abstract

Educational inclusion has become a significant concern in contemporary higher education, particularly regarding historically marginalized communities. The Matua community, one of the largest Scheduled Caste groups in West Bengal, has made notable educational progress over recent decades due to reservation policies, scholarship schemes, and increased access to educational institutions. However, challenges related to social identity, discrimination, academic adjustment, and institutional support continue to influence students’ educational experiences. This study examines educational inclusion, social identity, and academic challenges among Matua students enrolled in higher education institutions across West Bengal. The study specifically focuses on caste and community consciousness, experiences of discrimination and exclusion, campus support systems, academic performance, and the role of government policies and reservation benefits. Data were collected from 400 Matua students through a structured questionnaire. Descriptive statistics, correlation analysis, and regression analysis were employed to analyze the data. The findings reveal that strong community identity contributes positively to educational aspirations and academic engagement. However, experiences of subtle discrimination and social exclusion continue to affect students’ confidence and participation. Institutional support mechanisms, including mentoring, counseling, faculty support, and scholarship facilitation, significantly enhance academic adjustment and performance. Government reservation policies and financial assistance programs have substantially improved educational access, although awareness regarding available benefits remains uneven. The study concludes that educational inclusion requires not only access but also supportive institutional environments that foster belonging, recognition, and academic success among marginalized students.