Measuring the Intangible: A Systematic Review of Tools for Measuring Caste-Based Discrimination

Abstract

Aim and Objective: This study aims to systematically review and evaluate the psychometric tools available for measuring caste-based discrimination, focusing on their applicability and effectiveness in academic settings. Background: Caste discrimination remains a significant issue in Indian higher education, affecting the mental health and academic success of marginalized students, particularly those from Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC). Despite the recognition of caste-based discrimination’s impact, there is a lack of standardized tools to measure this phenomenon effectively. This review seeks to fill this gap by examining existing measurement instruments and their psychometric properties. Design: Systematic Literature Review. Method: A comprehensive search was conducted across multiple electronic databases, including JSTOR, PubMed, and Google Scholar. Articles were screened based on relevance to caste discrimination measurement, focusing on psychometric properties, validation studies, and applicability in educational contexts. Results: The review identified several key themes: 1) Definitional Challenges of Caste Discrimination, 2) Psychometric Properties of Existing Tools, 3) Applicability of Tools in Educational Settings, 4) Gaps in Current Research, and 5) Recommendations for Future Tool Development. Notable tools examined include the Caste Discrimination Scale, the Experiences of Discrimination Questionnaire, and the Perceived Ethnic Discrimination Questionnaire, each demonstrating varying degrees of reliability and validity. Conclusion: The findings highlight a critical need for standardized, validated tools to measure caste-based discrimination effectively in educational institutions. This review underscores the importance of developing comprehensive measurement instruments that can capture the nuances of caste discrimination and its psychological impacts, facilitating evidence-based interventions to support marginalized students.