This research paper examines the vertical social mobility of Scheduled Castes (SCs) in India through participation in tertiary-level education. Using qualitative documentary analysis of primary sources—including constitutional provisions, government policy documents, UGC reports, National Sample Survey data, and census records—the study investigates how higher education functions as a mechanism for socioeconomic upliftment among historically marginalized communities. Integrating SECC quantitative evidence with qualitative documentary analysis of constitutional provisions, government policy documents, UGC reports, and sociological theory, this study investigates how higher education functions as a mechanism for socioeconomic upliftment among historically marginalized communities. Drawing on sociological theories of social stratification by Bourdieu (1986), Ambedkar (1936), and Turner (1960), the paper explores the extent to which tertiary education enables SCs to transcend caste-imposed structural limitations and achieve occupational, economic, and social advancement. Findings reveal that while affirmative action policies have increased SC enrollment in higher education, persistent structural barriers including economic deprivation, social stigma, poor academic preparation, and institutional discrimination continue to constrain genuine vertical mobility. The paper concludes that education alone is insufficient to dissolve entrenched caste hierarchies and must be accompanied by comprehensive socioeconomic reforms to enable meaningful mobility both within and beyond the existing social structure.
Halder et al. (Thu,) studied this question.