Poverty in Academic Institutions: An Analysis of Structural Deficits, Sociological Implications and Reform Pathways in The Indian Context

Abstract

This paper conducts a deep analytical study of poverty, as it takes place in and through Indian educational institutions. Employing an interdisciplinary approach that synthesises sociological, educational economic and public policy analysis, the research analyses the role of structural resource allocation, pedagogic, and governance shortfalls in reproducing socioeconomic inequality for students, teachers, and employees. The study synthesises insights from the All-India Survey on Higher Education (AISHE), National Sample Survey Office (NSSO) publications and district-level educational audits to map critical structural deficiencies. The paper also considers the sociological consequences of poverty - such as the perpetuation of caste-based hierarchy, gender inequity, and rural-urban educational inequality. Using a critical approach that builds on Pierre Bourdieu's cultural capital theory, Paulo Freire's pedagogy of the oppressed, and Amartya Sen's capability analysis, the paper diagnoses the problem and suggests a multi-faceted reform agenda. The research points to the fact that poverty in Indian education is systemic, requiring structural reforms in finance, governance, curriculum, and social policy. Reforms include participatory budgeting, recasting of need-based scholarships, democratising of digital technologies, and accountability measures based on equity indicators.