22%) To appear for 39 (12.23%) No other competitive exams competitive exams choice. NR. 7(1.41%) 115(23.19%) 177 (35,69<>/o)

CAREER CHOICE OF RESPONDENTS The choice o f facult>' is generally expected to have been exercised primarily, with the thought o f a career in mind. When required to choose the sector in which they would prefer to make their career. - 86 (17.34%) respondents, seem rather imdecided. This was excepted to certain extent as a firm choice, is not always possible to deteiitiine, because o f die conflicts pi esent in tlie minds o f tlie respondents. These conflicts mainly arise due to, the difference o f view i.e. due to the disparities between the ‘ Ideal Framework’ and the ‘ Actual Framework’ . Yet 281 (68.54%) seem to have set theirs minds on Govenmient service, while 117 (28.54%) seem to have an affiliation for private service. 12 (2.93% ) are not very rigid about their choice and hence have dispbyed the readiness to accept either, as the conditions then deem fit. (See Table No. 1.16) Table No. 1.16-Career Choice o f Respondents Type Number of Respondents Total % Effective % 0 No Response 86 17.34 1 Government Service 281 56.65 68.54 2 Pnvate Service 117 23.59 28.54 3 Either 12 2.42 2.93 Total 496 100 410 7 8 Though die exact caste wise figures for preference o f a particular career option were not available, it is most likely that Brahmin respondents, SC/ST and ORC respondents (Because o f the policy o f Reservation and the lack o f facilities for Business ) may be the ones indicating a preference for Government service. A quer>' regarding the choice o f profession they wished to adopt, succeeded the query regarding career. The terms ‘Profession’ and ‘ Career’ here, need to be differentiated ; Career Implies to the time span and the broad group, o f which a respondent wishes to become a member. It is more generalized in nature. Profession ; - The other hand broadly refers to the nature o f work that a respondent will qualify for . The Profession as a term, thus stands for a certain ‘ Specialization’ e.g. Doctor, Beauticians, Fashion Designers ctc. Apart from Ihe 12 common professions staled in the Questionnaire, the respondents have indicated additional 25 Professions, which they plan to foUow. This is largely indicative o f the awareness, that respondents have regarding the professional openings and their relative decisiveness to determine those specifically. (See Table No. 1.17) Teaching as a profession either ‘ School level’ or ‘College Level’ seems to be a very populai- choice, tiiotigli it could again be a rather verbal response Le. (34.86%) respondents wish to pursue it The percentage o f ‘No Response’ to the this query and the preceding one is nearly equal; Social work as a career does not seem to be very popular with the respondents as compared to, the other professions. Obviously those who have displayed a positive reaction tow'ards Social work as a career choice, also includes those who have opted for different Professions. As per Table No. 1.18, it is seen that 107 (21.57%), are not averse to the idea o f taking o f Social work as career. The only aim o f this query was to adjudge their social awareness, i.e. these could probably score higher on the social awareness scale. Though it could be a verbal response, what is noteworthy is the apparent presence o f the feeling o f Social obUgation amoti^ the respondents. 79 Table No. 1.17 - Profession choice stated by Respondents

Profession No. o f Res. Total % Ettective % 0 No Response 80 16.13 1 Teacher 53 10.69 12.74 2 Professor 92 18.55 22.12 3 Research 26 5.24 6.25 4 Legal 17 3.43 4.09 5 Comm. Artist 19 3.83 4.57 6 CA etc. 48 9.68 11.54 7 Management 55 11.09 13.22 8 Architect 8 1.61 1.92 9 Engineer 32 6.45 769 10 Medical 9 1.81 2.16 11 Phannacist 7 1.41 1.68 12 Ottier 3 0.60 0.72 13 Steno I 0.20 0.24 14 T. V. Tccluiical 1 0.20 0.24 15 Scrvicc 3 0.60 0.72 16 Psychologist 3 0.60 0.72 17 Journalist 1 0.20 0.24 18 Army 5 1.01 1.20 19 Hotelier 1 0.20 0.24 20 Business 7 1.41 1.68 21 Builder 3 0.60 0.72 22 Bank 1 0.20 0.24 23 Press 1 0.20 0.24 24 Dancer 1 0.20 0.24 25 IPS I 0.20 0.24 26 Beautician I 0.20 0.24 27 Navy 1 0.20 0.24 28 Computer 3 0.60 0.72 29 Int. Decorator 1 0.20 0.24 30 Pohce 2 0.40 0.48 31 Fashion Designer 2 0.40 0.48 32 Exporter 1 0.20 0.24 33 Dietician 4 0.81 0.96 34 0tliers (Not Specified ) 3 0.60 0.72 Total 496 100 416 8 0 Table No. 1.18 Social Work As A Career. Code No of Re^ndents Total % Effective %

0 N o Response 389 78.43

1 Yes 107 2 1.57 100

Total 496 100 107

Agriculture as a Career, was generally expected to be tfie choice o f those respondents, whose familj’/parents are already agriculturists. We have 67 respondents hailing from rural Maharshtra and in all provability, these 58 (11.69%) who display an interest in agriculture, may be from among these 67 respondents. I'abie Mo. 1.19 Agriculture as a career. Code No of R«f»ondents Total % Effective % I 0 No Response 438 88.31 1 Yes 58 11.69 100 Total 496 100 58

Business, as a career option is tiie choice o f 159 (32.06%) respondents. This group o f respondents is likely to include students from professional faculties and Ae commerce faculty, more so from those who have a family tradition o f business. (See Table No. 1. 20) Table No. 1.20 Business as a C areer. Code No of Rei^ndenLs Total % KfFective % 0 No Response 3.37 67.94 1 Yes 159 32.06 100 Total 496 100 159

REASONS FOR CHOICE OF PROFESSION/CAREER It was expected tliat tliere would exist a consistency, and a coheient line o f thou^t regarding the reasons for choice o f faculty and the reasons for choice o f a particular career. An effort to gauge the same was made and the respondents were asked to mark three priority choices, from among the alternatives stated in the questionnaire, with the freedom to mention any other reason as the respondent deemed fit. Table No. 1.21, reveals the following features 81 a) 375 (81.7%) respondents have stated ‘Personal choice/liking’ as the prime reason for choice o f a particular career. The number o f respondents who have stated this rea.son as the prime one for choice o f faculty is nearly equal to the number o f respondents in this case. (Refer Previous Table No. 1.14). b) ‘Parental Pressiire’ , did not figure significantly in the reasons for choice of faculty. But in case o f the reasons for choice o f career, this reason is the first choice in the n priority category. c) A il the priority choices, record the influence o f ‘Teachers’ in choice o f career/occupation, though the numbers vary from one column to the odier. Hence it could be summarized that Teachers seem to partly influence the choice o f vocation, but only next to parental influence. d) Surprisingly Peer Group seems to bear very little influcncc, as far as the carccr choice o f Ihe respondents is concerned. Table No. 1.21 Reasons for choice o f a Particular career. Order I Pnority Choice n Prionty Choice in Priority Choice 1 375 (81.7%) 103 (34.7%) 85 (39.71%) Teacher Personal liking. Parent’ s desire advice or influence. 2 70(15.25%) 75 (25.25%) Teachers 58(27.10%) Parent’s desire influence or advice. parents desire. 3 5 (1.08%) Teachers 61 (20.53%) 55 (25.70%) Peer advice or influence. Personal liking Group influence. NoRejqponse 37 (7.46%) 199 (38.71%) 282 (56.85%) (All percentages stated are effective group percentages.)

GAPS IN EDUCATION.\L CAREER A query about the gaps in educational career if any, was essential so as to imderstand the difficuhies faced by the respondents while undertaking education. It could probably also help in understanding why some respondents, belonged to the higher age group. From table No. 1.22, it is evident that 88 (17.74%) respondents have had some gap in the course o f their educational career. 24 (27.27%) o f the effective group o f 88, have had g:q)s due to ‘Domestic Difficulties’ - it is quite probable that a sizeable chunk o f these respondents, could be the females. 22(25.0%) account for gaps due lo reasons o f the ill-health, while 17 (19.32%) have stated ‘Economic Difficulties’ as a reason for gaps in educational 82 career. In all probablity these 17 could be respondents o f the so called, ‘Low Caste and Low Class ’combine. Table No. 1.22 Gaps in Education Career. Reasons for gaps No. of response Total % Effective % 0 No response 408 82.26 1 Blank 0.40 2.27 2 Economic difficulties. 17 3.43 19.32 3 Domestic Diffiailties 24 4.84 27.27 4 Emotional Problems 1.41 7.95 5 Health Problems 4.44 25.00 6 Difficult course (study) 1.61 9.09 7 Internal Politics 0.60 3.41 8 Sports 0.20 1.14 9 Others 0.81 4.55 Total 496 100 88 (A ll percentages slated are cflectivc group percentages.) O f the 88 who have had gaps on their educational career, 86 have mentioned the number ot years. A major number i.e. 62 (72.09%) have had gaps o f only 1 year. 4 respondents have mentioned a very high gap o f 9 years. These students who have had a gap of more than 6 years, could be those belong to the age group o f 26 and above. (Refer Table No. 1.22-A ) Table No. 1.22- A Gap Year in educational career Gaps in Years No. of respondents Total % Effective % 0 No Response 410 82.66 1 One 62 12.50 72.09 2 Two 9 1.81 10.47 3 Three 5 i.Ol 5.81 4Four 2 20.40 2.33 5 Five 1 0.20 1,16 6 - 0 0 0 7 - 0 0 0 8 Eight 3 0.60 3.49 9 Nine 4 0.81 4.65 Total 496 100 86 83 REASONS OF CHOICE OF NASHIK AS THE EDUCATTQNAL CENTRE 265 (56.62%) respondents hence chosen Nashik, they being residents o f it. 67 (14.31%), have chosen it because, ‘ Admission to their chosen stream’ , was available in Nashik. This group would probably include the migrant population and also a fair amount o f locahtes. 62 (13.24%) respondents chose Nashik, ‘It being the nearest educational center’ . This group is most liiiely to comprise o f a large number o f migrant students, mostly from other regions, rurai/urban and students fixim other states. The II and HI priority choices display the same reason, but in a different order, barring the exception o f the first reason. (See Table No. 1.23). Friends in ‘Nashik’ as a reason for the choice o f Nashik, finds mention only in the II and HI priority choices. Hence it could be assumed that Rcsidcncy o f Nashik, Easy availability o f Admission and Nashik as the nearest educational center arc the most prominent reasons. Table No. 1.23 Reasons for choice of Nashik for Educational Purposes, Order I Priority Choice n Prionty Choice EH Pnority Choice 1 265 (56.62%) Being a 86 (27.21%) Admission 103 (40.55%) Nashik was resident of Nashik was possible here. the nearest educ. Center. 2 67(14.31%) Admission 76 (24.05%) Nashik was 62 (24,40%) was possible here. the nearest edu. center. Friends in Nashik. 3 62 (13.24%) Nashik was 63(19.93%) 35 (13.77%) Admission the nearest edu. center. Friends in Nashik. was possible here. NR 28 (5.65%) 180(36.29%) 242 (48.79%) (A 1 percentages stated are effective group percentages.) CHOICE OF COT J .FGK From among a number o f colleges existent in Nashik, the respondent has chosen, one in particular. What prompted him to do so, is a very important aspect to be observed, because Nashik is home to three different caste dominated institutions, e.g. The Brahmanical influence is noted in the Ghokhle Education Society, while the Maratha influence is discerned in the colleges run by N. D. M. V. P. S. The SC/ ST’s, the OBC’s and the other underprivileged are the concern o f the Loknete Vyankatrao Hire Vidyalaya. The students were to indicate and priority choiccs, from among those stated in the questionnaire. (Refer to Tabic No. 1.24). 84 From Table No. 1.24, it is observed that ‘Residency o f Nashik’ , is the main reason determining the choice ot a particular college i.e. 194 (40.24%) have chosen the particular college, they being residents o f Nashik.88(18.25%) respondents have chosen it because o f easy availability o f admission, while 56(11.61%) preferred a particular college because o f its proximity to one’ s residence. ‘Easy a\'ailabilit>' o f admission’ , and ‘Proximity to residence’ seem to be the predominant reasons imderlying the choice o f a particular college as they are, commonly stated in all the three priority groups. Peer Group influence in choice o f college is also observed, though not very significantly. Table No. 1.24 Reasons for Choice o f College Order I Priority Choice n Priority Choice m Priority Choice 1 194(40.24%) Being a 103(30.83%) Admission 93 (34.83%) College is resident of Nashik. easy to get in that college near the residence. 88(18.25?4)Admission 75(22.46®/») College 52 (19.47«/o) Friends easy to get in that college. is near the residence. in that college. 56(11.61%) College 68(20.36%) Fnends 43( 16.10?/o)Admission is near the residence. in that college. easy to get in college. NR 14(282%) 162 (32.66%) 229 (46.16%) (All pcrccntagcs stated arc cffcctivc group pcrccntagcs.) PLACE OF RESIDENCE FOR EDUCATIONAL PURPOSE A question related to die same, was o f help in ‘Cross Checking’ the responses about residency in Nashik. (Refer Table No. 1.25). 344 (74.74%) respondents have stated that they reside in their own homes. This number is nearly equal to the number of residents o f Nashik as previously stated Le. 366 respondents. The other group of respondents i.e. those leaving in hostels, in rented rooms or witti relatives are most likely to be the migrant populace, and their number ro u ^ y tallies with the number of non-locaUtes in the sample. The percentage of males residing in hostels, with relatives or in rented rooms, far exceeds the relative percentage o f female respondents. This may in all likelihood help reinforce the normally existent trend whereby, males are more likely to be sent outside hometowns for higher education, than their female counterparts. This trend is also likely to affcct, die choicc o f facult>- of the female respondents, as also the impact o f family as an agency o f Sociah/alion for Ihe female respondents. 8S Table No. 1.25 Residency of Respondents (Male and Female percentages drawn from effective group percentages.) No. Male Female Total 0 NoRespcsnse 5 (55.6%) 4 (44.4%) 9(100%) 1 At Home 184 (50.5%) 180 (49.5%) 364 (100%) 2 In a Hostel 19(59.4%) 13 (40.6%) 32 (100»/«) 3 With Relatives 30 (78,9%) 8 (21.1%) 38 (100«/o) 4 In rented Room 50(96.2%) 2 (3.8%) 52 (100"/o) 5 At Other Pisces 1 ( 100"/o) 0 (0“/o) 1 ( 100»/o) Total 289 (58.3%) 207(41.7%) 496(100%)

TJJSURKTIME Leisure time is the free time that the students get. It is normally expected that this time be used, for constructive activities which could sharpen their skills, broaden their horizons and enable them to undertake and develop an hobby. Being very important for the process o f self development, how best the student utilizes it, laigely depends upon liiinself. Leisure Time may be indirectly essential and instrumental in the process Political Socialization, via the communication achieved through chitchatting with the Peer Group or others. Table No. 1.26, denoting the use o f Leisiu-e time, brings forth the following observations a) ‘Reading; as a way to spend leisure time, fibnds mention in all the three priority choices, though the preference order varies. b) ‘ Chitchatting’ a way to spend the Leisure Time, is reported only in the first priority choice. c) Overall it can be said that Leisure Time does not seem to be spent for ‘Development Oriented’ activities as such, barring the exception o f Reading, (where a lot depends on the quality and content o f the material read.). Entertainment seems to be the focal point o f Leisure time activities. 86 Table No. 1.26 Spending of Leisure Time Order I Priority Choice n Prionty Choice in Prionty Choice 1 1 8 0 (3 7 .5 % ) 142 (32.5%) 83 (21.33%) Reading. Entertainment. Development of Hobbies. 119(24.8%) 94 (21.51%) 82(21.07%) Chitchatting. Reading. Reading. 89(18.54%) 74 (16.93%) 70(17.99%) EntertainmenL Development of Hobbies Entertainment. No. R. 16(3.23%) 59 (11.89%) 107(21.57%) (A ll percentages arc effective percentages .) The sex-wise preferences o f the respondents regarding the spending o f leisiire time, as per Table No. 1.26-A displays one main observations i.e. The percentage o f male respondents exceeds tfie percentage o f female respondents, as far as activities like Chitchatting, Entertaiimient, Reading, Sports/Trekking, and voluntary oi^anization work are concerned; while the percentage o f female respondents, spending these leisure time for Development o f Hobbies is higher than the relative male percentage. Overall the niunber o f students spending time in Socio-Political discussion is quite less, but even then the male /female percentage is nearly equal.

Table No. 1.26 - A Spending of Leisure Time Sex. No. Male Female Total 0 Blanks 8 (72. 7%) 3 (27.3%) 11 ( 100«/o) 1 No Response 3 (60.0“/o) 2 (40.0e^o) 5(100«/o) 2 Chitchatting 72 (60.5%) 47 (39.5%) 119(100%) 3 Entertainment 53 (59.6%) 36 (40.4%) 89(100%) 4 Reading 100 (55.6%) 80 (44.4%) 180(100“/o) 5 Development of Hobbies. 22 (43.1%) 29 (56.9%) 51 (100%) 6 Trekking / Sports 14(87.5%) 2(12.5%) 16(100%) 7 Voluntary Organ. Work 7(77.8%) 2 (22.2%) 9(100%) 8 Socio-Politics Discassion 3 (50.0%) 3 (50.0%) 6 ( 100%) 9 Any Other 7 (70,0%) 3 (30.0%) 10 ( 100%) Total 289 (58.3%) 207(41.7%) 496(100%) (Male/female percentages drawn fixjm effective groups percentages.) 87 F.\MILY TYPE To understand the type ot family, that the respondent is a member otj a question to that effect was posed to the respondents. This was essential, so as to determine the Socio-Economic status o f the family viz-a-viz the number of members in a family and the total earnings o f the family. It is observ-ed from Table No. 1.27 that, as per the expectations, a major percentage o f the respondents belong to Nuclear families i.e. 350 (71.14%) while only 142 (28.86%) are respondents belonging to Joint families. A ‘No Response’ from 4 respondents could be indicative, o f the fact that, they are unable to determine their family type. Table No. 1.27 — Family Type of Respondents

Type of family No. of respondents Total % Effective % 0 No Response 0.81 1 Joint 142 28.63 28.86 2 Nuclear 350 70.56 71.14 Total 496 100 492

The fact Ihat ‘NucIcar Families’ are twice the number o f ‘Joint Families’ , reflects the modem social trend o f wane o f the ‘ Joint Family system’ and the subsequent rise o f the ‘Nuclear Family System’ . Hence the modem trend o f ‘Nuclear Families’ is also projected in the Social Conditions o f Nashik, more so for a variety o f reasons like Urbanization, Industrialization and rising literacy levels etc. As far as the aspcct o f ‘Communication’ in a family is conccmcd, there could be a possibility o f less Communication in a Joint family, whereas in a Nuclear family, it could be better because o f more personalized attention and because o f die likelihood o f changed attitudes mutually towards each other. SIZE OF THE FAMn.Y > Classification o f families into the two types, i.e. Joint and Nuclear was well attempted by the respondents, but when it come to actually stating the no. o f members in the family, there seems to be a confusion. As per Table No. 1.27 - A , 289 respondents have claimed to have 5 members in the family ,i.e. a nuclear family though the actual number o f nuclear families is 350. Hence it'could be possible that 61 respondents have not mentioned correctly the family size or have not mentioned the family type precisely. 88 Table No, 1.27-A — Family Size of Respondents No. o f Members No. o f Respondents Total % Effective % 1 No Response 1 0.20 2 Two Members 2 0.40 0.40 3 Three Members 14 2.82 2.83 4 Four Members 111 22.38 22.42 5 Five Members 162 32.66 32.73 6 Six Members 96 19.35 19.39 7 Above Six 110 22.17 22.22 Total 496 100 492

EDUCATION OF PARENTS Much o f the individual’ s personality in the early years o f his life is shaped at homes. Though the influcnec o f family wanes, as the child grown older and shills from his Iradilional group lo a wider group, the early influences o f family no doubt make a lasting impression. Conservative, authoritarian families generally do not encourage free and frank discussions among its members and even lesser between the parents and offsprings. Rut Rducation, Profession, .Toh Opportunities, Social environment, Urban or Rural setting are factors, that matter and make a difference and could change the existent patterns, thereby bringing in new attitudes, values and communication beliefs. The inquiry about the educational status o f the parents, their jobs and professions was needed to help determine two key aspects o f this study namely, a) llie Socio-economic status o f the family, b) Ihe commimication between the Parents and the Respondents. EDUCATIONAI. STATLTS OF FATHER With the reference to Table No. 1.28, it is seen that A higher percentages o f respondents i.e. 98 (20.76%) have father who are Graduates, while fathers o f 83 (17.58%) respondents are Higher Secondary educated and fathers o f 78 (16.53%) respondents are educated up to the Primary School level. Only 24 (5.08%) respondents have illiterate fathers. A ‘No Response’ from 24 respondents, could mean two things i.e. either they are unaware o f the edticational status o f their respective fathers, or that they deliberate^ do not want to divulge the educational 8 9 level. The number o f respondents having fathers, educated above the Graduate level, expectedly falls down, gradually and is minimum for ‘Doctorate’ level educated fathers. Table No. 1.28 Educational Status o f Father.

Level No of Respondents Total % Effective %

0 No Response 24 4.84 1 Illiterate 24 4.84 5.08 2 Primary 78 15.73 16.53 3 Secondary 70 14.11 14.83 4 Iligh-Secondary 83 16.73 17.58 5 Diploma 39 7.86 8.26 6 Graduate 98 19.76 20.76 7 Post Graduate 46 9.27 9.75 8 DocLorale 1.21 1.27 9 Professional 28 5.65 5.93 Total 496 100 472

F.DUCATTONAT. STATUS OF MOTHER > With women exerting their right, to education and the breaking down o f traditional barriers, gone are the days, when educated motfiers were rare. The gradual change o f attitude, towards the aspect o f female education among all Classes and Castes has also helped the cause o f female education. But yet it was expected that, the relative educational status o f mothers as compared to fathers, would be lower. Expectedly it was also seen that, the number o f respondents having illiterate mothers would be higher than the nimiber o f resp

0 N o Response 32 6.45 1 Illiterate 69 13.91 14.87 2 Primary 84 16.94 18.10 3 Secondary 119 23.99 25.65 4 High-Secondaiy 83 16.73 17.89 5 Diploma 11 2.22 2.37 6 Graduate 65 13.10 14.01 7 Post Graduate 28 5.65 6.03 8 Doctorate 1 0.20 0.22 9 Professional 0.81 0.86 Total 496 100 464 All percentages stated are effective group percentages)

EDUCATION OF BROTHERS SISTERS The most notable feature o f this group, is the negligible percentage o f illiterates. Another significant features is that 8 respondents have sisters who have enrolled for a professional course, as against the largely prevalent trend o f females taking admission only to Non-professional courses. Similarly 15 respondents have brothers who are enrolled for a Professional Course. (Refer to Table No. 1 and 2 in Appendix H). Similarly out o f the 19 married respondents in the sample, 14 female and 3 male respondents have stated the educational status o f their spouses. All are literate and educated above the secondary school level. (Refer to 1 able No. 3 and 4 in Appendix II).

OCCUPATION OF PARENTS Occxipation o f parents was Solicited from the respondents, in a bid to determine two important aspects o f this study namely, the Socio Economic status o f the fimiily and the communication o f the respondents with their respective parents. Occupation o f Father Table No. 1.30, where referred to ; brings to light the following features. a) The ‘No Response’ to this question is higher than the comparative ‘No Response’ related to the question regarding the educational status o f father. 91 b) 240 (52.06%) i.e. a major percentage o f respondents, have fathers who are in Government service. Surprisingly enough a near equal percentage o f respondents (56.65%), also want to be in Government Service, in the future. This choice may have been influenced by the occupation o f father. c) 88 (17.74%) respondents have fathers who are agriculturists by occupation, while 82 (16.54%) respondents have fathers who are into Business and Trade. d) Teaching as an occupation is followed only by (4.03%) respondent’ s fathers, though a larger percentage of respondents themselves want to take up ‘Teaching’ as an occupation. (Refer to Table No. 1.30) Table No. UO Occupation of Father. Occupation No. ofRe.spondenLs Total % KfTective 0 No Response 35 706 1 Agriculture 88 17.74 19.09 2 Business 47 9.48 1020 3 Govt-Service 240 48.39 52.6 4 Service 35 7.06 7.59 5 Trade 9 1.81 1.95 6 Professional 12 2.42 2.60 7 Household o 040 0.43 8 Teaching 20 4.03 4.34 9 Other 8 1.61 1.74 Total 496 100 461

QCCUPATTON OF MOTHER A large percentage o f respondents i.e. 238 (58.91%) have mothers who are housewives. While 66 (16.34%) respondents have mothers who are also occupied in agriculture, followed by 36 re.spondents and 35 respondents, whose mothers are engaged in Teaching and Government Service respectively . The number o f respondents, whose mothers arc engaged in Business or Trade is very small. A liiglier peicentage o f niotliei^s ai-e into teaching as conipaied to tlie relative percentage o f fathers. (Hefer to Table No. 1.31) 9 2 Table No. 1.31 — Occupation of Mother. Occupation No. of Respondents Total % Effective %

0 N o Response 92 18.55

1 Agriculture 66 13.31 16.34 2 Business 14 2.82 3.47 3 Govt.-Service 35 7.06 8.66 4 Servicc 1.81 2.23 5 Trade 0.60 0.74 6 Professional 0.20 0.25 7 Household 238 47 98 .58.91 8 Teaching 36 7,26 8,91 9 Other 0.40 0.50 Total 496 100 404

The same qxicstion, when posed to the married respondents, regarding the occupation o f their respeclivc spouses, clicilcd a response from only 13 respondents Ihough 19 respondents arc married. Hmbands o f most married female respondents, are engaged in Government service, followed by W vate service, Trade and Agriculture, Tn case o f the occupation o f wives, one each is engaged in Agriculture and Household. As regards the occupation o f Brothers and Sisters, a huge ‘No Response’ o f 41.13% and 67.14% respectively, was reported, probably because most o f them are as yet, still being educated. Trends o f occupation o f Brothers, follows the trends and sequence o f occupation o f fathers, while the trend o f occupation o f sisters, follows the trend and sequence o f occupation o f mothers. (Refer to i able No. 5, 6, 7 and 8 in Appendix U)

WORKING /NON WORKING RESPONDENTS As is the case everywhere, some students were also expected to be working Part time/Tull time, with a view to supplementing the family income, or to meet their own educational and aUied expenses. These working respondents may be more exposed to various situations, a host o f new people and o f course to various ideas, in their workplace. This group may also consist o f those respondents who are in the higher ^ e group; as compared to their peers. The workplace may also bear an 93 influence on their Socio-Political outlook, and hence a question about their employment was posed to the respondents. A ‘Non Response’ from 23 respondents, was quite uncalled for, unless we presume that, they had not absorbed, the import o f tiie question. But for students o f Graduate level, it seems quite unlikely and hence it could be possible that they are employed, biit refuse to divulge so, as they m i^ t not consider it a positive aspect, or feh that others do not consider workii^ students, in the r i^ t l i ^ t As in evident form Table No. 1.32(A and BX a major percentage o f the respondents arc not employed, in any gainiul work, i.e. 422 (89.22%). While 44 (9.30%) respondents are working /employed respondents, and 7 have been working previously, but not at present. That 44 are employed, is an indication, that fliey are employed, in some such profession or set-up, where graduation is not a prerequisite and training is what really counts. This could be (rue for all the working respondents, except those who are smdying for their second degree. Being in private service sector they could also be paid lower salaries as compared to the other employees. Employed respondents may have more wider and deeper socialiTation becaase of, simultaneom exposure to varied peer groups and resultant socialization could be cross sectional or otherwise. Table No. 1.32 - A - - Employment o f respondents. Working / Non Working. No. of Years employed AVorking. Yes. No Was No 1 2 3 Above 4 No. Working Resp. Year Years Years Years. Resp. 44 422 7 23 11 5 4 11 465 (9.3%) (89.2%) (1.48%) (4.64%) (35.5%) (16.1%) (13%) (35.5%) (93.8%)

Table No. 132 - B - - Nature of Employment Nature of Work. Yearly Income Govt. Pnv. Busi. leach Agn Other No. R. 1000 7(J00 Above No. to to 20000 Resp. 5000 10000 6 23 11 4 2 2 448 27 12 9 448 12.5% 47.9% 22.9% 8.3% 4.2% 4.2% 90.3% 56.3% 25% 18.8% 90.3%

( All percentages stated are effective group percentages.) 94 The same table also brings to l i ^ the fact Aat, only 31 respondents o f the 44 working respondents liave mentioned the number o f years, that they have been working for. As concerns the duration o f employment, a msyw percentage o f the resptntdents have been employed for a period ranging firan 1 year to 3 years, wiuio 11 respondents arc en^>loyed for over 4 years. It is here that, an inwMsistency o f number is noticed i.e. 47 respondents have stated the direction o f en^toyment, as against the expected figure o f 44, w^o are presently employed. Hence it could be assumed, that some o f these respondents who have been employed m the past haw stated the duration o f employment. This inconsistency is recocded in all the further columns regarding the ‘Nature o f work’ and the ‘Yearly income’ o f th& employed respondoits. In order to imdentand dieir work en virom n ^ a question regarding, the ‘Nature o f work’ was included. As was cxpcctcd, a mitjor percentage o f these working respondents, are employed in tfte Private Sector, cause they may not as yet, be fuBy qualified to secure a government job. 6 respondents employed in Govermnent service, may include those resp«wdent.s who are studying for their second degree, or tf»ey could he those employed in Iowct cadres o f govermnent servicc like Clerks etc. This group could also inchide those respondents, who have continued with their educatimi, only after gaining stability in their jobs. That 2 respondents are anployed in Agricultui'e is quite notable and in all probability, agriculture could be their family profession, and for them a seasonal (xie, Le. in vacations etc. One drawback o f a dnect inquiry about income eidier individual or familial, is the prevalent tendency, to conceal the actual income. This results in vitiatmg the respmse to some extort. As was expected^ a major percentage o f resp(XKientB Le. 27 (56.3%) o f the effective group o f 48, earn a yearly income between Rs. 1000/- to Rs. 5000/- only. While die p.a. income o f 12 respondents is between Rs. 7000/- to Rs. 10,000/-. Surprisingly enough 9 (18.8%) respondents cam over Rs. 20,000/-, p.a. These re^Knidents could be employed for a longer duration.

BEARING EDUCATIONAL EXPENSES Educatiense is bound to be met by them. As is evident from Table No. 1.33, majority o f the respondents are supported by fiie family Le. 406 (ol.S5%). The 95 group o f 44 working respondents, as observed earlier meet tfieir educational expenses from their own income and partly from tamily s u j^ rt In this case the percentage o f male reiqiondents, far exceeds the percentage o f female respondents. 9 male respondents are totally self reliant while only 1 is dependent on family. Those respondents who are totally self reliant in meeting educational expenses, in all probability may be employed for a long time, with relatively longer groups in educational career, and may belong to the h i^ er age group. (Refer to Tabte No. 1.33) Table No. 1.33 - - Educational Expenses of respondents. Items Male Female Total 0 No Response 14 (50.0%) 14 (50.0%) 28 ( 100%) 1 Family Support 226 (55.7%) 180(44.3%) 406(100%) 2 Self Sufficimt Plus fiamily Suppcat 31 (70.5%) 13(29.5%) 44(100%) 3 Totally Self Reliant and Scholarships 9(100%) 0 9(100%) 4 Charity donation 1 (100?4) 1 (100%) 5 Loans 2 (100%) 0 2(100*'i) 6 Other 6 (100%) 0 6 (100%) Total 289 (583%) 207(41.7%) 496 (100*>/») ( Male and Female pcrccntagcs arc cffcctivc gro percentages.)

SOaO ECONIMIC STATUS (CLASS) OF THE FAMILY The socio economic status o f the family determines the ‘Class’ which the respondents belong to. It is generally observed that, there is a tendency existent among all the classes (More so in the h i^ e r classes) to conceal the actual income, thereby vitiating the classification o f classes to some extent In a bid to avoid this pitfall, to the maximum possible extent, a set o f questions were structured and included in the questionnaire, on the basis o f which a near pcifect and precise classification o f respondents in tiieir respective socio-economic class, is attempted. Maximum possible care was taken to correctly classify the respondents on the basis o f per capita income. The questions dealt with such determinants o f income, as Land (Irrigated or Diy landX Property holdings in the form o f houses, the type o f house in which the respondents resides, whether it is an owned or a leased house, the rent paid

if Icsscd 3iul the market \aluc o f tiic hcusc if cwncv* by tSic fsmily j uiw uivvi»uuwiii 96 in shares and owning o f goods ranging from Bicyclcs to cars. Radio to Televisions, Refrigerators, Telephones etc, which are all indicators o f a particular ‘Class’ in the Social parlance. (Refer to Tahle No. 9 tn 19 in Appendix IT) A query about the number o f earning members in the family was also included, h i a bid to help detmnine the Per C^qnta income o f the family. This Pw Oqjita income as explained earlier, formed tite basis on which ^ classification o f classes was attempted. (Refer to Chapter n , sub titled - ‘Research methodology). As is evident from Table No. 1.34,180 (36.66%) respcmdents each have families, with one and two earning monbecs respectively. These families are in all probability the ‘Nuclear Families’ and their number in the sample, as stated earlier is 350. 78 (15.89%) respondents have 3 earning members in their family, while 58 (10.79%) respondents have 4 and above 4 earning members in the family. This group is probably Ihc group o f ‘Joint Families’ in the sanq}lc. A ‘No Response’ from 5 respondents, ma>’ be due to the feet that tfiey have deliberately chosen to keep mum. The total tncome o f the respondent’s family, as calculated from A e above mmtifmed determinants, was divided by the number o f membo* in the family, thereby deriving the ‘Pw Capta Income’ . On the basis o f this ‘Per Capita Income’ die respoudenls, were grouped into 4 classes namely tlie Low class, tlie Middle clas% the Upper middle class and the Higji class.

Table No. 1.34 - - Earning Members In tlie Family. No. of Manbcrs No. of Respondents Total % Effective %

0 No Response 5 1.01 - 1 OncMembCT 180 36.29 36.66 2 Two Members 180 36.29 36.66 3 Three Members 78 15.73 15.89 4 Four Members and Above 53 10.69 10.79 Total 496 100 491 L .. .

THE CLASS /CASTE / SEXWISE (?CS GROUP ) DISPERSION OF THE 97 As per die mcfliodology enumerated in scctkm II o f Qiaptcr I, Ac whole sample was grouped into a PCS group, which meant tfieir class/ caste/ sexwise dispersion. Table No. L35 is given helovr:- (M - Mmie and F = Female) Brahmin Margins SC/ST OBC Non Hindu Total Class MFMF M F MFMF M F Low Class 1 3 26 4 21 0 20 7 9 6 77 20 (Ito 1000) Middle Class 11 13 13 10 11 5 17 19 6 6 58 53 (2001to6000) Up.Mid. Class 22 21 21 15 4 3 20 24 10 8 77 71 (6001tol 2000) High Class 29 29 22 7 3 3 16 15 7 9 77 63 (abovel2001) Total 63 66 82 36 39 11 73 65 32 29 28 20 9 7 29 11 50 138 61 496

Wifli rcfercnce to TaWe No. 1.35, the following features were observed Class-wise features : - i) The number o f respondents per class is a& follows Low Qass = 97 (19.55%) Middle Class = 111 (22.37%) Upper middle Class = 148 (29.83%) High Class - 140(28.22%)

Total 496 respondents. Maximum number o f respondents is recorded in the Upper Middle class.

(2 ) Caste-wise Features Within each class, all the five caste groi^ are represented thus. Low Class Brahmin Respondents = 4 (3.10%) Maratha Respondents = 30 (25.42%) 98 SC / ST Respondents = 21 (42%) OBC Respondents = 27 (19.56%) Non Hindu Refcpondentx = 15 (24.59%) The Low Class shows a predominance o f respondents o f Scheduled Castes and Scheduled Tribes (SC/ST), while the percenta^ o f Brahmin respondents is minimal in this class. This feature could be indicative o f the exiart^ social reality depicting the ‘Low Class and So called Low Castes’ co-relationship.

\fiddle Class Brahmin Respmidents = 24 (18.60%) Maratha Respondents = 23 (19.49%) SC / ST Respondents 16 (32%) OBC Respondents - 36 (26.08%) Non Hindu Respondents = 12 (19.67%) The N/fiddle Class exhibits a {n^ominance o f the Scheduled Castes / Schedule Tribes, resqxwdents and the OBC n:*pondent.s, with a minttnal percentage o f Brahmin respondents,

Uppcf.M d41e ClMs Brahmin Respondents = 43 (33.33%) Maratha Respondents = 36 (30.30%) SC / ST Respondents - 7 (14%) OBC Respondents =44(31.18%) Non Hindu Re^pond«its =18 (29.5W^) The Upper Middle Class is characterized by the predominance o f Drahmm caste respomtents, v^^e the percentage o f SC / ST respondents is minimal.

Hi^h Clasa Brahmin Respondents = 58 (44.96%) Maratha Respondents = 29 (24.57%) SC / ST Respondents = 6 (12%) OBC Respondents =31 (22.46%) Non Hindu Respondents = 16 (26.22%) 99 The Class is also characterized by the predominaiux o f the Brahmin caste respondents, while the percentage ot'SC/ ST respondoitg is the minimal in this class. G r^h I (iii) indicates the correct classwise cajrtc ponition which depict the following trends.

Graph I (lii) Chws-wiM dbpersal fai each caste type

Low MIddI* Upp. MMd. HHM)

□ In all, it can be said that, the Brahmin and SC/ST caste respondents, pn^ect trends o»itradictory to each other, while the odier caste groups namely the Marathas, die OBC’s and die Non HSndu Religious grot^ do aot project any specific trend, but a radicr skewed one, o f alternate rise and &U, as per tlie class. (See Ghr

♦ Haiti

Law MMdk U|i|>.Midd. »«gh 100 G ra p h l(iv )-B - Class-wise dispersal o f Males and Females o f Maratha Caste

-Female

Low M d d l e U p p M i d d . M g h

TV>. 10 131

Graph I (iv) - C - Class-wise dispersal o f Males and Females o f SC/ST Caste

MUe -V-Fem^

Graph I (iv) - D - Class-wise dispersal o f Males and Females o f OBC

30 ■ iiiiiiiiiiiiil 25 A-'/> .s/vv >■ , 20 15 — ♦ — Mate Fenute 10 > •rXtfV ;*;y>;;y < y xx ;:>r •■'; •>;•;. " - V .' 5 , , ...... • i s/./. • ••.. H v'v ” 0 Low Middle Upp.Midd. High 101 I (iv) - E - Class-wise dispersal o f Males and Fonales o f Non Pfindu Religious group

Um Upp.MMd.

□ Tt is observed tfiat the number o f SC/ST and Maradia males exceeds die number o f female rsspondetnts in all the classes. But it is observed that, Brahmin female respondents exceed die males in the Low class; OBC fonale respondents in the Middle and Upper Middle class and Non I& ida female respondents exceed die males in the Pfigfa class . □ llie sample does not include any female respcmdent frcHn the Low Class - Scheduled Castes / Scheduled Tribes group, pfobaUy due to the attitude o f the SC/ST group to give p ri«ity in education to the male respondents. But dm docs not mean that, there are no Low class, Schedule caste female respondents o f diis age group undertaking education in Nashik. a The male female dispersion per caste, in die sample is as follows ;- (Refer to Tabic No. 1.36^) Table No. 1.36 Male/Female Dispersion. Caste Males Females Total Rrahmins 63 (48.84%) 66(51.16%) 129(26%) Marathas 82 (73.87%) 36 (32.43%) 118(23.79%) Scheduled Caste & Scheduled Tribes 39(78 %) 11 (22%) 50 (10.08%) Other Backward Castes 73 (52.89%) 65 (47.11%) 138 (27.82%) Non Hindu Religioi* Group 32(52.45%) 29 (47.59%) 61 (12.29%) Total 289 (58.3%) 207(41.7%) 496(100%)

Hence the Sample o f 496 respondents is made up o f :- 102 □ 129 (26%) Brahmin respondents with 63 (48.84%) males and 66 (51.16%) temale students. □ 118 (23.79%) Maratha respoodentH with 82 (73.87%) males and 36 (32.43%) female respondents. □ 50 (10.08%) Scl^duled Caste/Scheduled Tribes respondents with 39 (78%) male respondents and 11 (22% ) femak respondents □ 138 (27.82%) Other Backward Castes respondents with 73 (52.89%) males and 65 (47.11%) females. □ 61 (12.29%) Non Hindu Religious group respondents with 32 (52.45%) male respondents and 29 (47.59%) female respondents.

JNTERRELATTONSHIP BETWEEN PCS GROUP AND SOME KEY

Some key variables like Mother Tongue, Family type. Primary Schooling, fiiends o f various / other castes. Stay in Nashik for educational purposes, Reasons for g/spsi in educational career. Rearing o f educational expenses, I .evel o f education o f parents^ and their respective oc

MOTHER TONGUE As is obsCTved fixon Table No. 1.37 (A and B), a large nuyoiity o f the respondents £f>eak Marathi, while 30 respcnHlents speak Urdu. This was. found rad)^ suiprising, a& the number o f Muslim respondents in the sample is only 18. A detailed query was l^ c e necessary. The PCS group cross tabulation as indicated in die 2 languages i.e. Marathi and Urdu, brou^t forth the following observations. :> a) Suiprisingly enough a large number o f OBC and Brahmin respondents i.e. 14 and 8 respectively speak Urdu as their Mothor Tongue, while only 8 Non Hindu religious groiq) respondents do so. Ideally all the 18 Muslim respondents should have been reported in this category, but it is not so. Hcncc in all likcHhood, sonoc Miislim respondents, ^>eak eitliei- Hindi or Maratfii in flieir houses and likewise some Brahmin and OBC respondents speak Urdu in their homes. In case o f 103 OBC, respondents, it is {nobable that they arc Musliin by reUgion, but thdr caste could be included in the OBC grcH^. b) In case o f tfie Brahmins,, tfiis occurrence is still unexpected, because 6 o f die Urdu speaking, Brahmin re^ndoots come fcwm die Upper Middle and classes. c) No single respondents bckmging to either A c Maralhs or SC / ST @ix)up speaks Urdu, as his/her Mother Tongue. d) It is also noticcd that 26 respondents, belonging to the Non I& du religious groiq), speak Marathi in tfieir homes. Many o f diese migjbt have been k>ng time residents o f Nashik and hence may have adopted Maratiii as tiieir nMther tongue. Tabk No. 1.37(A and B) - - Mother Tongiw and PCS Group. 1.37- A MARATHI (Mother Tongue;) (M = Male and F = Female) Class Brahmin Maralhas. SC/ST OBC N.H. Total. M FM FMFM FMF Low 1 3 26 4 21 0 19 6 5 3 88 (90.7%) Middle 10 11 13 10 11 5 16 16 3 2 97 (87.4%) U.Midd. 19 18 21 15 4 3 12 16 4 6 118(79.72%) High 20 24 22 7 3 2 7 6 2 1 101 (72.14%) Total 50 56 82 36 39 10 54 44 14 12 404 116(89.9%) 118(100%) 49 (98%) 98(7 %) 26(42.6%)

1.37- B rJRDTJ (Mother Tongue.) (M = Male and F = Femaie) Class Brahmin Marathas sc/ST OBC N.H. Total. MF MFMFMF M F Low 0 0 0 0 0 0 0 1 1 0 2 (0.06%) Middle 1 1 0 0 0 0 1 0 2 0 3 (4.5%) UMidd 0 3 0 0 0 0 2 1 1 1 8 (5.4%) High 3 a 0 0 0 0 3 6 2 1 15(10.7%) Total 4 4 0 0 0 0 6 8 6 2 30 8(6.20%) 0 (0%) 0 (0%) 14(10.14%) 8(131.11%) 104 PR IM ARY SCHOOLING With rcfcrencc to Tabic No. 1.38 (A and B\ the following are flie observations a) The number o f respomlents who attended a Rural area primary school, gradually falls, as one goes upwards from the Low class to the class. An exactly inverse tendency is observed in case o f the respondents who attended an Urban area primary school b) Respondents o f all castes, project a fall in nnmbcrs, as one goes tq) the cfaus ladder, in case o f Rural area schooling. In case o f Urban area schooling, the numb^ o f respondents rises in direct proportion to the rise in Socio- Economic class, ex c^ t in the case o f Scheduled Caste / Scheduled Tribe respondents, where die number falls. c) Anod>cr uncxpcctcd feature a& observed from this table is that overall, a Icsso* number o f females, as compared to the male rcsptmdents, have aUended a Rural area primary school Hence the prcvions finding that female reqx)ndents are get a lesser priority for education even in the hi^ier classes, is corroborated here. d) Hence it may be said that Caste and Class affect and influence each other in the opposite directions as per tfie class ladder goes, in case o f Brahmin and SC/ST respondents, as far as the area/setting is concerned. Hence die High Class - High Caste co-terminality and Low class- ‘ So called Lower Castes’, co-terminaHty is observed. i able No. 1.38 (A and B) Primary Schooling and PCS groups.

1.38- A - Rural Area School (M « Male and F = Female)

, Class Brahmin Marathas. SC/ST OBC N . t t Total. MF M F MFM F M F Low 0 1 15 2 14 0 10 1 6 1 50(51.5%) Middle 1 0 6 2 5 1 3 2 0 2 22(19.8%) U.Midd 0 2 5 0 1 1 4 2 1 0 16(10.8%) High 0 1 4 2 2 2 2 1 0 0 17(12.14%) Total 1 4 30 6 22 4 19 6 7 3 105 5 (3.9®/o) 36 (30.50"/.) 26 (52^0) 25 (IJ .1%) 10(16.4%) 105 1.38 - B - Urban Area School. (M = Male and F = Female)

Class Brahmin Marathas. SC/ST OBC N . n Total.

M M M MM

L o w 40(41.23*/o)

M iddle 12 14 17 86 (77.5%) UMidd 22 19 16 15 15 22 130 (87.8%) High 29 28 14 14 125 (89.2%) Total 61 60 49 30 17 50 59 24 24 381 121 (93.8%) 79 (66.9%) 24(4: %) 109(79%) 48(7 .7%'k

FRIENDS OF OTHER CASTES As was previously observed fo m Table No. 1.13, a large majority o f respondents have friends o f other castes. About 44% respondents i.e. 218 have between 1 to 5, friends o f other castes. The number subsequently decreases as the number o f friends increases. Following feattires are evident from Table No. 1.39(A and B). a) As far a having between 1 to 10 friends o f other castes is concerned, it is noticed that a maximum pcrccntagc o f Low class respondents, have relatively more fiiends o f otlier castes, wliilc tlie pei centage o f Upper Middle class respondents, having fiiends o f other castes is the lowest (Comparative). As far as having ‘Above 10 friends o f other castes’ is concerned, it is the Upper Middle class respondents who have a large number o f fiiends o f other castes. b) Except for the female respondents belonging to the Maratha and SC/ST caste cluster, a higher number o f females have between ‘1 to 10 fiiends o f other castes’ , as compared to their male counterparts. The trend, seems to appear reversed as far as having ‘above 10 fiiends o f other’ castes is concerned i.e. in this case, it is the male respondents who exceed, the relative number o f female respondents. A higher percentage o f Maratha respondents as compared to the other castes, have between ‘ 1 to 10 fiiends o f other castes’ , while it is the SC/ST respondents who are ahead o f other castcs, as far as having ‘ above 10 fiiends o f other castes’ is concerned. 106 1.39-A -P C S dispersion o f respondents having 1 to 10 fnends o f other castes. (M = Male and F = Female) Class Brahmin Marathas. SC/ST OBC N.EL Total. M F U F M F MF M F 0 2 22 4 13 0 8 7 4 4 64 (66%) Middle 5 9 9 9 6 3 7 13 3 4 68(61.3%) UMidd 10 12 12 12 3 3 10 17 3 5 87 (58 8%) High 17 22 10 7 2 2 6 9 3 6 84(60%) Total 32 45 53 32 24 8 31 46 13 19 303 77 (59.7%) 85 (72.03%) 32 (64%) 77 (55.8%) 32 (52.5%)

1.39- B - PCS dispersion o f respondents having above 10 friends o f other castes (M = Male and F = Female) Class Brahmin Marathas. SC/ST OBC N.H Total. M F M F MFMF M F Low 0 0 3 0 6 0 8 0 2 1 18 (18.6%) Middle 2 2 3 0 5 1 7 3 3 0 26(23.42%) Umidd 8 2 7 3 1 0 6 2 3 3 35 (23.64%) High 6 2 8 0 0 1 3 3 2 2 27(19.3%) Total 16 6 21 3 12 2 24 8 10 6 106 22(1 7.05%) 24 (20.33%) 14 (2J1%) 32(23 .2%) 16(26.22%)

Tid^le No. 1.39 (C) wmcems Ac ‘No Response’ to this question and ttic fc^owing features are observed thus. a) Maximum percentage o f ‘No Response’ ie . (20.7%) comes from tlie Higli class respondents, while least percentage o f ‘No Response’ is reported form die Low class respondents. b) In a similar vein, it is the Brahmin respondents (23.25%) who are ahead o f other castes, as far as ‘No Response’ to this question is ccmcemed. c) (18.33%) male rei^ndents and (15.45%) female respondents have not rci^)onded to diis question. Hence it could be summarized that, H i^ class respimdcnts, generally males belonging to the High castes have a lesso' number o f friends o f other castcs, as compared to the respondents o f other classes and castes, thereby probably affecting their socialization^ as their Peer Group is confined to their own caste group. Hencc 107 strengthening o f socialization, starting from the family is more possible than the wider exposure diat m i^ t come from friends o f other caste, which m i^ t result in cross sociali/ation a« is die chance o f h^^;>ening in case o f die otfter groups exccpt, the Brahmin respondents. It partially indicates that, only Brahmins as compared to die other g r o i^ have a lesser pocentage o f friends o f other caste and religious group, which in the long run as stated above, may affect the content and process o f Socialization.

Table No. 1.39 - C No Response to the Query regarding friends of other Castes and PCS Croup. Class Brahmin Marathas SC/ST OBC N.H. Total. M M MM M Low 0 13 (13.4«/o) Middle 0 0 17 (15.31%) Umidd 0 0 0 26(17.56%) H i ^ 0 0 29 (20.7%) Total 15 15 8 1 18 11 85 30(23.3%) S>(7.62*'^. 4 (8%) (2 .01%) 13(2 .31%)

PLACE OF RESIDENCE IN NASHIK - fStay in NaahikAs was noticed eartier finm Tabic No, 1.25, a major percentage o f die respondents i.e. 364 (73.4%) live in their homes or stay at home, during die course o f tiieir education. TaMe No. 1.40 (A andR) bring fordi the following observations a) As far as staying away from home, in Nashik is concerned, the number o f male respondents staying at places like hostel, rented room, with relatives etc. is higher, than the relative number o f female respondents. This was a little unexpected, because it is still a not the accepted nonn to send females away to another town for their educational purposes, though the trend is now imdei]going a change. Most o f the female respondents who stay away fixMn htrnie, in Nashik, for educational purposes, may be students o f some Professional college/course, due to lack o f facilities in dieir own towns or the easy availability o f admission in Nashik. Most o f these ‘Hostel residing’ female respondents bck>t^ to the class/High caale, ihough Ivvo MaraUia Middle class female resptnulcnlji also reside in a hostel. It could be indicative o f the changing trend o f educating the females irrespective o f the class and caste consideration, though the change is rather gradual 108 b) What is most surprising is &ct that among these respondents who stay in hostels etc, flie percentage o f SCVST respondents exceeds the relative percentage o f the other caste reapondente. Also as expected, among them, a predominance o f the re^KHKients from the Low class is seen. This could probably imply to the fact that, most o f the SC/ST r«^n den ts who stay away hfxnc&, in pursuit o f educatioo, may^ come from the nural areas. c) A h i^ cr poccntagc o f respondents from the Low class are found staying in hostels, rented rooms etc.; These may in all probability be residents o f rural areas, who due to tibe lack o f facilities for h i^ er education may have come to Nashik, away frcwm hranes and hence stay in hostels and other places. Hence it could be summarized diat o f those rei^xmdents staying in hostels and o&er placcs, predominance o f Ac Low class rcspondcmts is noticcd. The SC/ST students also arc a major group in this catcgtny. Hcncc the Low Class- So caUcd Low Castes co-tcrminality may be partly existent. The percentage o f female respondents is expectedly lesser, than the comparative p^tcentage o f male respondents who stay from away from homes.

1.40 -A - - PCS dbpersion o f respoiideats who Stay At Home (M = Male and F = Female) Class Brahmin Marathas. SC/ST OBC N.H. Total. M F U FM F M FM F Low 0 2 13 4 10 0 8 7 4 5 53 (54.6*/«) Middle 9 13 13 8 5 5 12 19 6 6 96 (86.5%) UMidd 18 19 17 15 4 3 15 24 8 6 129 (87.16%) High 16 21 12 5 2 2 8 10 4 6 86(61.42%) Total 43 55 55 32 21 10 43 60 22 23 364 98 (76%) 87 (73.72%) 31 (62%) 103(74.6%) 45 (11%) 1 0 9 1.40- B - -PCS dnpcnion of respondents who Stay At other Places - Hostels, Rented Rooras.(M =“ M ale and F =■ Fcmdie)

Class Brahm m Marathas. SC/ST OBC N.H. Total. M M M M M Low 13 0 10 0 12 0 43 (44.32%) Middle 0 0 14(12.61%) UMidd 0 0 0 0 16(10.8%) High 12 10 50(35.71%) Total 18 10 26 17 1 29 10 123 28(21.70%) 29 (24.6%) 18(36%) 33(23.91%) 15(24.6%)

REASONS FOR GAP IN EDUCATIONAL CAREER Tabic Nos. 1.41 (A,B and C), reveal the expected feature, that where ‘Economic Reasons’ is the main reason, for in cducati(Mial carccr, the pcrccntagc o f respondents belonging to the Low class, exceeds Ihe percentage of respondents o f other classes. Typically in this case too, the percentage o f SC/ST respondents is higjier than the relative percentage o f respondents o f ottier castes. Hence clasa/caste seems to be operative. Similarly, where ‘Domestic reasons’ is the main reason cited, the percentage o f females is slightly higher, than the relative percentage o f male respondents in all caste groiq) except the Maratha caste cluster, where the nimiber o f males far exceeds the nimiber o f females. In case o f this reason the OBC, SC/ST and IVIaratha respondents are predominant. In case o f ‘111 Health' as a main reason for gaps in educational career, predominance of the male respondents is observed as also predominance o f Middle class respondents and Maratha respondents. 1.41 - A - - Gaps in educational career due to Economic Reasons (M = Male and F = Female)

Class Brahmin Marathas. SC/ST OBC N. H. Total.

M FM F MFM F MF

Low 0 0 3 0 3 0 3 0 1 0 10 (103%)

Middle 0 0 0 0 1 1 1 0 0 0 3 (2 .7 % )

LTvIidd 1 0 0 0 0 0 0 1 0 0 2 (1.4% )

High 0 0 1 0 1 0 0 0 0 0 2 (1 .4 % )

Total 1 0 4 0 5 1 4 1 1 0 17 (3.42%) 1 (1.77% ) 4 (3 .4 % ) 6 (12%) 5 (3,6%) 1 (1.6%) 1 110

1.41 - B - -Gaps in educational career due to Domestic Reasons. (M = Male andF = Female)

Class Brahmin Marathas SC/ST OBC N.H. Total.

M M M F MF MF Low 0 0 8 ( 8.2%) Middle 0 0 5 (4.5%) UMidd 0 7 (4.7%) High 4 (2.9%) Total 0 1 0 24 (4.8%) 3(2.3% ) 7 (6%) 3 (6%) 10(7.2%) 1 ( 1.6%)

1.41 - C- - Gaps in educational career due to 111 Health (M = Male and F Female) Class Bialuiiiti Maratlias SC/ST OBC N. H. Total. MF M FM F M FMF Low 0 0 1 0 1 0 1 0 1 0 4(4.12%) Middle 0 0 1 1 1 0 1 1 1 0 6 (5.4%) Umidd 2 0 1 0 0 0 1 0 1 0 5 (3.4%) High 0 2 5 0 0 0 0 0 0 0 7(5%) 1 Total 2 2 8 1 2 0 3 1 3 0 22 (4.43%) 1 4(3%) 9 (7.6%) 2 (4%) 4(3%) 3 (5 %) t

FAMTT^Y TTPR As was observed previously from Table No. 1.27, a major percentage o f respondents i.e. 350 belong to Nuclear families, while 142 respondents are members o f a Joint family. Table No. 1.42 (A and B), dealing with the PCS dispersion o f these 2 types indicates tlie following broad features:- a) A higher percentage of respondents, from the Low class come from Joint families, as compared to the relative percentage o f respondents, o f other classes. b) As class rises, the number of Joint families decreases, i.e. lowest number o f Joint families i.e. 19, belong to the High class, irrespective of caste. c) The exact reverse is true for the Nuclear families i.e. as class rises, so do the number o f Nuclcar families. Sincc a rising Upper Middle and High class, arc typical Urban phenomena, this system o f Nuclear famihes could also largely be an Urban phenomena. Ill d) (44%) rcspondents o f the SCVST groi^ are members o f Joint families, while only (18.6%) respondents o f tfie Brahmin caste cluster, are members o f a J (^ t family. This could probably, be a result o f tf»e Urban influence, upward class mobility and better educational status o f the Brahmin families. e) The percentage o f Maratha students and OBC respondents comity from Joint families, is higher than Ae Brahmin or Non Hindu religious groiq) respondents from Joint fknilies, diough lesser than the SC/ST respondents. Conversely tiie percentage o f resp

1.42 - B - - PCS dispersion o f respondents belonging to Nuclear Families. (M = Male and F = Female) Class Brahmin Marathas. SC/ST OBC N.H. Total. MF MFMFMFMF Low 0 3 10 2 8 0 6 4 6 4 43 (44.3%) Middle 7 10 4 7 6 5 9 14 3 3 68(61.3%) UMidd 17 18 16 13 3 1 14 21 9 6 118(79.7%) High 25 25 17 7 2 2 14 15 5 9 121 ( 86.4%) Total 49 56 47 29 19 8 43 54 23 22 350 (70.6%) 105 (^82%) 76(6^ .40“/.) 27 (54%) 97 (70.3%) 45 (7: .8%)

Hcncc it can be surmised that, the ‘ Joint family’ system, is characterized by the, Low class - so called Low caste co-relationship, while the “Nuclcar lamily’ system, is characterized by flic class-Hi^ caste occurrence. Also Ac Joint family system, 112 is as yet largely found existent among the SC/ST - Maratiia -OBC respondents and less existent comparatively among ttie Brahmin and Non Hindu respondents. G r^h T(v) clearly enumerates the above fmdtngs. Graph I (v ) Dispwrsion o f the respondents in Joint Family and Nuclear Family.

-♦—Joint -•-Nuciear

Upp.MMd. HKih

EDUCATIONAL STATLTS OF P.ARENTS The effort to seek from the respondents, the educational status o f the parents, was made on the premise that, higher the level o f education o f parents, higher is the possibility o f them initiating their wards to seek higher education, irrespective o f Caste and Class. It was also thought likely that, educated parents may encourage dialogue or communication within the family, thereby creating the possibility o f family being a more influential agency o f Political Socialization. Education is now a prevalent trend even among the female respondents as compared to, the times in which their mothers lived. Even dien it is lieaitening to note tliat only 69 respondents liave illiterate mothei-s. Tlie educational status o f parents is also an important determinant o f the Socio - Economic status o f the frniily. Hence it is quite likely that H i^ er Educational level, would be indicative generally o f Higher class and vice-a- versa. An PCS group analysis o f the most common levels o f education o f parents, was attempted in a bid to be able to determine the Class- Caste co-terminahty and interrelationship if any. 113 Table 1.43 - A- Education of parents - Illiteracy ( M = Motficr, F = Father) Class Brahmin Maratha SC/ST OBC N.H. Total M FM F M FMF M F Low 0 1 14 4 14 6 5 0 6 1 51 (52.6%) Middle 1 0 8 3 6 1 5 3 0 1 28 (25.2%) UppMid 0 0 0 0 2 1 4 2 0 0 9 (6.08%) High 0 0 2 1 1 0 1 0 0 0 5 (3.6%) Total 1 1 24 8 23 8 15 5 6 2 93 (18.8%) 0.8 08 20.3 6.8 46 16 11 3.6 10 3.3 Total % (0.1 6%) (27.1%) (62‘Vo) (14.(S%) (13.;W o) From Ta 9lc 1.43-^L, It is observed that. a) Maximum percentage o f illiterate parents hails from the Low class i.e. 51 (52.6%) respondents o f Low class have iUiterate parents. This was largely expected. The least percentage o f illiteracy on tf\e other hand, is found among the parents o f respondents o f High class i.e. only 5 (3.6%) respondents o f High class have illiterate parents. b) £jq>ectedly the least pcrc«itagc Le. only 2 (0.16%) Brahmin respondents have illiterate parents, while maximum percentage Le. 31 (62%) SOST resp<»idents have illiterate parents. c) The percentage o f ilKlerdte mothers far exceeds the percenlage o f ilHlerate fathers in all the caste groups, except the Brahmin caste duster where the percentage o f illiteracy o f mother and father is equal d) Hence it could be surmised diat, die percentage o f illiteracy o f parents decreases as the class rises, irrespective o f caste. Table No. 1,43 - B -Education o f Parents - Secondary (M = M (^er, F Father.) Class Brahmin Maratha SC/ST OBC N.H. Total MF M FM F M F M F Low 3 1 4 4 2 2 5 5 2 0 28 (29%) Middle 10 5 2 3 2 3 6 7 2 2 42(37.8%) UppMid 15 5 11 5 2 1 12 7 5 4 67 (45.3%) High 12 2 7 6 1 0 7 4 6 4 49(35%) Total 40 13 24 18 7 6 30 23 15 10 186(37.5%) % 31 10 20.3 15 14 12 22 17 25 16 Total % (41%) (35%) (26%] (39%) (41%) 114 From Tabic 1.43 - B it is observed that, a) Maximum percentage i.e. 67 (45.3%) respondents o f Upper Middle class have parents educated upto the Secondary level, v^^ile only 28 (29%) o f Tx)w class respondeats have Secondary level educated parents. b) Maximum percentage Le. 41% each o f Brahmm and Non Hmdu caste groi^ respondents have parents cdacaied upto this level, while only 13 (26%) o f SG/ST respondents lay claim to flie above. c) As far as the education o f Parents upto the Secondary level is conccmed, it is to be noted that, the percentage o f Mothers in this category exceeds the relative percentage o f fatfiers, unanimously in all the caste groups. This can be explained by the £»;t diat fathers may have been educated iiir&a', while mottiers may have had to discontinue education after this IcvcL Table No. 1.43 — C - - Level o f educHtion o f Parents - Higher Secondary (M = Modier F = Fath«-.) Class Brahmin Maratha SC/ST OBC N.H. Total MF MFMMF F MF Low 1 0 2 4 2 0 2 2 6 3 22(22.7%) Middle 3 8 6 6 1 0 1 1 3 7 36(32.4%)

U M id 7 5 7 10 1 5 4 4 7 8 58(40%) High 8 6 9 5 0 8 2 2 7 7 54(38.6%) Total 19 19 24 25 4 13 9 9 23 25 170(34.3%) % 15 15 20.3 22 8 21 15 18 17 18 Total (30%) (42.:)%) (26%) c35%) (36%

From Table No. 1.43 - C, it is observed that, a) A liiglier percentage i.e. 58 (40%) o f tlie Upper Middle class lespotKfents have parents educated iq)to the H i^ er Secondary level, closed followed by flie parents o f High class respondents Le. 54 (38.6%); While the least percentage o f Low class respondents Le. 22 (22.7%) have parents educated to diis kveL b) 49 (42.3%) respondents o f Mandha caste have parents educated iqito his level followed by Non Hindu and OBC respondents. The least percentage Le. 13 (26%) o f SC/ST respondents have Secondary educated parents. 115 c) The percentage ofHighcr Secondary educated falhcrscxcccds the relative percentage of mothers in case o f Maraflia, SC/ST and OBC respmidents ; In case o f Brahmin respondents the percentage o f mother and father both educated to this level is equal but the percentage o f mothers o f Non Ifindu respondents, being educated iq)to this kvel is higjber than A e relative percentage o f fiithers, because there is no Non Hindu respondent, whose motiier is educated beyond the Higlier Secondary level. d) It is also observed that, the number o f respondents having parents educated to this level increases as per the class rise for all die caste groiqw, exc^t the SC7ST respmidents, where the number falls as per die class rise. But since die SCVST dispersion in &e Higher classes is itself low, it was partiall>' expected. Table No. - 1.43 -D Level of education o f parents - Graduatton (M = Mother F = Father.) Class Bialimiii Maratha SC/ST OBCN.H Total M F MFMF M FM F Low 0 0 0 1 0 0 1 1 0 0 3(3.09%) Middle 3 5 0 1 0 0 3 3 0 2 17(15.3%) U ^.M id 12 15 8 9 1 1 9 11 0 6 7i(48.64%) High 17 21 4 10 2 1 5 6 0 6 72(51.42%) Total 32 41 12 21 3 2 18 21 0 14 164(33%) 25% 32% 10.2% 18% 6% 4% 13% 15% 0% 23% Total% 57% 28.2% 10% 28% 23%

l

OCCUPATION OF PARENTS This query about occupation o f par^its, was included in the questionnaire in a hid to attempt to derive any co-relationship if any wife fee discussicm on Socio - Political matters, in fee £amily. The Tabk Nos. 1.44 (A , B, C and D ) display fee following features. □ The occiqiations like Government service and service shows a predcmiinance o f non agricultural castes like. Brahmins, OBC’ s and Non ISndus probably because o f lack o f land, while SC/ST and Marafea caste cluster, ^ w a higher predominance in agriculture. Marathas are fee traditional land holders because o f the Tenancy Acts, which marginalized Brahmins. This is true in case o f occupati(»i o f bofe father and mofeer. Service as such, seems to be the predominant occupation o f parents o f Upper \fiddle and IDgh class respondents, wiiile parents o f Low class respondents do not seem to be predominantly occupied in service. Also fee percentages o f fathers in service far exceeds the relative percentage o f mofeers in service. □ There is a possibility that, because o f fee policy o f Reservation, the SC-/ST and OBC respondents, have fafeers who arc occupied in GovemmMit Service, feo u ^ Agriculture still is fee prime occvqiation for fecm. □ Agricultui-e is fee main occupation o f botii tlie parents o f Maradia, SC/ST and OBC, Low class respondents. The percentage o f parents o f Low class respondents occupied in Agriculture, tar exceeds fee percentage o f parents o f 117 respondents o f oflicr classcs. Expectedly the percentage o f class parents being occupied in Agriculture is very low. Overall it is seen that, a higher percentage o f fathem arc occiqiied in Agricutture as compared to modiers. □ It is observed that 5 Non Hindu respondents, have modio^ who are occupied in Agriculture. These 5, belong to the Low class and bmce it could be possible that, they have Migrated from far away areas like Bihar and U.P. or Rural Maharashtra. There is also a possibility tiiat, they could be employed as labourers in the fields o f others. Table No. 1.44 - A - - Occupation of Parents - Service (M * Mother and F = Father ) Brahmin Marathfl SC /ST OBC N H, Total M F M F MF M F- M F Low 0 1 0 4 1 5 3 6 1 4 25 ( 25.7%) Middle 2 17 1 16 0 9 3 18 1 7 74 (66.6%) UMid 8 31 3 24 0 6 5 32 0 13 122(82.4%) High 6 39 5 7 1 4 3 15 1 5 86(61.4%) Total 16 88 9 51 2 14 14 71 3 29 307 (62%) 12% 68^/o 7.6% 43% 4% 28% IQO/c 52% 5% 48% Total % (81y%) (50.6%) (32^/.) (62%) ;53%)

Table No. 1.44 - B Occupation o f parents -AgricuRure. ( M = Mother, F = Father) Class Brahmin Maratha SC/ST OBC N.H. Total MFM F M F MFMF Low 0 1 18 24 10 14 8 11 5 5 96 ( 99%) Middle 0 1 7 7 5 5 6 37 0 0 68(61.3%) U.Mid 0 1 2 2 2 0 0 3 0 0 10(6.8%) High 0 3 2 2 1 1 0 1 0 0 10(7.14%) Total 0 6 29 35 18 20 14 52 5 5 184(37%) 0% 5% 25% 30% 36% 40% 10% 38% 8% 8% Total % (5%) (55%) (76%) (48%) (16%)

As expected, the percentages of parents of Non Hindu Respcmdents being occupied in Business and Trade is higher than the relative percentage of any other caste. More parents of respondents of High class are occiq)ied in Business and Trade, while the least percentage 118 comes from parents of Low class. Typically, the percentage of fathers occupied in Business exceeds the relative percentage of mothers involved in Business and Trade Table No. 1.44 - C Occupation of parents - Business and Trade (M ” Mother and F = Father) Class Brahmin Maratha SC/ST OBC N.H. Total M F M F MF M F M F ix>w 0 0 0 0 0 9(9.3%) Middle 0 0 14 (12.6%) U.Mid 0 19(12.8%) High 0 31 (22.14%) Total 11 21 17 73 (14.7%) 5% 9% 2% 3.4% 6% 6% 2% 15% 3% 28% Total % (14%) (5.4%) (12%) 7%) (3 %)

Table No. 1.44 -D Occupation o f parents - Teaching (M = Mother and F = Father) Class Brahit^ Maratha SC/ST OBC N.H. Total MF MFM FM F MF Low 1 1 0 0 0 0 2 3 0 0 7 ( 7.2%) Middle 2 1 0 0 1 0 1 1 0 0 6 (5.4%) U.Mid 3 3 5 6 0 0 4 0 0 0 21 (14.2%) High 10 1 3 0 0 0 2 2 o 0 20 (14.3%) r\ ,<■ A ’ c 1 /'I A no Total 16 6 8 6 1 V t ^ 1 5 1 12% 1 J /u i •70/i / u 1 ' CO/ / u ^W/U0/ 0% 4% 3% 0% j j Total % (17%) ( 12%)(2%)( 11%) (3%)

□ Teacliing as an occupation, is followed in higliei- percentage fcy parents o f Higli and Upper Middle class and least by Middle class parents. Parents o f Brahmin respondents are far ahead, as compared to parents o f respondents o f other castes. Typically, Teaching as an occupation, sees the predominance o f mothers as compared to fathers. Since other occupations like Professionals, recorded marginal responses, they were not analyzed in detail. Household is tfie prime occupation o f mothers o f respondents, belonging to all the caste groups and classes, barring Ae exception o f mothers o f Low class Maratha and SC/ST rcspondcnts. Only one High class 119 respondents has a father involved in Household activities. Hence it could be said tiiiat th o u ^ women are into various occxipations ^>art Irom Household, the traditional system o f men not being involved in household activities is still in continuance. Hence as far as occupations are concerned the following In-oad categorizations are ev id ^ t Caste Fathers of Respondents Mothers of Reqx)ndcnts Brahmin Govt. Service. Professionals (Practicir^ Household, Teaching, Govt Service. Teaching and Business Maratha Agriculture & Govt. Service, Pvt. Service Household & Agriculture.Govt. Service s a s T Agrictiiture and Govt. Service Agriculture and Housdiold

OBC Agriculture, Govt. Service and Business Household, Govl. Service, Teaching NHGroiq). Business, Govt. Service and Pvt. Service. Household, Agriculture. To Conclude it may be said that, □ Nashik itself has not evolved much, as a Business/Trade center and hence less people are engaged in these professions, though ^ fast e^ianding industrialization, is opening iq) newer opportunities. □ Particular occupations may not be necessarily related to education and income^ but fliey may reflect a typical and peculiar culture o f &eir own i.e. in Sociological terms we could talk o f cultures like Business culture, etc. In a speedily developing city, undci^oing a change o f character, it is quite probable that such ‘ cross-cultural’ influences may have affected the choice o f occiq)ation8 o f both the respondents and the parents.

To conclude it may be said that A e sample is weH represented by both the genders. The class/caste co terminality as generally existent in the social fiibric o f Nashik, ai^ars well represented in the sample. Hence Brahmin rei^>ondent8 mainly hail from the Upper and High class, Maratha respondents and OBC respondents £tx>m the Middle and Upper \fiddle class, SC/ST respondents mainly hail from the low class and middle class, \^iiilc Non Ifindu respondents belong jmxiominantly to the Low and iq)pcr Middle class. Major pcrccnlagc o f respondents, arc the local rcsidenta and only few arc migranls/rural respondents (21.8%). The Hindu respondents arc the nuyor group though other religions are also represented. A major percentage o f respondents belong to the OBC, Brahmin, Maratha, Non Hindu chister and SC/ST. Marathi is die mother tongue o f a predominant percentage and 120 most are well versed in Hindi and English. Most o f the respondents have been educated in urban area, co-educational schools, while unisex school students mainly come from die rural areas. Most o f the respondents have friends o f either sex and a cosmopohtan group, thereby indicating the non existence o f any rigid caste, religion or regional barriers. Though die caste, religion or regional barriers do not seem to be rigid as regards friends, it was observed that a W ^cr percentage o f Bndrarin, Upper \&Idle class and H i^ class rcspHnKknls have less friends o f other castes and religions too. Hence, it may be sunnised diat the ‘High Class/Hi^ Caste' combine, is more conventional as far as choice o f frknds is c<»cemed. This may affect dietr socialization which may be identified aa more (rtrengdiening o f imier snciali/ation, rather than exposure to wider and diverse influences. Faculty choice appears to be more influenced by personal liking, while career choice is also guided by parmtal influence and teachers. Faculty and career clwice bfx>adly correspcmd. Typcally a m j ^ percentage o f respondents do not utilize their leisure time for developmental activities except perhaps for reading. CZhoice o f reading material, depicts gender di£ferences. Female respondents appear less Politically raiented in the choice o f reading material as compared to their male coimterparts. A major percentage o f respondents, ccone from Nucle^o* families and they predominantly belong to the Brahmin and Non Hindu caste dusto*. While the respondents o f the SC7ST, Maratha and ODC castc cluster come mainly frtnn the Joint families. Abo nK^-e Nuclear families seem to come from die ffi^ e r classes. Hcnce ‘castc and class’ q>pears to be an influential variable in the case o f family structure. Educational status o f parents, projects gender differences Le. more respondents have illiterate mothers, than illiterate fattens. The ‘Low class/Low caste’ co-terminality jqipears operative, as far as illiteracy o f parents is concerned. Ctmversely the ‘High class/High caste’ co terminality is observed where higher educational status o f parents is existent Occupation o f the, parents also {nrojccts the influence o f ‘ caste’ . Hence ‘ Service’ is the pnjfession/occupation o f parents o f a majt^- percentage o f Brahmin and OBC respondents. Agriculture is the predominant occi^ation o f parents, o f a higher percentage o f SC/ST respondents. ‘ Teaching’, as an occupation shows the predominance o f Brahmin parents, \^iile ‘Business and Trade’ is the occupation o f parents, o f a predominant percentage o f Non Ifindu and OBC respondents. Occupation o f parents also reveals gender differences. Hence most respondents have fathers engaged in service and agriculture, while mothers are mostly housewives or engaged/occupied in agriculture. 44 respondents in the sanq^le are self sufficient and working. 121

REFERENCES 1) Ziblatt David - school Extra Curricular activities and Political Socializatiwi’ - in Sigd R.S. (ed) *Learmng about Politics - A Reader in Political Sociaii2gtion - Random House, New York (1970) - pp. 3