Psychosocial Aspects of Higher Education Access: Perspective of Adivasi Youth

Abstract

This study explores the psychosocial factors influencing Adivasi youth’s pursuit of higher education, grounded in Ecological Systems Theory (EST), to provide a multi-level perspective on the interaction between individuals and their environment. Data were collected using structured questionnaires and open-ended interviews with 429 final-year Adivasi students, focusing on three core constructs: self-efficacy and social support, perceived barriers and stress, and future orientation and aspirations. The research reveals that self-efficacy and social support are critical in fostering academic motivation, while financial limitations, societal expectations, and stress present significant challenges to educational advancement. Rural Adivasi students exhibit a heightened future orientation and motivation, viewing education as a pathway to overcome socioeconomic challenges. Findings indicate that students from migrant worker families face unique challenges; these students often experience lower self-efficacy due to unstable socio-economic conditions and limited educational support in their immediate environment. Furthermore, parental occupation emerges as a factor influencing self-efficacy and access decision scores, with students from stable socio-economic backgrounds showing greater confidence in pursuing higher education. These findings suggest that tailored interventions that enhance self-efficacy, reduce perceived barriers, and foster future-oriented aspirations are essential to bridging educational access gaps. The study’s insights provide a foundation for policymakers and educators to create inclusive, supportive environments that empower Adivasi youth, addressing systemic inequities and the unique psychosocial needs of marginalized communities, particularly those from migrant backgrounds in India.