Voices Unheard: Discrimination and the Educational Experiences of Marginalized Youth

Abstract

The present research investigates the effects of perceived discrimination on schooling participation and performance of minorities’ students in Delhi, India. Through a quantitative study, the data were obtained from 400 students belonging to different marginalised groups such as low-income families, ethnic minorities, and of gay orientation. This is an important issue that provides evidence of a negative correlation between perceived discrimination and improved academic motivation and performance proving that discrimination decreases students’ performance. Results of regression analyses indicated that discrimination continues to predict low level of academic performance net of other variables including age, gender and socioeconomic status. The research emphasized on the changes that should be made on a system level in education system, in terms of policies and practices, teachers’ education and CPD, and teaching for culturally diverse learners. The present results can be incorporated in the existing body of knowledge on ways and extents discrimination impacts the vulnerable learners in urban educational arrangements to guide the policy makers/educational leaders, educators and other interested stakeholders towards enhancing equity in education. Site-specific future studies should research the multiplicity of oppression and the cumulative impact of prejudice in the educational and employment processes.