{"id":22949,"date":"2026-04-28T04:58:21","date_gmt":"2026-04-28T04:58:21","guid":{"rendered":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/?p=22949"},"modified":"2026-04-28T05:02:45","modified_gmt":"2026-04-28T05:02:45","slug":"institutional-inequality-in-indian-education","status":"publish","type":"post","link":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/","title":{"rendered":"Institutional Inequality in Indian Education"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" id=\"abstract-title\"><span class=\"ez-toc-section\" id=\"Abstract\"><\/span>Abstract<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Constitutional promises for equality and non-discrimination have not been able to prevent discrimination in educational institutions in India.<\/p><div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #0c0c0c;color:#0c0c0c\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #0c0c0c;color:#0c0c0c\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Abstract\" >Abstract<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Critical_Analysis_Within_Constitutional_Framework\" >Critical Analysis Within Constitutional Framework<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Key_Constitutional_Provisions_Examined\" >Key Constitutional Provisions Examined<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Comparative_Legal_Analysis\" >Comparative Legal Analysis<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Research_Methodology\" >Research Methodology<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Nature_of_Discrimination_in_Educational_Institutions\" >Nature of Discrimination in Educational Institutions<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Addressing_Discrimination_Through_Constitutional_Morality\" >Addressing Discrimination Through Constitutional Morality<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Introduction\" >Introduction<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Questions_Raised_In_Our_Mind\" >Questions Raised In Our Mind<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Constitutional_And_Legal_Framework\" >Constitutional And Legal Framework<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#1_Article_14_The_Doctrine_Of_Non-Arbitrariness\" >1 Article 14: The Doctrine Of Non-Arbitrariness<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#2_Article_15_The_Shield_Against_Identity-Based_Bias\" >2 Article 15: The Shield Against Identity-Based Bias<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#3_Article_17_Beyond_The_Physical_Act_Of_Untouchability\" >3 Article 17: Beyond The Physical Act Of Untouchability<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#4_Article_21_The_Right_To_Dignified_Education\" >4 Article 21: The Right To Dignified Education<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Quick_Summary_Of_Constitutional_Provisions\" >Quick Summary Of Constitutional Provisions<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Reality_Data_On_Discrimination\" >Reality (Data On Discrimination)<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Key_Statistics_On_Discrimination\" >Key Statistics On Discrimination<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Institutional_Discrimination\" >Institutional Discrimination<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Structural_Discrimination_And_The_%E2%80%9CHidden_Curriculum%E2%80%9D\" >Structural Discrimination And The &#8220;Hidden Curriculum&#8221;<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#The_Myth_Of_%E2%80%9CMerit%E2%80%9D\" >The Myth Of &#8220;Merit&#8221;<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Observation\" >Observation<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Religious_Discrimination_And_%E2%80%9COthering%E2%80%9D\" >Religious Discrimination And &#8220;Othering&#8221;<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#4_Judicial_Development_And_Substantive_Equality\" >4. Judicial Development And Substantive Equality<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#The_Role_Of_Constitutional_Morality\" >The Role Of Constitutional Morality<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Challenges_In_Implementation\" >Challenges In Implementation<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Poor_Grievance_Mechanism\" >Poor Grievance Mechanism<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-27\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Elite_Institutions_Gatekeeping\" >Elite Institution\u2019s Gatekeeping<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-28\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Poor_Sensitisation_Programme\" >Poor Sensitisation Programme<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-29\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Recommendations_For_Reform\" >Recommendations For Reform<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-30\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#Conclusion\" >Conclusion<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-31\" href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/institutional-inequality-in-indian-education\/#References\" >References<\/a><\/li><\/ul><\/nav><\/div>\n\n\n\n\n<h3 class=\"wp-block-heading\" id=\"critical-analysis-framework\"><span class=\"ez-toc-section\" id=\"Critical_Analysis_Within_Constitutional_Framework\"><\/span>Critical Analysis Within Constitutional Framework<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The present paper critically analyses the issue of discrimination within the framework of constitutional provisions, judicial pronouncements, and practices.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"key-constitutional-articles\"><span class=\"ez-toc-section\" id=\"Key_Constitutional_Provisions_Examined\"><\/span>Key Constitutional Provisions Examined<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The focus will be on articles such as Article 14, 15, 17, and 21 in conjunction with minorities&#8217; rights, which include Articles 25-30.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Article 14<\/strong> \u2013 Right to Equality<\/li>\n\n\n\n<li><strong>Article 15<\/strong> \u2013 Prohibition of Discrimination<\/li>\n\n\n\n<li><strong>Article 17<\/strong> \u2013 Abolition of Untouchability<\/li>\n\n\n\n<li><strong>Article 21<\/strong> \u2013 Protection of Life and Personal Liberty<\/li>\n\n\n\n<li><strong>Articles 25-30<\/strong> \u2013 Minority Rights<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"comparative-legal-analysis\"><span class=\"ez-toc-section\" id=\"Comparative_Legal_Analysis\"><\/span>Comparative Legal Analysis<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>A comparative analysis will be done on the existing legal regime and the reality on the ground to establish how the law fares.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"research-methodology\"><span class=\"ez-toc-section\" id=\"Research_Methodology\"><\/span>Research Methodology<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>A doctrinal approach will be taken by this research, where legal texts, statutory laws, cases and literature will be used.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"nature-of-discrimination\"><span class=\"ez-toc-section\" id=\"Nature_of_Discrimination_in_Educational_Institutions\"><\/span>Nature of Discrimination in Educational Institutions<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Discrimination within educational spaces takes various subtle and covert forms.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"constitutional-morality-solution\"><span class=\"ez-toc-section\" id=\"Addressing_Discrimination_Through_Constitutional_Morality\"><\/span>Addressing Discrimination Through Constitutional Morality<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Therefore, this paper focuses on ways in which the issue of discrimination can be tackled using the concept of constitutional morality, among others.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"introduction\"><span class=\"ez-toc-section\" id=\"Introduction\"><\/span>Introduction<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Education is the bedrock on which democracy stands. The makers of the Indian Constitution have seen education as the main tool of social engineering and mobility. It was B.R. Ambedkar who said, &#8220;Education enables a man to be aware of his dignity and self-respect.\u201d The Constitution of India sees educational institutions as secular institutions wherein the \u201caccident of birth\u201d \u2013 whether of caste or of religion \u2013 does not govern an individual\u2019s fate.<\/p>\n\n\n\n<p>Today, in the context of higher education in India, there is a shocking contradiction. While the doors to these institutes have been thrown open to oppressed sections by means of quotas, the atmosphere prevailing within many of these institutions continues to be discriminatory in nature. Discrimination today is no longer a matter of segregation but rather a form of a \u201chidden curriculum&#8221;. It is against this backdrop that this essay attempts to understand how discrimination structures within the educational institutions of India affect the concept of fraternity and equality.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"key-questions\"><span class=\"ez-toc-section\" id=\"Questions_Raised_In_Our_Mind\"><\/span>Questions Raised In Our Mind<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>To what extent does caste and religious discrimination exist in educational institutions?<\/li>\n\n\n\n<li>How effective are constitutional provisions in addressing institutional discrimination?<\/li>\n\n\n\n<li>What role does constitutional morality play in ensuring equality?<\/li>\n\n\n\n<li>What reforms are necessary to promote inclusive educational environments?<\/li>\n<\/ul>\n\n\n\n<p>Let\u2019s find out the main causes of this type of incident or event happening in our society and also discuss solutions which can help to reduce the crime rate against the innocent victims of these discriminations.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"constitutional-legal-framework\"><span class=\"ez-toc-section\" id=\"Constitutional_And_Legal_Framework\"><\/span>Constitutional And Legal Framework<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Let\u2019s first discuss the legal remedy or what the constitution says on these matters or do people have any kind of protection from the discrimination among the citizens against a particular section, individual, or community?<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"article-14-non-arbitrariness\"><span class=\"ez-toc-section\" id=\"1_Article_14_The_Doctrine_Of_Non-Arbitrariness\"><\/span>1 Article 14: The Doctrine Of Non-Arbitrariness<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>This article talks about &#8220;equality before the law&#8221; and &#8220;equal protection of the laws&#8221;. Traditionally, this provision was understood to mean &#8220;formal equality&#8221;, or treating like cases alike. But the revolutionary pronouncement of the Supreme Court of India in E.P. Royappa v. State of Tamil Nadu (1974) changed this perspective by declaring that equality is an evolutionary notion which cannot be &#8220;cabined, cribbed, and confined&#8221;. Arbitrariness is the antithesis of equality. Thus, in matters of education, the act of arbitrarily marking, grading, or punishing students belonging to the Dalit or Muslim communities violates Article 14.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"article-15-identity-bias\"><span class=\"ez-toc-section\" id=\"2_Article_15_The_Shield_Against_Identity-Based_Bias\"><\/span>2 Article 15: The Shield Against Identity-Based Bias<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Under Article 15(1), the state is forbidden from treating citizens unfavourably based solely on their religion, race, caste, gender, or place of origin. Significantly, under Articles 15(4) and 15(5), the Indian Constitution gives legal justification to affirmative action measures in education. Nevertheless, &#8220;indirect discrimination&#8221;, wherein a supposedly neutral policy unfairly impacts one group, is widespread. Requiring proficiency in English to access certain educational opportunities could be considered indirect discrimination against rural SC\/ST students.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"article-17-untouchability\"><span class=\"ez-toc-section\" id=\"3_Article_17_Beyond_The_Physical_Act_Of_Untouchability\"><\/span>3 Article 17: Beyond The Physical Act Of Untouchability<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>It can be said that Article 17 is very different from other articles, as it is an absolute right.&#8221; &#8220;Untouchability&#8221;, in whatever sense it may be defined, is outlawed in Article 17. Though physical untouchability such as having seats separate from others has declined among universities, &#8220;social untouchability&#8221; continues to prevail. Social untouchability includes shunning marginalised students in laboratory classes or even hostels. Article 17&#8217;s legislative basis is the Scheduled Castes and the Scheduled Tribes (Prevention of Atrocities) Act of 1989.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"article-21-dignified-education\"><span class=\"ez-toc-section\" id=\"4_Article_21_The_Right_To_Dignified_Education\"><\/span>4 Article 21: The Right To Dignified Education<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The Right to Life does not simply equate to mere animal existence. According to the Court in the case of Francis Coralie Mullin v. Union Territory of Delhi, the right to life also encompasses the right to live a dignified life. The lack of dignity is experienced by a student when they get ridiculed on account of their caste-based affiliation or because of their religion (for instance, the hijab issue).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"summary-table\"><span class=\"ez-toc-section\" id=\"Quick_Summary_Of_Constitutional_Provisions\"><\/span>Quick Summary Of Constitutional Provisions<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Article<\/th><th>Key Principle<\/th><th>Relevance In Education<\/th><\/tr><\/thead><tbody><tr><td>Article 14<\/td><td>Equality Before Law<\/td><td>Prevents arbitrary discrimination in grading, discipline, and evaluation<\/td><\/tr><tr><td>Article 15<\/td><td>Prohibition Of Discrimination<\/td><td>Allows affirmative action but highlights indirect discrimination issues<\/td><\/tr><tr><td>Article 17<\/td><td>Abolition Of Untouchability<\/td><td>Addresses both physical and social exclusion in institutions<\/td><\/tr><tr><td>Article 21<\/td><td>Right To Life With Dignity<\/td><td>Ensures respectful and dignified educational environment<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"reality-data-on-discrimination\"><span class=\"ez-toc-section\" id=\"Reality_Data_On_Discrimination\"><\/span>Reality (Data On Discrimination)<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The &#8220;scope&#8221; of the problem can be understood only by understanding the figures. As per reports and statistics available:<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"key-statistics-on-discrimination\"><span class=\"ez-toc-section\" id=\"Key_Statistics_On_Discrimination\"><\/span>Key Statistics On Discrimination<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Category<\/th><th>Data \/ Findings<\/th><\/tr><\/thead><tbody><tr><td><strong>Percentage Of Dropout Rates<\/strong><\/td><td>According to data published by the Ministry of Education (2023), the percentage of dropouts of SC, ST, and Muslims is significantly more than the national average. Nearly 60% of all dropouts across a five-year period from IITs belong to the reserved categories.<\/td><\/tr><tr><td><strong>Faculty Availability<\/strong><\/td><td>As pointed out in a 2022 report, around 50% of the posts of professors reserved for SC, ST, and OBC were vacant in many central universities, leaving no mentor for marginalised students.<\/td><\/tr><tr><td><strong>Mental Issues<\/strong><\/td><td>Cases of institutional murder such as that of Rohith Vemula and Payal Tadvi are not uncommon. According to a survey conducted by an independent student collective in 2021, 70% of Dalits considered themselves discriminated against by faculties during the viva voce examination.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"institutional-discrimination\"><span class=\"ez-toc-section\" id=\"Institutional_Discrimination\"><\/span>Institutional Discrimination<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"structural-discrimination-hidden-curriculum\"><span class=\"ez-toc-section\" id=\"Structural_Discrimination_And_The_%E2%80%9CHidden_Curriculum%E2%80%9D\"><\/span>Structural Discrimination And The &#8220;Hidden Curriculum&#8221;<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>In contemporary India, discrimination no longer operates at the level of the &#8220;visible&#8221; but rather becomes invisible. This can take the following forms:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Unfair Judging:<\/strong> Faculty members may have unconscious prejudices, resulting in low grades being assigned to students from backgrounds in subjective components such as interviews or personal assessments.<\/li>\n\n\n\n<li><strong>Language Problem:<\/strong> Most elitist educational institutions conduct their classes in English. Thus, students who do not speak English are automatically excluded from academic conversations not because they lack talent, but because they lack language capital.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"myth-of-merit\"><span class=\"ez-toc-section\" id=\"The_Myth_Of_%E2%80%9CMerit%E2%80%9D\"><\/span>The Myth Of &#8220;Merit&#8221;<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The question of &#8220;merit vs reservation&#8221; is one of the pillars of institutional discrimination in the Indian context. &#8220;Merit&#8221; is usually considered an objectively measurable feature that everyone is born with. Sociologists claim, however, that merit is socially constructed.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"observation-merit-context\"><span class=\"ez-toc-section\" id=\"Observation\"><\/span>Observation<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>One can say that the student studying at an elite private college in Delhi has a different starting point compared to a student studying in a school located in rural Bihar. By overlooking the economic and historical capital necessary to obtain high grades, universities employ the myth of merit to ostracise quota beneficiaries.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"religious-discrimination-othering\"><span class=\"ez-toc-section\" id=\"Religious_Discrimination_And_%E2%80%9COthering%E2%80%9D\"><\/span>Religious Discrimination And &#8220;Othering&#8221;<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Minority religions, especially Muslims, have their own set of problems. According to the Sachar Committee Report, the presence of Muslims in higher education is less than that of SCs and STs in some areas. In schools, there is &#8220;othering&#8221; by stereotyping religious identities, failure to provide prayer spaces, or omission of minority history in textbooks.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"judicial-development-substantive-equality\"><span class=\"ez-toc-section\" id=\"4_Judicial_Development_And_Substantive_Equality\"><\/span>4. Judicial Development And Substantive Equality<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>In India, there has been a move from formal equality to substantive equality.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Indra Sawhney v. Union of India (1992):<\/strong> In this case, the Court laid down that reservations are not exceptions to equality but part of it.<\/li>\n\n\n\n<li><strong>K. Pavitra v. Union of India:<\/strong> The court ruled that Article 335 efficiency of administration should be interpreted as inclusiveness. This case questioned the idea of merit confined only to marks in exams.<\/li>\n\n\n\n<li><strong>The Hijab Case (Aishat Shifa v. State of Karnataka):<\/strong> Although there was no unanimous decision, it brought up the issue of &#8220;reasonable accommodation&#8221; of religious identities in educational institutions. Whether uniformity should prevail over the &#8220;right to education&#8221; remains a question.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"role-of-constitutional-morality\"><span class=\"ez-toc-section\" id=\"The_Role_Of_Constitutional_Morality\"><\/span>The Role Of Constitutional Morality<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The concept of constitutional morality, as advocated by Dr Ambedkar and revitalised by Justice Chandrachud, means that the &#8220;morality of the constitution&#8221; should always take precedence over the &#8220;social morality&#8221;.<\/p>\n\n\n\n<p>The heads of institutions (vice-chancellors and principals) usually function based on social morality (continuing the tradition). Constitutional morality demands that they act as protectors of the oppressed. This calls for a proactive attempt at breaking down prejudices, such as the creation of SC\/ST cells which will be able to punish any prejudiced professors.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"challenges-in-implementation\"><span class=\"ez-toc-section\" id=\"Challenges_In_Implementation\"><\/span>Challenges In Implementation<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"poor-grievance-mechanism\"><span class=\"ez-toc-section\" id=\"Poor_Grievance_Mechanism\"><\/span>Poor Grievance Mechanism<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Universities may have a well-established Internal Complaints Committee for sexual harassment cases, but there are not enough measures in place to redress grievances concerning caste and religion. The students worry that their reports would result in punishment for failing tests.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"elite-institutions-gatekeeping\"><span class=\"ez-toc-section\" id=\"Elite_Institutions_Gatekeeping\"><\/span>Elite Institution\u2019s Gatekeeping<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Prestigious colleges such as IIT, IIM, and NLUs are \u201cclosed circles&#8221;. The atmosphere inside the institution, including music played during festivals and jokes made in the dorms, often mirrors the upper caste and urban environment.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"poor-sensitisation-programme\"><span class=\"ez-toc-section\" id=\"Poor_Sensitisation_Programme\"><\/span>Poor Sensitisation Programme<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Teachers are seldom educated on inclusive pedagogy. The general attitude among the teachers is that they do not see any bias and dismiss these incidents as the students \u201cplaying the victim card&#8221;.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"recommendations-for-reform\"><span class=\"ez-toc-section\" id=\"Recommendations_For_Reform\"><\/span>Recommendations For Reform<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Moving past the rhetoric of equality in India requires a multipronged strategy:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>The Rohith Act:<\/strong> Establish a law (&#8220;the Rohith Act&#8221;) that explicitly criminalises and provides redress through civil suits for bullying and discrimination based on caste in educational institutions.<\/li>\n\n\n\n<li><strong>Diversity Audits:<\/strong> Educational institutions ought to conduct an annual &#8220;Inclusivity Audit&#8221; of the state of marginalised groups by third-party organisations.<\/li>\n\n\n\n<li><strong>Redefinition Of Viva-Voce:<\/strong> Interviews and vivas conducted during admissions processes should be video-recorded, and one person on the selection committee should come from the marginalised communities.<\/li>\n\n\n\n<li><strong>Bridge Courses:<\/strong> Educational institutions should provide bridge courses that will enable marginalised students to make the transition into higher education institutions without being made to feel inferior.<\/li>\n\n\n\n<li><strong>Disciplining The Canon:<\/strong> Social movement history and Dalit literature should be incorporated into the curriculum.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"conclusion\"><span class=\"ez-toc-section\" id=\"Conclusion\"><\/span>Conclusion<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Institutionalised discrimination is a crisis which eats away at the very core of Indian democracy. While the Constitution offers us a splendid \u201carchitecture of equality&#8221;, the \u201cinterior design\u201d of the system continues to be colonial and caste-based.<\/p>\n\n\n\n<p>The shift from formal equality to substantive equality requires a transformation within the institutional context and not merely decisions of courts. We need to transform our institutions from \u201cfiltering machines&#8221;, which cater to the privileged classes, into &#8220;equalising machines\u201d which help realise our dream of creating a democratic nation. The day will come when we no longer require an individual\u2019s identity to be an obstacle to his\/her aspiration.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"references\"><span class=\"ez-toc-section\" id=\"References\"><\/span>References<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Source<\/th><th>Details<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/www.legalserviceindia.com\/Legal-Articles\/tag\/constitution-of-india\/\" type=\"post_tag\" id=\"5803\">Constitution Of India<\/a><\/td><td>1950<\/td><\/tr><tr><td>Thorat, S.<\/td><td>Report Of The Committee To Enquire Into Allegations Of Differential Treatment Of SC\/ST Students In AIIMS (2007)<\/td><\/tr><tr><td>Deshpande, S.<\/td><td>Affirmative Action In India (2013)<\/td><\/tr><tr><td>Supreme Court Of India<\/td><td>E.P. Royappa v. State Of Tamil Nadu (1974)<\/td><\/tr><tr><td>Supreme Court Of India<\/td><td>Indra Sawhney v. Union Of India (1992)<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>Abstract Constitutional promises for equality and non-discrimination have not been able to prevent discrimination in educational institutions in India. Critical Analysis Within Constitutional Framework The present paper critically analyses the issue of discrimination within the framework of constitutional provisions, judicial pronouncements, and practices. Key Constitutional Provisions Examined The focus will be on articles such as<\/p>\n","protected":false},"author":1424,"featured_media":23034,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"two_page_speed":[],"_jetpack_memberships_contains_paid_content":false,"_joinchat":[],"footnotes":""},"categories":[68],"tags":[3192,28],"class_list":{"0":"post-22949","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-education-law","8":"tag-education-law","9":"tag-top-news"},"jetpack_featured_media_url":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-content\/uploads\/2026\/04\/discrimination-indian-education-constitutional.webp","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/posts\/22949","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/users\/1424"}],"replies":[{"embeddable":true,"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/comments?post=22949"}],"version-history":[{"count":0,"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/posts\/22949\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/media\/23034"}],"wp:attachment":[{"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/media?parent=22949"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/categories?post=22949"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.legalserviceindia.com\/Legal-Articles\/wp-json\/wp\/v2\/tags?post=22949"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}