Socio-cultural Capital and Educational Inequalities: A Critical Analysis

India has significantly increased its access to education across the country over the last few years. Not only schools but the number of students enrolled in higher education has also increased from 2019–2020 to 2020–2021 by 28.8 lakhs (from 3.85 to 4.13 crore). This increase in enrolment, among others, is also because of the government’s affirmative actions to improve the availability and accessibility of education to disadvantaged social groups. However, this improvement is also accompanied by social inequalities. There are significant barriers in the education system that prevent the Scheduled Caste, Scheduled Tribe, Other Backward Castes and women students (referred to as socially disadvantaged groups) from enrolment and further advancement in educational institutions. It is worrying whether this education massification has improved the accessibility or widened it for under-represented groups and regions. This article is based on secondary data sources such as AISHE, UGC, ASER, research papers and other relevant reports. The purpose of this research is to present the existing socio-cultural inequalities in the country’s education system along with ways to reduce these inequalities. Goal 4 of the Sustainable Development Goals (SDGs) is to achieve an equitable and inclusive quality education that includes promotion of lifelong learning opportunities for all by 2030. Despite this goal in the hindsight, we have a long way to go as the nation aims to progress towards an ‘inclusive’ society.