Indian Institutes of Management (IIMs) are renowned for their academic excellence and prestige, but have faced criticism for not providing equal opportunities to marginalized communities, especially Dalits. Despite the Indian Constitution mandating a reservation policy for Scheduled Castes (SC) and Scheduled Tribes (ST), many IIMs are failing to achieve inclusiveness.
One of the most notable examples of Dalit boycott is Dr. Dalit Professor of IIM Bangalore. It is the experience of Gopal Das. His account of marginalization highlights the systemic barriers faced by Dalits in India’s top educational institutions. In a report published on December 22, 2024, Dr. Das described how, despite his academic expertise, he was constantly marginalized, excluded from key class discussions, and offered little support from colleagues. His views were frequently dismissed, and his presence often ignored, illustrating a deep culture of racism, even at an institution that prided itself on academic excellence. Dr. Das’s experience is not an isolated one but a reflection of a wider pattern of exclusion of Dalits in India’s elite institutions.
Caste-based exclusion: Is it the norm at IIMs?
IIM Lucknow has recently come under scrutiny for failing to adhere to faculty reservation policies mandated by the Indian Constitution. According to a 2024 RTI response received by the All India OBC Students’ Association (AIOBCSA), the institution has not adequately represented marginalized communities, including OBC, SC, ST, and EWS candidates. Of the 103 sanctioned faculty posts, a significant 85.43% are held by general category candidates, with a smaller proportion of posts filled by any person for OBC (2.9%), Scheduled Caste (1.9%), and ST and EWS categories. These disparities raise serious questions about the institution’s commitment to diversity and inclusion, especially in a country where reservation policies aim to correct historical inequalities.
The issue of inadequate representation at IIM Lucknow is not isolated. Both IIM Indore and IIM Tiruchirappalli have faced similar criticism for failing to appoint faculty from marginalized communities, according to recent RTI findings. At IIM Indore, 41 of the 150 faculty posts are vacant, with no representation from the SC or ST categories and only two faculty members from the OBC category. Similarly, IIM Tiruchirappalli has alarming statistics as 83.33% OBC, 86.66% SC, and 100% ST faculty posts are vacant. These figures point to a widespread systemic failure in India’s leading educational institutions to effectively implement affirmative action policies, undermining the principle of equal opportunity.
A 2019 government report found that out of 1,148 faculty members at 20 IIMs, only 11 were from Dalit or tribal communities, comprising only 0.96% of the total faculty strength. Alarmingly, 12 of these 20 IIMs had no representation from these communities.
Several IIMs, such as Ahmedabad, Calcutta and Bangalore, have been particularly criticized for failing to appoint Dalit professors. These institutions often argue that they prioritize the preservation of academic quality and reputation, but such claims ignore the structural barriers that prevent Dalits, especially those from rural areas, from accessing opportunities at elite institutions like the IIMs. These individuals often lack the networks and resources needed to build a career in such prestigious environments.
Inequality in research funding: A closer look at racial representation
India’s research funding landscape has long been criticized for its lack of transparency about caste-based data. Many funding agencies, including the Department of Science and Technology (DST), do not disclose or collect caste-related information about their recipients. However, data is shared Nature Highlights the disparities in two major funding schemes between 2016 and 2020 by DST. Inspire Faculty Fellowships, aimed at supporting postdoctoral researchers, saw 80% of recipients from privileged castes, only 6% from Scheduled Castes (Dalits) and less than 1. % from Scheduled Tribes (Tribals). A similar trend was observed in DST’s Technology Development and Transfer Division grants, where 81% of the funds went to individuals belonging to the general castes, with marginalized groups receiving minimal support.
These statistics are disclosed through information requests NatureIndia’s research funding system exposed a significant gap in ethnic representation. While the DST claims that selections were made “strictly on the basis of merit”, the lack of opportunities for Dalits and tribals raises concerns about systemic inequality. Although application success rates were not provided, the data point to a broader issue of underrepresentation for marginalized groups in science and technology. The lack of diversity in these important funding programs underscores the need for reforms to ensure equal access to research opportunities for all communities.
Resistance to Change: A Call for Exemption from Reservation Policies
In a significant move, all IIMs collectively sought exemption from the reservation policy for faculty posts in 2020. In a letter to the Ministry of Human Resource Development (MHRD), they argued that a merit-based approach should govern rather than reservation. Faculty Recruitment. This request was met with widespread criticism, with many arguing that such concessions would only perpetuate caste-based exclusion, deepening inequality in India’s elite institutions. IIM Ahmedabad, in particular, made headlines for not following the reservation mandate for faculty posts. Despite its status as one of India’s premier institutions, its refusal to adhere to the reservation policy raised questions about its commitment to inclusiveness and diversity.
Impact of lost faculty representation from Scheduled Tribes/Scheduled Castes or OBC categories
Absence of faculty members from ST, SC, or OBC categories in educational institutions goes beyond representation – it significantly affects the overall educational environment. A lack of diversity within the faculty body can limit the range of perspectives and experiences students see, ultimately shaping the quality of their education and professional development. This is especially important in institutions that provide an inclusive learning environment and prepare students to face various global challenges.
Lack of intellectual diversity: Absence of faculty from ST, SC, or OBC categories negatively affects intellectual diversity in educational institutions. A diverse faculty body fosters the diverse perspectives required for innovative thinking. For example, the marketing failure of the Chevrolet Nova in Latin America was partly due to a lack of local insight, as the product name, “Nova” means “no go” in Spanish. A faculty comprised of people from diverse backgrounds, including people from marginalized communities, will be better equipped to provide insights that resonate with a wider audience. This diversity enriches students’ educational experiences and better prepares them for real-world challenges.
Missing role models for marginalized students: In addition to intellectual diversity, the lack of faculty from underrepresented backgrounds means students from these communities often struggle to find role models. Many institutions have made strides in diversifying the student body through quotas and scholarships, but the absence of professors who share similar life experiences can leave students feeling disconnected. It can be difficult to relate to Dalit or tribal students, especially professors who do not face challenges such as poverty or caste discrimination. A lack of relevant mentors can discourage these students and hinder their academic growth. Faculty members from similar backgrounds can provide the necessary guidance and encouragement, helping these students overcome obstacles and succeed.
Bias in decision making and limited guidance: Another important consequence of the lack of faculty diversity is the potential for biased decision-making. Many business decisions, especially in sectors like FMCG, are influenced by stereotypes held by people in power, who are often from privileged backgrounds. For example, marketing products as vegetarian based on the assumption that “all Indians are vegetarians” reflects the bias inherent in the experience of upper caste decision makers. Without a diverse faculty, students are not exposed to perspectives that challenge such stereotypes, which can shape their future business decisions in ways that misunderstand or exclude large segments of society. Additionally, students from marginalized backgrounds, who often face low placement rates and pay disparities, will benefit from professors who have lived through similar struggles. These professors can provide valuable advice and guidance, helping these students navigate their challenges and achieve success in their careers.
last word
Dalits have made significant strides in education due to affirmative action policies, but the battle for true inclusion in higher education is far from over. IIMs and other elite Indian institutes should take more concrete steps to comply with reservation policies and ensure that marginalized communities are given equal opportunities to thrive.
The experience of a Dalit professor at IIM Bangalore serves as a stark reminder of the ongoing obstacles Dalits face in their pursuit of academic excellence. It is high time that India’s elite institutions recognize that genuine merit cannot be separated from the socio-economic conditions under which students and faculty members grow and develop.