CHAPTER 1 IINTRODUCTION ORIGIN OF THE STUDY This comparative study of the socially disadvantaged ,& advantaged group of Female

Physical education Teachers female with special reference ot emergineg leadership weaker sections, , Level of aspiration, Vocation choices for all is an effort to identity and analyze the relative aspects relevant to the subject. This makes the study move on towards fundamental social and economic dimensions which have assumed situational and contextual importance in our own time. The reference here is to the weaker sections (Socially Disadvantaged Group) that have been deprived of the minimum opportunities which are the crux of a democratic political system. The basic premise is that despite political freedom, social and vocational opportunities are still not made available to a considerable segment of society in India. This has resulted in a paradoxical situation wherein despite constitutional political system, the core remains deprived and removed from the inevitable opportunities of distributive justice and unhindered opportunities of development and welfare. The issue is not confined to the aforesaid situation of ambivalence. The challenge is multidimensional in the sense that even as statutory endeavors have been made, yet the fruits of participatory evolution towards vocational choices for all have not been satisfactory to the extent aspired for physical education Teacher fermale. Irrespective of thd nature of the state, devolution and decentralization of power has always been a significant ingredient of India's ancient past. indeed there was the sobering impact of Dharma in its most humanistic sense and

consciousness of responsibility and fulfillment of obligation of life and

g c

overnment, and it should not be confused with the western concept of religion,

onsequently, the very meaning and operational aspect of religion and Dharma

were different and also differently interpreted. The concept structure and operational reality of Government and Indian social, economical & educational life systems, were under the overall humanistic impact of Dharma. This gave vocational choices and its institution the aspired legitimacy and authoritative support and consequent faith on the part of the common man. It is a historical fact that the roads of the true leadership and proper vocational choices system today are deeply ingrained in the ancient nd historical experience and further in the new age of sophisticated, advanced technology of computer communication, physical education teachers role is significant. The issue is not confined to the aforesaid situation of ambivalence. The challenge is multidimensional in the sense that even as statutory endeavors have been made, but the results as regards Vocational Choices and Aspiration Level of socially Disadvantaged groups have proved to be marginally effective in physical education. It is consequently, a situation where the frame- work for democratic evolution is available and get the operational dimension has been facing a number of challenges and inner contradictions. Vocational- Aspirations at various levels tias emerged especially at college level after 18 and yet the fruits of participatory evolution towards decentralized democracy have not been satisfactory to the extent aspired for, physical education programmer ate fundamental. The concept of Vocational Choices for All & Aspiration level , and its operational aspects is long fruitful in the view of the aforesaid experience and established tradition. The choices of vocations were primarily inspired by the

noble objectives of commitment, involvement, responsibility accountability and welfare. Institutions and structures, processes and functional dimensions have evolved over time. Inevitable, how we perceive them today is fundamentally different from what they have been through history. The challenge today is that we can not ignore the existing reality just as we can not the antecedents of physical education. It is not always that studies bearing upon vocational choices & Aspiration level theoretical concerns, leading to empirical verification. This study in a small way, identify by the specific differentiation between socially disadvantaged and advantaged group of female physical education teachers female college students ,with regards to their vocational choices and aspiration levels particularly C.C.S. University Meerut under study. The task under this problem was essentially to compare the socio-psycho and educational perspective of the minority communities scheduled and backward classes-Muslim girl students, with the non-majority scheduled caste girl students. It is presumed, that these minority communities, scheduled and backward classes-Muslim girl students have been exposed to the facilities provided to them by the government of India and also by various other social agencies over a sufficiently long time in the past. The real challenges with respect to minority community OBC's and S.C. and Muslim girl students comes in the attempt to understand their personality characteristics, to know them, as students beyond the normative sense, to evaluate them how not only they are like others but also in what ways they are different from Non-scheduled caste girl students? Have the differences between Scheduled and Non-scheduled caste girl students on their cognitive, vocational, emotional and personality characteristics reduced? Specially, need. self concept, level of aspiration, social alienation vocational choices and academic achievement? Again, do Minority communities scheduled caste and backward classes girl students, specially of CCS. University Meerut constituting the

basis of this study, show any visible signs of moving closer to the Majority communities, Non-scheduled caste girl students with respect to their personal and academic motivation learning styles and vocational choices? The very idea that one is regarded as Iow by reason of the accident of birth is psychologically and socially disturbing. These are some of the questions that are raised in the present comparative and interdisciplinary study. CONCEPTUAL DACKGROUND OF THE PROBLEM
(a) Socially disadvantaged group and advantaged group. (b) Reservation Umbrella : Physical education Teachers& Student (Female). (c) Vocational Choices Alternative Career Model. (d) Level of Aspiration.

(a) SOCIALLY DISADVANTAGED GROUP AND ADVANTAGED GROUP

The social and psychological personality learning styles - Motivation, Needs, Aspiration Levels and Vocational differentiation of Socially Disadvantaged Group minority communities, scheduled castes, Muslims and other backward classes has along history. Traditional Indian Society, based on ascriptive norms and values, Combined with nonscheduled castes tyranny and Hindu Fundamentalisms, characterized by all kinds of oppression, discrimination, humiliation and indignities have bred total alienation, among the Socially Disadvantaged Group of minority communities (Scheduled castes, Muslims and other Backward Classes). The policy of reservation (Mandal commission) for 'other Backward classes has showed volcanic tendencies, evoked louder protests from nonscheduled castes groups even as the government stands committed to its continuation. The whole issue seems fraught with the dangers of cutting across the Indian Society both vertically and

horizontally, adding the political, psychological, educational and social alienation among deprived students at large. Again Hukam Singh's S.J.C (social Justice) report (committee July 2001), in U.P. giving special reservation to MBC's & EBC's is a step in the same direction, although criticized. (Most Backward and Extremely Backward). Caste inequalities emanate, from the unique system of social stratification that has since three millennia operated in India. The basis.of stratification is occupational and ritual status. In the hierarchical system 'Shudra' (scheduled castes in constitutional terminology) occupy the lowest position performing menial tasks. Ritually they were so Iow that their touch and in some cases their shadow defiled the caste Hindus. Ritual obligation compelled them to live outside the periphery residential area occupied by the caste Hindus. They were denied education, which was considered to be a sacred rite and irrelevant for the iow status, occupation that they were believed to be born to follow. The investigator, has critically observed that the caste inequalities draw their strength from ancient religious scriptures, and even in 2010 this minority Iow caste concept has been challenging. The exclusion of S.C. from education, certain minority group of Muslim was supported by the educational theories of ancient and medieval times which were based on the assumption, that those who work should not think and those who think should not work. A Brahmin should not touch the plough and a Shudra should not touch the Vedas contemplation was considered to be only source of knowledge and this could be achieved in the solitude of a Himalayan peak in shade of a Banyan tree in the section of jungle. This was not peculiar to India. Even in Plato's Republic slaves were denied education. The investigator, is of the considered opinion that caste inequalities are the most unique form of Indian society, as such, the New concept of minority have definite link with Downtrodden". The separation of work, from knowledge was operationalised by the separation of training from education. The former was intended to transfer the skills of labour and secrets of craftsmanship to the younger generation of toiling poor, the latter was intended to pass on the abstracted generalization of social

practice as gems of knowledge to the propertied class to enable them the power of caste superiority. The investigator, has personally observed that vertical disparities accentuated the horizontal balance too showed signs of deterioration more specifically of minority communities under study, the so called 'Socially-Disadvantaged Group of Girl Students of C.C.S. University, Meerut. It was therefore, essential to identify the specific vocational choices differences and the way they have affected the Socio-Psycllological life of the Socially Disadvantaged minority communities scheduled castes and other Backward classes' and Muslim students periodically~ Vocational choices Aspiration Levels differentiation has been considered as intimately linked with the feelings by psychological, social alienation Achievement Learning styles. It was with this view and orientation that a comparative and "interdisciplinary study, C.C.S. University, Meerut. Socially Disadvantaged minority scheduled castes 'Other Backward Classes' MBC's and Muslims OBC's and non scheduled castes girl students has been taken up. The problems of Psychological and Social personality Aspiration Levels as due to vocational choices or as due to efforts of occupational changes and Reservation Policy has been considered in this background. The investigation being a physical Education Teacher Educator of Standing has observed and it is the considered opinion of the investigator, that converse of "SocioPoliticaI-Apathy" Alienation', is one of the face of personality alienation and inferiority correlates among Socially Disadvantaged minority Vis Socially Advantaged majority. Now the burning question is whether it is the lack of political participation that leads to the manifestation of alienation feelings among Socially Disadvantaged Vis Socially Disadvantaged University girl students, under study, or it is the Psycho-Social alienation as such that is responsible for their lack of political participation? The government has redefined the status of Socially Disadvantaged minority communication scheduled castes, Tribes and 'Other Backward Classes' M.B.C. EBC's-and it necessarily implies that all other castes have become Non-scheduled castes. Impliedly, (Advantage) it is an

attempt at secularization and democratization in consonance with the spirit of the Constitution of India, the minority communities (as constitutionally defined). The formula of 'Reservation was a compromise between Dr. Ambedkar and Gandhi ji for the former giving up his demand of ;'Separate Electorates' for the S.C. and S.T. The Special "Reservation" for the Muslims started in the year 1892, the "Chdstians" got the privilege in 1920, but the S.C and S.T;s got this only in 1935. A number of constitutional and legislative measures have been taken to do away with the past legacy of discrimination of (Minority communities) S.C, S.T and OBC's as well as Muslims, in order to bring them at par with the Nonscheduled castes students. But, while on the one hand, the investigator, finds that the Minority students of S.C, S.T and OBC's and Muslims girl students have come to occupy choiced and privileged political and vocational positions, as Mayawati Ji, CM. of U.P in the name of reservations, on the other hand, the newspapers daily report cases of atrocities and indignities inflicted on them and the situation is found to be different in urban and rural areas and again, it differs from state to state city to city and from village to village, It is in this-context that the present problem seems to be significant like a golden fish. The premise of the present comparative and interdisciplinary study is that while marginal references have been made in respect of Vocational courses, Academic Needs Motivation, Socially Disadvantaged Vis Socially Advantaged, the problems of personality syndromes inferiority complexes alienation, of minority communities from majority communities, on the one hand from their own castes and within-themselves, on the other side, systematic efforts to evaluate the sense of socio-psycho-political educational alienation complexes vocational preferences with special reference of Reservation policy among S.C, S.T. and O.B.C are rather compunctious by their absence. A broad spectrum of therelated million dollars queries and problems of minority Needs Vocational choice of S.C, S.T, and O.B.C's MBC's & E.B.C.'s has been raised & justified in the present

comparative study. The task under this problem was essentially to compare the socio-psycho and educational perspective of the Socially Disadvantaged minority communities scheduled and backward classes-Muslim girl students, with the non-majority scheduled caste girl students. It is presumed, that these socially disadvantaged minority communities scheduled and backward classes-Muslim girl students have been exposed to the facilities provided to them by the government of India and also by various other social agencies over a sufficiently long time in the past. The real challenges with respect to Socially Disadvantaged minority community OBC's and S.C. and Muslim girl students comes in the attempt to understand their personality characteristics, to know them, as students beyond the normative sense, to evaluate them how not only they are like others but also in what ways they are different from Non-scheduled caste girl students? Have the differences between scheduled and Nonscheduled caste girl students on their cognitive, vocational, Inspirational emotional and personality characteristics reduced, specially, needs, self concept, level of aspiration, social alienation, vocational choices and academic achievement? Again, do Socially Disadvantaged Minority communities scheduled caste and backward classes girl students, especially of CCS. University Meerut constituting the basis of this study, show any visible signs of moving closer to the Majority communities. Non-scheduled caste girl students with respect to their personal and vocational choices. These are some of the questions that are raised in the present comparative and interdisciplinary study emerging leadership among physical education teachers females. The present inter disciplinary, critical and. comparative differential study has been termed as" A comparatiye study of Socially Disadvantaged group and advantaged group of physical education teacher female college students with special reference to "Level of Aspiration" and "Vocational choices for ail". The Premises

of the problem is essentially educational and psychological having educational implications. The Psychological consequences of being Socially Disadvantaged minority communities, a scheduled caste, Backward, Muslim girl students are for reaching and highly significant. Our professions of concern for minority (Socially Disadvantaged Group) scheduled caste students are not backed by actions. The fact remaining that these Minority Communities, of scheduled castes, OBC's students have not been able to derive the benefits of the socio-economic progress in the country. The investigator, has personally observed that girl students of socially disadvantaged Minority Communities scheduled castes OBC's Muslims feel insecurity and alienation from their counter part girl students of Majority communities, Non-Scheduled Castes Advantaged Group of Girl Students under study. (b) RESERVATION UMBRELLA The social and psychological personality Needs, Aspiration Level and vocational differentiation of minority communities scheduled castes Muslims and other backward classes has along history. Traditional Indian Society, based on ascriptive norms and values, combined with non-scheduled castes tyranny and Hindu Fundamentalisms, characterized by all kinds of oppression, discrimination, humiliation and indignities have bred total alienation, among the minority communities the scheduled castes, Muslims ~nd other Backward Classes. The policy of reservation (Mandal commission) for ' other Backward classes has showed volcanic tendencies, evoked louder protests from nonscheduled castes groups even as the government stands committed to its continuation. The whole issue seems fraught with the dangers of cutting across the Indian Society both vertically and horizontality, adding the political, psychological, educational and social alienation among deprived students at large. Again Hukam Singh's S.J.C (social Justice) report

(committee July 2001), tn U.P. giving special reservation to MBC's & EBC's is a step in the same direction, although criticized. It was therefore essential ,to identify the specific vocational choices differences emerging leadership among physical Education teacher female and the way they have affected the Socio-Psychological life of the minority communities scheduled castes and 'Other Backward classes' and Muslim students periodically. Vocational & Needsdifferentiation has been considered as intimately linked with the feelings of psychological, social alienation. It was with this view and orientation that a comparative and interdisciplinary study of CCS University Meerut. Minority scheduled castes, 'Other Backward Classes' MBC's and Muslims OBC's and nonscheduled castes girl students has been taken up. The investigator, Being a physical education teacher Educator has observed and it is the considered opinion of the investigator, that Converse of Socio-PoliticaI-Apathy" Alienation', is one of the faced of personality alienation and inferiority complexes among Socially Disadvantaged V/s Socially Advantaged Investigator, seeks to establish a relationship, between 'SocioPolitical psycho- Learning motivation and 'Participation'. In Indian democracy, every one. Individual of 18+ is supposed to participate in political process. Now the burning question is, "whether it is the lack of political participation that leads to the manifestation of alienation feelings among Socially Disadvantaged V/s Socially Advantaged University girl students, under study, or it is the Psycho-Social alienation as such that is responsible for their lack of political participation? The government has redefined the status of minority communication scheduled castes, Tribes and 'Other Backward Classes' M.B.C. EBC's and it necessarily implies that all other castes have become Non-scheduled castes. Impliedly, it is an attempt at secularization and democratization in consonance with the spirit of the (constitution of India, the minority communities (as constitutionally defined). The formula of

'Reservation was a compromise between' Dr. Ambedkar and Gandhi Ji for the former gMng up his demand of "SeparateElectorates' for the S.C. and S.T. The Special "Reservation" for the Muslims started in the year 1892, the "Christians" got the privilege in 1920, but the S.C and S.T;s got this only in 1935. A number of constitutional and legislative measures have been taken to do away with the past legacy of discrimination of (Minority communities) S.C, S.T and OBC's as well as Muslims, in order to bring them at par with the Nonscheduled castes students. But, while on the one hand, the investigator, finds that the Minority students of S.C, S.T and OBC's and Muslims girl have come to occupy choice and privileged political and vocational positions, as Mayawati Ji, Ex -CM. of U.P in the name of reservations, on the other hand, the newspapers daily report cases of atrocities and indignities inflicted on them and the situation is found to be different in urban and rural areas and again, it differs from state to state to state, city to city and from village to village. It is in this context that the present problem seems to be significant like a golden fish. Hence, there arise a keenness to study the Socially Disadvantaged group of Minoritycommunities, Scheduled-Castes Muslim girls, OBC's MBC's & EBC's physical education teacher female students specially. The enormous increase in 'the growth of facilities for Minority Communities, scheduled castes, Muslim - Backward classes girl students is un- doubtedly, a welcome trend and is quite in tune with the purposive programs of the government. Although in august, 1990, Mandal commission Report, has been accepted by the government for special reservation of Posts to these deprived castes, Backward-Muslims and 'other backward classes', yet, it is pertinent to ask as to how far these facilities and reservation of jobs have been successful in bringing about such a climate of common fellowship between scheduled castes Muslims-Backward and other Non-scheduled cast students.

SocialJustice Committee Report Reservations Syndrom in Uttar Pradesh Despite half a century of reservations of the scheduled castes (SC) and the scheduled tribes and a decade old reservations for the other Backward classes (OBCs) in public services and posts. A lot of dalits and backward classes continue to be ,miserable. The U.P. government constituted a social justice committee on June 28, 2001. Hukum Singh, Minister of the Parliamentary affairs, headed the three men committee. The other two in it were Ramapati Shastri health Minister and Daya Ram Pal: Member of the U.P. legislative council. The committee was told to look into the existing governmental schenies, programmes and facilities for the welfare of the SC's / ST's and the OBC's and suggests within a period of two months equipments impairment to achieve the goat of social justice in U.P. The committee studied the existing reports of various central and state commissions on this subject. It looked at what other states, tike Bihar, Punjab, Haryana, Andhra Pradesh, Karnataka, Kerala and Tamilnadu, had done in this area. It tried to find out the percentage of people belonging to differing S.C. and OBC groups. The families registered in 53000 villages panchayats were screened and feedback taken from the 85000 government servants for the rapid survey. It also analysed the share of various SC/ST and OBC groups. The social Justice committee worked out the population percentage of various subcastes in the SC's, OBC's and their share in the jobs reserved for their respective categories. Recommendations of SJC Report:

(i)

it recognizes the chamaras in a separate category among the SC's. The SC's have now been divided in to Chamars versus 65 sub-castes of nomchamars. Of the 21 percent government jobs that are reserved for the SC's 10 percent will now be for the chamars and 11 percent for the non chamars.

(ii) The OBC's group also divided in three parts - scheduled A, schedule B and schedule C. The OBC quota to be raised from 27 percent to 28 percent. (iii) The reservation for the scheduled tribes to be reduced from 2 percent to 0.06 percent since their population in U.P. has taken considerably after the formation of Uftranchal. (iv) The conclusion of the dependent of class I and class 2 employees of the central and state governments from the benefit of the reservation for the SC's and ST's. (v) It also recommended the application of the creamy layer concept in reservation for the OBC's. The annual income limit for the cream layer category be increased from Rs. I Lakh to Rs. 2 Lakh. (vi) The committee recommended 5 percent reservation for these below the poverty line among the upper castes too. (c ) VOCATIONAL CHOICES - ALTERNATIVE CAREER MODEL Physical education teaching as alternative vocational clues now a days has become quite popular and respectful in the total Teaching profession. The investigator is of the considered opinion that caste inequalities, are the most unique form of indian society, as such the new concept of Minority Socially Disadvantaged group have definite tink with Downtrodden. The separation of work, from knowledge was operationalised by the separation of training from education. The former was intended to transfer the skills of labor and secrets of craftsmanship to the

younger generation of tailing poor, the later was intended to pass on the abstracted generalization of social practice as gems of knowledge to the propertied class to enable them wield the power of caste superiority. The investigator has personally observed that vertical disparities

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