Discriminatory Experiences and Social Cognition: A Mixed-Methods Study of Secondary School Students in Uttar Pradesh

Abstract

This study investigates the interplay between discriminatory experiences and social cognition among secondary school students in Lucknow, Uttar Pradesh, India. Amidst a socio-cultural landscape characterized by rigid caste hierarchies, religious diversity, and patriarchal norms, this research aims to understand how discrimination based on gender, minority status, and caste influences the cognitive development of adolescents. Employing a convergent parallel mixed-methods design, quantitative data were collected from 517 students using the Perceived Discriminatory Experiences Scale (PDE-S) and the Social Cognition Questionnaire (SC-Q), while qualitative insights were gathered through 55 semi-structured interviews and 10 expert opinionnaires.

The findings reveal statistically significant disparities in discriminatory experiences: female students reported higher discrimination in academic contexts, particularly regarding STEM subjects; religious minorities expressed profound alienation and exclusion from school activities; and students from Scheduled Castes (SC) and Scheduled Tribes (ST) reported severe social exclusion and teacher bias. Crucially, the study identifies a positive correlation (r = 0.28, p < 0.01) between discriminatory experiences and social awareness, suggesting that marginalized students develop heightened social vigilance as a coping mechanism. However, this comes at a cost to self-perception and confidence. The paper concludes with actionable recommendations for policy enforcement, inclusive curricula, and teacher sensitization to foster equitable educational environments.