Dalit Professor Faces Exclusion at IIM Bangalore: How Dalits are Shut Out from Equal Opportunities at IIMs

The Indian Institutes of Management (IIMs) are renowned for their academic excellence and prestige, but they have also faced criticism for not providing equitable opportunities for individuals from marginalised communities, particularly Dalits. Despite the Indian Constitution mandating a reservation policy for Scheduled Castes (SC) and Scheduled Tribes (ST), many IIMs continue to fall short of achieving inclusivity.

One of the most notable examples of Dalit exclusion is the experience of Dr. Gopal Das, a Dalit professor at IIM Bangalore. His account of marginalisation 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 consistently sidelined, excluded from key classroom discussions, and offered little support from colleagues. His ideas were frequently dismissed, and his presence often ignored, illustrating a deeply entrenched culture of caste-based discrimination, even in an institution that prides itself on academic excellence. Dr. Das’ experience is not an isolated one but a reflection of the wider pattern of exclusion Dalits face at India’s elite institutions.

Caste-Based Exclusion: Is it a trend at IIMs?

IIM Lucknow has recently come under scrutiny for its failure to adhere to the faculty reservation policies mandated by the Indian Constitution. According to a 2024 RTI response obtained by the All India OBC Students Association (AIOBCSA), the institution has not adequately represented marginalised communities, including OBC, SC, ST, and EWS candidates. Out of 103 sanctioned faculty positions, a significant 85.43% are held by General Category candidates, with only a small proportion of positions filled by individuals from OBC (2.9%), SC (1.9%), and none for 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 inequities.

The issue of inadequate representation at IIM Lucknow is not isolated. Both IIM Indore and IIM Tiruchirapalli have faced similar criticisms due to their failure to appoint faculty from marginalised communities, according to recent RTI findings. At IIM Indore, 41 out of 150 faculty positions remain vacant, with no representation from SC or ST categories and only two faculty members from the OBC category. Similarly, IIM Tiruchirapalli has alarming figures, with 83.33% of OBC, 86.66% of SC, and 100% of ST faculty positions vacant. These statistics point to a broader systemic failure across India’s premier educational institutions to implement affirmative action policies effectively, undermining the principle of equal opportunity.

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A 2019 government report revealed that out of the 1,148 faculty members across 20 IIMs, only 11 were from Dalit or Adivasi communities, comprising just 0.96% of the total faculty strength. Alarmingly, 12 of these 20 IIMs had no representation from these communities at all.

Several IIMs, such as Ahmedabad, Calcutta, and Bangalore, have been particularly criticised for their failure to hire Dalit professors. These institutions often argue that they prioritise the preservation of academic quality and reputation, but such claims overlook the structural barriers that prevent Dalits, particularly those from rural areas, from accessing opportunities in elite institutions like the IIMs. These individuals often lack the networks and resources necessary to build a career in such prestigious environments.

Disparities in Research Funding: A Closer Look at Caste Representation

India’s research funding landscape has long been criticised for its lack of transparency regarding 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 shared with Nature by the DST highlights concerning disparities in two key funding schemes between 2016 and 2020. The INSPIRE Faculty Fellowships, aimed at supporting postdoctoral researchers, saw 80% of recipients from privileged castes, with only 6% from Scheduled Castes (Dalits) and less than 1% from Scheduled Tribes (Adivasis). A similar trend was observed in the DST’s Technology Development and Transfer Division grants, where 81% of funds went to individuals from general castes, with marginalised groups receiving minimal support.

These figures, revealed through information requests to Nature, expose a significant gap in caste representation within India’s research funding system. While the DST claims that selections were made “strictly based on merit,” the lack of opportunities for Dalits and Adivasis raises concerns about systemic inequality. Though application success rates were not provided, the data points to a broader issue of underrepresentation for marginalised groups in science and technology. The lack of diversity in these vital funding programmes underscores the need for reforms to ensure equitable access to research opportunities for all communities.

Resistance to Change: Calls for Exemption from Reservation Policies

In a significant move, all IIMs collectively sought an exemption from the reservation policy for faculty positions in 2020. In a letter to the Ministry of Human Resource Development (MHRD), they argued that a merit-based approach, rather than reservations, should govern faculty recruitment. This request was met with widespread criticism, with many arguing that such exemptions would only perpetuate caste-based exclusion, deepening inequality within India’s elite institutions. IIM Ahmedabad, in particular, made headlines for not complying with the reservation mandate for faculty positions. Despite its status as one of India’s premier institutions, its refusal to adhere to the reservation policy raised questions about its commitment to inclusivity and diversity.

The Impact of Missing Faculty Representation from ST/SC or OBC Categories

The absence of faculty members from ST, SC, or OBC categories in educational institutions goes beyond representation — it significantly affects the overall academic environment. A lack of diversity within the faculty body can limit the range of perspectives and experiences that students are exposed to, ultimately shaping the quality of their education and professional development. This is especially critical in institutions that aim to provide inclusive learning environments and prepare students to tackle diverse global challenges.

Lack of Intellectual Diversity: The absence of faculty from ST, SC, or OBC categories negatively impacts intellectual diversity within academic institutions. A diverse faculty body fosters varied perspectives essential for innovative thinking. For example, the Chevrolet Nova’s marketing failure in Latin America was partly due to the lack of local insights, as the product’s name, “Nova,” meant “no go” in Spanish. A faculty comprising individuals from diverse backgrounds, including those from marginalised communities, would be better equipped to provide insights that resonate with a broader audience. This diversity enriches students’ educational experiences and better prepares them for real-world challenges.

Missing Role Models for Marginalised Students: In addition to intellectual diversity, the lack of faculty from underrepresented backgrounds means students from these communities often struggle to find role models. While many institutions have made strides in diversifying the student body through quotas and scholarships, the absence of professors who share similar life experiences can leave students feeling disconnected. Dalit or Adivasi students, in particular, may find it difficult to relate to professors who have not faced challenges such as poverty or caste discrimination. The lack of relatable mentors can demotivate these students and hinder their academic growth. Faculty members from similar backgrounds can provide essential guidance and encouragement, helping these students overcome obstacles and succeed.

Bias in Decision-Making and Limited Guidance: Another significant 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 those in power, who are often from privileged backgrounds. For instance, marketing products as vegetarian based on the assumption that “all Indians are vegetarian” reflects a bias rooted in the experiences 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 sections of society. Additionally, students from marginalised backgrounds, who often face lower placement rates and salary disparities, would benefit from professors who have lived through similar struggles. These professors could offer valuable mentorship and guidance, helping these students navigate their challenges and achieve success in their careers.

Last Word

While Dalits have made significant strides in education due to affirmative action policies, the fight for true inclusivity in higher education is far from over. IIMs and other elite Indian institutes must take more concrete steps to comply with reservation policies and ensure that marginalised communities are given equal opportunities to thrive.

The experience of the Dalit professor at IIM Bangalore serves as a stark reminder of the ongoing barriers Dalits face in their pursuit of academic excellence. It is time for India’s elite institutions to recognise that true merit cannot be separated from the socio-economic conditions in which students and faculty members grow and develop.

Courtesy : TOI

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