The quota system, also known as the reservation system in India, has been a significant policy aimed at addressing historical caste-based inequality and promoting social equity. However, over the years, its implementation has faced numerous challenges and criticisms.
In elite institutions like the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), reserved category students and faculty continue to encounter discrimination, raising questions about the effectiveness of the quota system.
This investigative report highlights the reality of India’s quota system, uncovering the discrimination faced by reserved categories in top institutions through data analysis, interviews, and comparative insights from other countries.
Historical Context of the Quota System in India
Origins and Evolution
The origins of India’s quota system can be traced back to British colonial rule. In 1902, the Bombay Presidency introduced reservations for the “Depressed Classes” (now known as Scheduled Castes) in public services. After India’s independence in 1947, the Constitution of India incorporated provisions for reservations to address the historical injustices faced by marginalized communities.
Over the years, the quota system has undergone several amendments and expansions. In 1979, the Mandal Commission recommended extending reservations to Other Backward Classes (OBCs). In 2019, the government introduced the 10% quota for economically weaker sections (EWS) in the general category. These changes reflect the government’s efforts to address social inequality through affirmative action.
Legal Framework and Constitutional Provisions
The legal framework for India’s quota system is primarily based on the Constitution. Article 15(4) and Article 16(4) empower the government to make special provisions for the advancement of socially and educationally backward classes, Scheduled Castes, and Scheduled Tribes in education and employment. The Supreme Court of India has also played a crucial role in shaping the quota system through various judgments, such as the Mandal case (1992) and the Indra Sawhney case (1992), which upheld the constitutionality of reservations while imposing certain limits and conditions.
Current State of India’s Quota System
Overview of the Quota System
India’s quota system primarily includes quotas for Scheduled Castes (SCs), Scheduled Tribes (STs), and Other Backward Classes (OBCs), as well as the economically weaker sections (EWS). According to the Constitution of India, the government provides reservations in education and employment for SCs, STs, and OBCs to ensure their fair share in society.
The quota system in India has a long history and legal basis. The Indian Constitution stipulates that the government may adopt preferential policies for the benefit of certain disadvantaged groups to achieve social equality and justice. The reservation system aims to provide opportunities for marginalized groups to participate in the nation’s political, economic, and social life. However, in practice, the implementation of the quota system has faced numerous difficulties and challenges.
Representation of Reserved Categories in Top Institutions
- Student Representation: Data from the Ministry of Education shows that in the top seven IITs, nearly 63% of undergraduate dropouts over the past five years are from reserved categories. In some institutions, the proportion of SC/ST students among dropouts reaches as high as 72%. IIT Guwahati has the worst record, with 88% of its 25 dropouts coming from reserved categories. While about half of the undergraduate intake in IITs is from reserved categories, only about 23% are from SC/ST communities. According to a report by The Quint, in the seven IITs with the highest enrollment, SC/ST students account for 13.1% of undergraduate students, far below the constitutional reservation target of 22.5%. In IIT Delhi, SC/ST students make up only 10.5% of undergraduate students.
- Faculty Representation: Right to Information (RTI) responses reveal that over 97% of the faculty at IIM Indore and over 91% at IIT Bombay belong to the General or Unreserved Category. In contrast, there are no professors from SC or ST communities. Across 21 of 23 IITs and at least 14 IIMs nationwide, there are widespread violations in the implementation of faculty recruitment quotas. According to The Hindu, in 2020, the Central Information Commission ordered IIT Bombay to appoint 57 SC/ST professors to comply with the constitutional reservation policy. However, as of August 2023, only 34 of the required 57 positions had been filled.
Reasons for Discrimination Against Reserved Categories in Top Institutions
Educational Background and Preparation Gaps
Students from reserved categories often come from economically disadvantaged backgrounds or remote rural areas. Their access to quality primary and secondary education may be limited, leading to gaps in knowledge and skills compared to General Category students. This places them at a disadvantage in the highly competitive academic environment of elite institutions.
Research indicates that students from reserved categories often lack access to quality educational resources during their school years. Many come from underfunded schools with scarce teaching materials and outdated facilities. Additionally, the quality of teachers in these schools is generally lower, with many teachers lacking professional training and teaching experience. As a result, students from reserved categories lag behind General Category students in foundational knowledge and academic abilities. Upon entering elite institutions, they struggle to keep up with the rigorous academic demands, creating a sense of inferiority and helplessness.
Prejudices and Stereotypes
Deep-rooted caste prejudices and stereotypes persist in Indian society. Some people hold the view that reserved category students gain admission through quotas rather than merit, questioning their abilities and competence. This mindset influences the perception of reserved category students by faculty and peers, creating a discriminatory environment.
In many Indian institutions, reserved category students often face discrimination and prejudice from faculty and fellow students. Some faculty members believe that reserved category students are not as capable as General Category students and hold lower expectations for them. They may even adopt a discriminatory attitude in teaching and communication, affecting the academic performance and psychological well-being of reserved category students. Additionally, some General Category students may view reserved category students as “privileged” due to quotas, harboring resentment and jealousy toward them. This creates a tense and hostile atmosphere for reserved category students on campus.
Institutional Culture and Environment
Elite institutions like IITs and IIMs have a particular institutional culture and environment that may be dominated by upper-caste students and faculty. Reserved category students may feel alienated and excluded in such an environment, struggling to integrate into campus life and academic activities.
The campus culture of elite institutions often reflects the values and norms of the upper castes. Reserved category students may find it difficult to adapt to this culture and may feel isolated and marginalized. In campus activities and social interactions, reserved category students may face discrimination and exclusion, further limiting their opportunities to integrate into the campus community. Additionally, the institutional environment of elite institutions may lack sufficient support and resources for reserved category students, making it difficult for them to access academic and career development opportunities.
Academic Pressure and Support Systems
While reserved category students enter elite institutions through quotas, they face the same academic standards as General Category students. The high academic pressure and intense competition can be overwhelming for reserved category students. At the same time, the support systems provided by institutions for these students may be insufficient, leaving them struggling to cope with academic challenges.
Elite institutions like IITs and IIMs are known for their demanding academic standards and high levels of competition. Reserved category students, who may already have gaps in knowledge and skills, often find it challenging to adapt to the academic environment of these institutions. The intense academic pressure can lead to psychological issues such as anxiety and depression. Meanwhile, the support systems provided by institutions for reserved category students are often inadequate. Many institutions lack targeted academic support and counseling services for these students, leaving them to face academic challenges on their own.
Testimonies and Interviews from Affected Individuals and Organizations
Testimonies from Students
Vaibhav Jadhav, a former student at IIT Madras, shared on Twitter how he was humiliated by senior students during his freshman year. When asked about his rank, he disclosed his SC category rank, to which a senior responded, “Sala SC hone ke baad bhi itna attitude dikhata hai! (You’re an SC and still show so much attitude!)” Jadhav endured similar caste-based discrimination throughout his five years at IIT Madras. Another alumnus recounted a professor’s comment that he did not deserve to be at IIT and was only admitted due to SC/ST quotas. Apeksha Priyadarshini, a 31-year-old PhD scholar at Jawaharlal Nehru University (JNU), noted that faculty members often made “subtle remarks” about the performance of reserved category students. Although no overt casteist comments were made, the consistent treatment of marginalized students by faculty was evident.
In a 2022 survey conducted by the SC/ST cell at IIT Bombay, 37.1% of 388 reserved category students reported being asked by other students to share their JEE ranks to determine their caste identity. A follow-up survey in March 2022 revealed that many students were grappling with suicidal thoughts. Reserved category students face not only academic pressure but also discrimination and prejudice from faculty and peers. This discrimination profoundly impacts their mental health and academic performance.
Interviews with Student Organizations
The Ambedkar Periyar Phule Study Circle (APPSC), a student collective at IIT Bombay, highlighted that reserved category students face “structural issues” and “everyday discrimination.” In 2022, the SC/ST cell at IIT Bombay surveyed 388 reserved category students, of whom 37.1% reported being asked by other students to share their JEE ranks to determine their caste identity. A follow-up survey in March 2022 revealed that many students were struggling with suicidal thoughts. APPSC believes that the root cause of these issues lies in the structural problems of the campus environment, which fail to provide sufficient support and protection for reserved category students.
Interviews with Legal Experts
Professor N. Sukumar from Delhi University points out in his book Caste Discrimination and Exclusion in Indian Universities: A Critical Reflection that caste prejudices dominate campus life and activities, structuring them in ways that make reserved category students feel inferior. He notes that administrators and teachers tend to single out reserved category students from marginalized backgrounds. Institutions like IITs often push these students into “preparatory classes” to acclimate them to the IIT environment. Sukumar emphasizes that caste discrimination on campuses must be acknowledged and addressed, just as ragging (bullying) is tackled.
Legal expert Dr. Anoop Verma states that discrimination against reserved category students in institutions violates India’s constitutional principles of equality and justice. The government and institutions should take strong measures to eliminate caste discrimination and ensure equal opportunities for reserved category students.
Comparative Insights from Other Countries
United States’ Affirmative Action Policy
The U.S. also implements affirmative action policies to promote diversity and equality. However, these policies have faced legal challenges and debates. Critics argue that affirmative action may lead to reverse discrimination and undermine merit-based principles. Proponents contend that it helps compensate for historical racial discrimination and promotes diversity in education and employment. Compared to India’s quota system, the U.S. approach places greater emphasis on individual circumstances and diversity considerations rather than rigidly defined caste or racial quotas.
The U.S. affirmative action policy aims to increase the representation of minority groups in education and employment. It considers factors such as race, gender, and ethnicity to provide preferential treatment to disadvantaged groups. However, this policy has sparked controversy and debate. Some argue that affirmative action undermines the principle of meritocracy and may lead to reverse discrimination against white students. Others believe that it helps redress historical racial discrimination and promotes diversity and inclusivity in society. Compared to India’s quota system, the U.S. affirmative action policy is more flexible and individualized, focusing on the specific circumstances of applicants rather than rigidly defined quotas.
South Africa’s Employment Equity Act
South Africa’s Employment Equity Act aims to redress the imbalances of the past by ensuring that the nation’s workforce reflects its diverse population. The Act mandates that employers implement employment equity plans to promote the representation of designated groups, including blacks, women, and people with disabilities. However, during implementation, South Africa has also encountered challenges such as skill shortages and resistance from some employers. The government has taken measures to address these issues, such as providing training and support to designated groups and imposing penalties on non-compliant employers.
The Employment Equity Act in South Africa seeks to eliminate racial and gender discrimination in the workplace and promote equal employment opportunities for disadvantaged groups. The Act requires employers to adopt employment equity plans and set recruitment and promotion targets for designated groups. It also establishes monitoring and evaluation mechanisms to ensure compliance. However, during implementation, South Africa has faced challenges such as skill shortages and employer resistance. To address these issues, the government has provided training and support to designated groups while imposing penalties on non-compliant employers.
Policy Recommendations and Outlook
Strengthening the Implementation of Quota Policies
The government should enhance oversight and enforcement of quota policies, ensuring that elite institutions strictly adhere to the reservation requirements for faculty and students. This includes increasing transparency in recruitment and admission processes and strictly punishing violations to safeguard the rights and interests of reserved category students and faculty.
The government should establish dedicated oversight bodies to monitor the implementation of quota policies in institutions. These bodies should regularly inspect and evaluate the compliance of institutions with reservation requirements and publicly disclose the results of these inspections. For institutions that violate quota policies, the government should impose strict penalties, such as reducing funding or revoking accreditation, to ensure the effective implementation of quota policies.
Improving Educational Support Systems
Elite institutions should establish and improve educational support systems for reserved category students, offering targeted academic tutoring, mentoring, and psychological counseling. This can help bridge the gaps in knowledge and skills between reserved category students and General Category students, enabling them to better adapt to the academic environment of elite institutions.
Institutions should allocate sufficient resources to build educational support systems for reserved category students. This includes providing academic tutoring and mentoring services to help students improve their academic performance; offering psychological counseling and mental health support to address students’ psychological issues; and organizing career development guidance and internship opportunities to enhance students’ employability. Additionally, institutions should establish mentorship programs to pair reserved category students with experienced faculty members or alumni, providing them with guidance and support.
Promoting Campus Diversity and Inclusion
Institutions should actively foster a campus culture of diversity and inclusion, organizing various activities to enhance interactions and mutual understanding among students from different castes and backgrounds. This can reduce prejudice and discrimination against reserved category students and create a more inclusive campus environment.
Institutions can organize cultural exchange activities, intercultural dialogue events, and diversity training workshops to promote interactions and understanding among students from different castes and backgrounds. They should also establish anti-discrimination policies and mechanisms to promptly address discrimination incidents and protect the rights of reserved category students. Furthermore, institutions should encourage reserved category students to participate in campus governance and decision-making processes, giving them a voice and representation in institutional affairs.
Enhancing Public Awareness and Education
The government and society should strengthen public awareness of caste equality and anti-discrimination principles, promoting education and publicity efforts to eliminate caste prejudices and stereotypes. This can enhance public understanding and acceptance of the quota system, creating a favorable social atmosphere for its implementation.
The government should launch public education campaigns on caste equality and anti-discrimination principles, disseminating knowledge about the quota system and its significance through various channels such as media, schools, and community organizations. It should also incorporate education on caste equality and anti-discrimination into school curricula to cultivate young people’s awareness of equality and justice from an early age. Additionally, the government should encourage media outlets to report on positive examples of reserved category students and faculty, challenging stereotypes and prejudices.
Case Studies and Success Stories
Case Study 1: IIT Bombay
IIT Bombay has been criticized for its poor implementation of quota policies. In 2020, the Central Information Commission ordered IIT Bombay to appoint 57 SC/ST professors to comply with the constitutional reservation policy. However, as of August 2023, only 34 of the required 57 positions had been filled. The institution has also faced allegations of discrimination against reserved category students. A survey by the SC/ST cell at IIT Bombay revealed that 37.1% of reserved category students reported being asked by other students to share their JEE ranks to determine their caste identity. Many students also struggled with suicidal thoughts due to the discriminatory environment on campus.
Case Study 2: IIM Indore
IIM Indore has a faculty composition where over 97% belong to the General or Unreserved Category. There are no professors from SC or ST communities. The institution has been accused of violating faculty recruitment quotas and failing to provide adequate support for reserved category students. Reserved category students at IIM Indore have reported facing discrimination and prejudice from faculty and peers, which has negatively impacted their academic performance and mental health.
Success Story: Tamil Nadu’s Reservation Policy
Tamil Nadu has one of the most comprehensive reservation systems in India, with 69% of seats reserved for backward classes, Scheduled Castes, and Scheduled Tribes. The state’s reservation policy has led to increased representation of marginalized communities in education and employment. Studies have shown that Tamil Nadu’s reservation policy has helped reduce caste-based inequality and improve the social and economic status of reserved category individuals. The state government has also implemented various support programs for reserved category students, such as scholarships, coaching classes, and mentoring initiatives, which have contributed to the success of the reservation policy.
The Role of Media and Public Opinion
Media Coverage and Its Impact
Media coverage of the quota system and discrimination against reserved categories has played a significant role in shaping public opinion. Investigative reports and news stories have highlighted the issues faced by reserved category students in elite institutions, bringing national attention to the problem. However, some media outlets have been criticized for biased reporting and sensationalism, which may exacerbate social divisions and misunderstandings.
The media has the power to influence public perception of the quota system. Positive and objective media coverage can help raise awareness of the issues faced by reserved category students and garner public support for policy reforms. On the other hand, negative and biased reporting may fuel prejudice and discrimination against reserved category students, hindering the effective implementation of the quota system.
Public Opinion and Social Movements
Public opinion on the quota system is divided. While some support the policy as a necessary measure to address historical injustice and promote social equality, others view it as a form of reverse discrimination that undermines meritocracy. Social movements advocating for the rights of reserved categories have emerged in recent years, demanding better implementation of quota policies and an end to discrimination against reserved category students.
Public opinion surveys indicate that a significant portion of the population supports the quota system, especially in education and employment. However, there is also a sizable group that opposes the policy, arguing that it leads to inefficiency and unfairness. Social movements led by reserved category organizations have organized protests and campaigns to highlight the discrimination faced by reserved category students and push for policy reforms. These movements have gained momentum on social media, where activists share their experiences and call for greater accountability from institutions and the government.
Economic and Social Implications
Economic Impact on Reserved Categories
The quota system has had a significant economic impact on reserved categories by increasing their access to education and employment opportunities. However, discrimination in elite institutions may undermine these benefits, limiting the economic mobility and advancement of reserved category individuals.
Research shows that reserved category students who graduate from elite institutions tend to have better employment prospects and higher incomes compared to those from non-elite institutions. However, discrimination and prejudice in the academic environment may affect their academic performance and career development, reducing the economic benefits of the quota system. Additionally, the underrepresentation of reserved category faculty in elite institutions may limit the mentoring and networking opportunities available to reserved category students, further hindering their economic advancement.
Social Impact and Community Perception
The quota system has helped improve the social status and community perception of reserved categories. However, discrimination in elite institutions may perpetuate social inequalities and reinforce caste-based divisions.
The quota system has enabled more reserved category individuals to access higher education and prestigious careers, which has gradually changed societal perceptions of these communities. However, discrimination and prejudice in institutions may marginalize reserved category students and faculty, creating a sense of alienation and exclusion. This can lead to social tensions and conflicts, undermining the social cohesion and harmony that the quota system aims to promote.
Legal and Constitutional Challenges
Legal Battles and Court Cases
The quota system has faced several legal challenges over the years. The Mandal case (1992) and the Indra Sawhney case (1992) are two landmark judgments that upheld the constitutionality of reservations while imposing certain limits and conditions. In recent years, there have been several court cases related to the implementation of quota policies in educational institutions.
In the 2018 case of Jarnail Singh vs. State of Haryana, the Supreme Court of India upheld the constitutional validity of the 10% quota for economically weaker sections (EWS) in the general category. The court stated that the government has the authority to implement affirmative action policies to address social and educational backwardness. However, the court also emphasized that any reservation policy must comply with the constitutional limits and not exceed the 50% cap on reservations.
Constitutional Limits and Debates
The Constitution of India imposes certain limits on the quota system, such as the 50% cap on reservations established in the Mandal case. However, some states have exceeded this limit, leading to debates and legal challenges. The constitutional limits on reservations aim to balance the principles of equality and affirmative action, ensuring that the quota system does not undermine meritocracy and efficiency.
The 50% cap on reservations has been a subject of intense debate. Proponents argue that it is necessary to maintain meritocracy and prevent the quota system from becoming excessive. Critics contend that the cap may hinder the government’s ability to address the deep-seated inequalities faced by marginalized communities. Some states, such as Tamil Nadu and Kerala, have implemented reservation policies that exceed the 50% cap, sparking legal battles and constitutional challenges.
Future Prospects and Reforms
Proposed Reforms and Policy Changes
Several reforms have been proposed to improve the implementation of the quota system and address the discrimination faced by reserved categories in elite institutions. These include strengthening the enforcement of quota policies, enhancing educational support systems for reserved category students, promoting campus diversity and inclusion, and increasing public awareness of caste equality.
The government has introduced various initiatives to improve the implementation of the quota system. For example, the National Education Policy (NEP) 2020 emphasizes the need for inclusive education and calls for the establishment of gender and inclusion committees in educational institutions to ensure the welfare of disadvantaged groups. The government has also launched scholarship programs and coaching classes to support reserved category students in their academic pursuits.
Long-Term Outlook and Aspirations
The long-term success of the quota system depends on the effective implementation of policies, the elimination of discrimination in institutions, and the creation of a more inclusive and equitable society. It is hoped that through continued efforts and reforms, the quota system can achieve its goal of promoting social equality and justice in India.
Achieving social equality and justice is a long-term process that requires the collective efforts of the government, institutions, and society. By addressing the issues faced by reserved category students in elite institutions and strengthening the implementation of the quota system, India can strive to create a more inclusive and equitable society where everyone has the opportunity to succeed regardless of their caste background.
Conclusion
India’s quota system, though well-intentioned, faces numerous challenges and issues in practice, particularly in elite institutions where reserved category students and faculty continue to experience discrimination. This investigative report reveals the harsh reality of India’s quota system through data analysis, testimonies, and expert interviews. Addressing these issues requires joint efforts from the government, institutions, and society. By strengthening the implementation of quota policies, improving educational support systems, promoting campus diversity and inclusion, and enhancing public awareness, India can strive to achieve greater equity and inclusivity in its education system, allowing reserved category students to access quality education and realize their potential.
Each claim in this report is backed by the below sources. Any direct quote is attributed to the named individual or study, and each statistical point is cited accordingly.
- The Quint: With Less Than 20% Faculty from Reserved Categories, IITs and IIMs Violate Quota Norms
- The Hindu: 60% of Dropouts at 7 IITs from Reserved Categories
- Ground Report: Students from Reserved Categories Aren’t Any Less Meritorious
- Article 14: Caste on Campus: Dalit Students Face Exclusion, Alienation in India’s Higher Education Institutions
- The Hindu: Does Data Justify Subdivision of Quotas?
- N. Sukumar: Caste Discrimination and Exclusion in Indian Universities: A Critical Reflection
- The Quint: IIT Bombay Fails to Fill 23 of 57 SC/ST Faculty Positions Ordered by CIC
- The Hindu: IIM Indore: Over 97% Faculty from General Category
- Indian Express: Tamil Nadu’s 69% Reservation: A Model for Other States?
*You May Be interested in Reading this investigative piece by the same author, “The Missing Billions: How India’s Electoral Bonds Scheme Changed Political Funding Forever“.
*Learn More About The Author Here.
