Universities in the U.S. are Finally Adding Caste to Their Non-discrimination Policy, But Is It Enough?

In March 2023, Harvard University joined a growing list of institutions that have included caste in their institutional non-discrimination policies, marking a significant step forward. Prior to Harvard, other universities and colleges, such as Brown, the California State University system, UC Davis, Colby College, and Brandeis University, had also recognized caste discrimination between 2019 and 2022. 

This collective effort from universities across the United States is a historic moment for caste-oppressed students, faculty, and working professionals, not only within their respective institutions but also beyond. By incorporating caste into their non-discriminatory policies, these universities aim to promote transparency and accountability, setting an example for other academic institutions in the country.

Moreover, it serves as a call for additional state actors to address caste inequalities within the socio-economic and political structures of the United States as the Indian subcontinent plays a considerable role in U.S. politics. However, this progress raises an essential question: what does the inclusion of caste to institutional discriminatory policy mean for Dalit, Adivasi, and other lower-caste students in India?

In this regard, it is crucial to delve into what more universities in the United States and the West can do to enhance the core principles of social justice within their institutions. Also questionable is the effectiveness of current Diversity and Inclusion initiatives in educational institutions, shedding light on the importance of addressing the underrepresentation of lower-caste students coming from India and South Asia in the United States. Furthermore, it raises concerns about the historical disregard of the caste question by South Asian institutes within American universities, emphasizing the pressing need for a comprehensive examination and proactive measures to rectify these long-standing issues.

According to the Open Doors report for 2022, which was released in collaboration with the U.S. Department of State, Bureau of Educational and Cultural Affairs, and the Institute of International Education, there has been a significant increase in the number of Indian students studying in the United States over the past few decades which makes Indian students close to a quarter of total international students studying in the U.S. When examining the data from the 2021-2022 academic year compared to the early 2000s, it becomes evident that the number of students enrolling in American universities has tripled. This remarkable acceleration highlights the growing trend of Indian students choosing the United States as their preferred destination for higher education.

Although there are various reasons why Indian students opt for U.S. universities, one of the primary factors is the dominant position of American universities in the higher education market and the abundance of employable opportunities. However, it is important to note that studying in the U.S. comes with a high cost. 

For first-generation students hailing from historically oppressed communities in South Asia, pursuing education in the U.S. is often deemed nearly impossible. Despite the numerous challenges they face, some students manage to secure scholarships to U.S. universities although these opportunities are quite limited.

Unfortunately, the number of students from  Schedule Caste (Dalit), and Schedule Tribe (Indigenous) backgrounds joining U.S. universities in various programs is very low or even nonexistent, primarily due to the lack of availability of scholarships. While India’s affirmative policies may offer some opportunities for second-generation students from SC-ST communities, their representation remains significantly low, particularly in prestigious institutions, mainly due to the high tuition fees and the absence of social and economic capital.

South Asian departments have not established any dedicated fellowships or visiting scholar positions specifically for Dalit-Adivasi scholars, which serves as a significant example of the ongoing epistemic violence experienced by oppressed caste students, and faculty in academia.

Consequently, the majority of Indian students who enroll in U.S. universities come from dominant upper-caste backgrounds, benefiting from generational wealth and possessing substantial socio-economic capital through family connections and caste affiliations. An illustrative example of this phenomenon can be observed in the South Asian Studies departments in the United States, which hold influential positions in knowledge production and shaping popular discourse on South Asia. 

However, these departments have a notable lack of representation in terms of teaching positions, Ph.D. students, and scholars from Dalit-Adivasi and lower-caste communities. Even after several decades, these institutions have failed to address the issue of caste within the South Asian diaspora or in their own universities and departments. This failure underscores the pervasive nature of caste-based hierarchies and raises questions about the prevalence and legitimacy of caste dynamics in the U.S. and elsewhere. 

Furthermore, it is noteworthy that South Asian departments have not established any dedicated fellowships or visiting scholar positions specifically for Dalit-Adivasi scholars, which serves as a significant example of the ongoing epistemic violence experienced by oppressed caste students, and faculty in academia.

In the pursuit of diversity in university admissions, it is often observed that universities prioritize nationality as the primary criterion, celebrating the diversity brought by students from various countries. The universities fail to consider the underlying privilege and oppressive structures prevalent within these countries. The narrow focus on nationality results in a significant oversight when it comes to students from historically marginalized communities worldwide. 

Drawing from my personal experience as a first-generation tribal student in higher education who graduated from a renowned European development school, I have witnessed a concerning trend. Despite these institutions conducting research on caste and other development issues in South Asia, the representation of marginalized Dalit-Adivasi students is nearly nonexistent. The elite higher educational universities in the West need to recognize that their current intake predominantly consists of students from privileged and oppressor backgrounds, further perpetuating their advantage. 

Unfortunately, the situation is no different in U.S. universities. While the inclusion of caste in institutional policies is a necessary step, it alone falls short of providing substantial support to Dalit-Adivasi and lower-caste students. Given that American universities and city councils have legally acknowledged caste practices, it is crucial for these institutions to step up and fulfill their role as leaders in academia and education. Universities must go beyond symbolic gestures and establish comprehensive reparation programs, including scholarships with well-defined plans to attract and uplift students from these backgrounds. 

Particularly, the South Asian departments within these universities hold significant responsibility in driving these initiatives. They have the power and influence to make substantial changes, and the time is ripe for them to act. By addressing these systemic issues, universities can truly foster a more inclusive and equitable learning environment for Dalit-Adivasi and other oppressed caste students.

---

Ashok Danavath, a postgraduate Indigenous scholar from Telangana, India, was formerly a Government of India National Overseas Scholarship Fellow at the International Institute of Social Studies, The Hague. He currently works as a Senior Researcher for the National Campaign on Dalit Human Rights (NCDHR) in New Delhi.