Inequalities in educational achievement: Effect of individuals’ capabilities & social identity

Abstract

We address the issue of inequalities in educational achievements among social groups, within the framework of Sustainable Development Goal 10 (SDG10). Despite efforts to distribute resources equitably and implement affirmative government actions, educational inequalities remain a significant challenge, partially due to the continuing impact of social group dynamics. Previous studies have emphasized the possibility of improving individual capabilities to address this issue. However, the quantitative studies that examine this issue are underexplored. We utilize data from the Indian Human Development Survey (IHDS) 2011–12 to examine the effect of individual capabilities and social group affiliations on educational achievements. We employ ordered logit regression, decomposition analysis, and instrumental variable approach to analyze the data. The findings of our study indicate that while government interventions and policies have had some impact, a more focused approach and policy change on individual capability is necessary. We propose a policy framework emphasizing early identification and development of key capabilities. These are mass media exposure, parental participation of professional groups, and good physical health, especially for marginalized sections. The study advocates for equipping schools with digital and mass media resources, establishing community programs for financial literacy, and engaging families to understand the importance of these capabilities. This dual approach aims to enhance individual capabilities and reduce the influence of social group dynamics, contributing to more equitable and inclusive educational outcomes and broader societal sustainability. The findings offer valuable insights for policymakers and contribute to the global debate on sustainable development and educational equality.