Narratives of merit and privilege in admissions to elite universities: perspectives of Indian undergraduates at Oxford

Thesis

Access to elite universities is grounded in the meritocratic discourse. Meritocracy emphasises merit as an outcome of talent and hard work, placing the burden of achievement and social mobility solely on individuals while disregarding the influence of societal structures in perpetuating a dominant upper-class habitus that benefits the privileged in merit-based admissions (Bourdieu, 1977; Sandel, 2020). Consequently, while meritocracy does not overtly bar access due to lack of privilege, it effectively uses merit as a proxy for privilege. The meritocratic discourse thus legitimises social stratification, masking systemic inequality as individual accomplishment.

This dissertation captures the narratives of Indian undergraduate students at Oxford on the role of structural privilege in merit-based admissions to understand how students in elite HEIs— the new elite—legitimise their success in a dynamic meritocratic discourse. In my narrative inquiry, I focus on class and caste privilege while delving into the structural and agentic factors Indian undergraduates at Oxford hold responsible for their success in merit-based admission to an elite HEI (Clandinin & Connelly, 2000; Riessman, 2008).

Based on my narrative interviews with fourteen participants, I find that while students express concerns about how privilege may facilitate merit, they generally attribute their admission to their own efforts and do not believe that significant reforms are necessary for the merit-based admissions process in which they successfully emerged. In doing so, they create a narrative that emphasises individual responsibility for their success while attributing the failure of others to structural inequalities. By replacing the meritocratic dichotomy of winners and losers with a more considerate language of winners and non-winners, the new elite maintains the legitimacy of their privileged positions while also partaking in the competing discourse of social justice and caste allyship that challenges meritocratic legitimacy. The new elite thus appears to say merit while doing privilege (Khan, 2011).

Through this dissertation, I aim to delve into the underexplored nuances of Indian student narratives in educational research on meritocracy. Further, in focusing on the narratives of caste privilege in merit-based admissions to Oxford, I contribute to a better understanding of the systemic disadvantages marginalised castes encounter in merit-based admissions, which can help enhance the efficacy of contextual admissions policies for applicants entangled in the intricate and insufficiently understood dynamics of the caste system.

Authors: Shireen, K

• DOI: 10.5287/ora-amdb51kp2
• Type of award: Mst taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: merit-based admissions; elite universities; India; oxford; caste privilege; HE2024; HE; meritocracy; student perspectives
• Subjects: Elite (Social sciences); Caste-based discrimination; Education