Self-Esteem and Socio-Demographic Influences among Female Postgraduate Students from Scheduled Caste Communities

Abstract

The study investigates the socio-demographic factors influencing self-esteem among Scheduled Caste female postgraduate students in Higher Education Institutions. With a sample of 260 respondents, the research examines the relationships between age, marital status, family structure, parental education, occupation, family income, place of residence, and educational background in relation to the self-esteem levels of the participants. The findings reveal that a significant majority (69.6 percent) of the students report low self-esteem, with various socio-economic factors, such as low family income, rural residence, and limited parental education, potentially contributing to these outcomes. Interestingly, while there is no statistically significant correlation between self-esteem and variables like age, family income, or family type, differences are observed in self-esteem based on the stream of education, with science students showing higher self-esteem than their arts counterparts. Additionally, the type of school attended during higher secondary education was found to have a minor influence on self-esteem. The study suggests the need for targeted interventions to improve self-esteem among SC female students, particularly in rural areas and from lower-income backgrounds. Further research could explore the psychological and social dynamics of self-esteem development in different educational and socio-economic contexts to deepen understanding and inform policy and educational practices.