Equality in Democracy: Perceptions and Practices among Middle-School Students in Gujarat

This research examines how middle-school students in Gujarat perceive and practice the democratic value of equality in their daily lives, peer interactions, and understanding of citizenship. As democratic values are foundational to India’s constitutional ethos, it is crucial to study how young citizens internalize these ideals during formative school years. Using a mixed-methods design, this study surveyed N = 320 students (Classes VI–VIII) from government and private schools in Ahmedabad, Gandhinagar and Mehsana, and conducted 25 semi-structured interviews with students, teachers, and parents. Quantitative data assessed students’ conceptual understanding of equality, attitudes toward gender, caste, religion, and economic differences, and practical expressions of fairness and inclusion in classroom and friendship contexts. Qualitative interviews explored the sources of these attitudes, including family, school curricula, and media exposure. Findings indicate that while 93% of students agree that “all people are equal,” deeper probes reveal persistent biases—particularly in gender roles and class perceptions. Students from private schools exhibited stronger conceptual understanding but not necessarily more egalitarian behavior. Regression analysis revealed that civic-education exposure and teacher-led discussions significantly predict higher equality perception scores (β = 0.37, p < .001). Interviews reveal that experiential learning (e.g., group projects, sports teams) more effectively nurtures equality than rote civics lessons. The study concludes that equality education must transcend textbooks and be lived within school culture, peer relations, and community projects. Recommendations are made for curriculum design, teacher training, and participatory learning strategies.