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Sociology of Education in IndiaChanging Contours and Emerging Concerns$
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Geetha B. Nambissan and Srinivasa Rao

Print publication date: 2012

Print ISBN-13: 9780198082866

Published to Oxford Scholarship Online: January 2013

DOI: 10.1093/acprof:oso/9780198082866.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 19 October 2021

Structural Exclusion in Everyday Institutional Life

Structural Exclusion in Everyday Institutional Life

Labelling of Stigmatized Groups in an IIT

(p.199) 9 Structural Exclusion in Everyday Institutional Life
Sociology of Education in India

Geetha B. Nambissan

S. Srinivasa Rao

Oxford University Press

This chapter examines how institutions becomes sites for structural discrimination and labelling by describing the reasons for the failure of students from Scheduled Castes (SCs) and Scheduled Tribes (STs) in one Indian Institute of Technology (IIT) during 2005–2006. The causes of academic failure were put down to their lack of social ‘adjustment,’ and did not include the deep roots of the process that characterizes a student from a socially stigmatized group as ‘not capable of success’ and as ‘destined to fail’. Using Erving Goffman’s theoretical ideas on ‘stigma’, the author analyses interviews undertaken with students from stigmatized groups and explains how stigma-based structural categorizations and labelling emerge, play out, and affect a student's academic achievement as well as social adjustment. The author also explains how institutions practise unwritten rules that distinctly identify individuals and groups who are labelled as disadvantaged by their structural location and status. Eventually, the cornerstone of the whole educational and social system encloses the underprivileged classes in the roles which society has already given them, which is only a result of their inferior social status. The author concludes by pointing out that policies and practices that identify, recognize, and label students within academic (pedagogical) and non-academic (non-pedagogical) contexts of the institution are detrimental to the success of SC/ST students.

Keywords:   institutionalized exclusion, Indian Institute of Technology, structural categorizations, caste labelling, tribe labelling, student labelling, stigma, social adjustment, academic failure, student self-exclusion, stigmatized students

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