SOCIO-ECONOMIC DETERMINANTS OF EDUCATIONAL ACCESS AMONG SCHEDULED CASTE ADOLESCENTS IN PRAYAGRAJ DISTRICT, UTTAR PRADESH

Abstract

Background: Educational access remains a critical barrier to social and economic mobility among Scheduled Caste (SC) adolescents in Uttar Pradesh. Despite constitutional provisions and targeted policy interventions, SC adolescents in Prayagraj district continue to face substantial obstacles to educational participation. This study systematically investigates the socio-economic determinants affecting educational access in this vulnerable population.

Objectives: (1) To identify and quantify major socio-economic barriers to educational access among SC adolescents in Prayagraj district; (2) To examine gender-specific patterns in educational exclusion; (3) To assess the effectiveness of existing government interventions; and (4) To develop evidence-based recommendations for enhanced educational access.

Methods: A mixed-methods study was conducted combining quantitative household surveys (n=450 SC families) and qualitative interviews (n=45 adolescents and guardians). Statistical analysis included descriptive statistics, logistic regression analysis, and thematic content analysis. The study was guided by ecological systems theory and social stratification frameworks.

Results: The study identified poverty (AOR=3.2; 95% CI: 2.1-4.8), geographical remoteness (AOR=2.8; 95% CI: 1.9-4.1), and gender (girls: AOR=2.5; 95% CI: 1.7-3.7) as primary determinants of educational access barriers. Discriminatory practices occurred in 23% of cases (n=104), while inadequate school infrastructure affected 31% of sampled communities. Awareness of government schemes was limited (38%), with substantial implementation gaps between policy and practice. School retention rates for SC girls were 47% compared to 72% for SC boys and 89% for general category students.

Conclusions: Educational access among SC adolescents in Prayagraj district is determined by complex, intersecting socio-economic factors requiring multi-level interventions. Existing government schemes, while well-intentioned, require substantial strengthening in awareness, accessibility, implementation fidelity, and sensitivity to intersectional dimensions of caste and gender. This study provides evidence-based recommendations for policymakers and practitioners to enhance educational equity and inclusion.