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The purpose of this paper is to explore the relevance of caste identity in applied settings. The authors do this within the larger framework of affirmative action programs (AAPs) or “reservations” in India. The paper explores the interplay of a primordial identity like caste with the modern institutions representing equality – a context unique to India.

The paper reports the findings of two experimental studies collecting data using Mechanical Turk.

The first study finds that an individual hired under the AAP is perceived poorly on his/her competence and reward worthiness. The second study finds support for the influence of an individual’s conception of modern casteism and his/her caste identity as factors in shaping attitudes toward AAP.

The paper lays the groundwork but does not explore the contours of casteism in contemporary India. Understanding of this construct as well as the impact of factors as region, education, urbanization, religion, nature of employment, etc. on caste dynamics should be considered by future research.

The paper uncovers some similarities between Indian and Western findings, but it also demonstrates key differences between findings related to race-based AAPs in the West and the caste-based AAP in India. This understanding will guide discourses on diversity management in under-researched countries like India. The findings can sensitize organizations to the need for addressing unconscious biases related to caste.

The paper underscores the continuing relevance of caste in modern India and the negative perceptions of lower castes. The paper finds that individuals with an appreciation of the subtle forms of casteism are sympathetic to programs that promote social equality. In modern social contexts this nuanced operationalization of casteism can be a relevant indicator of caste dynamics.

This is the first empirical study to examine caste-based AAP in India in an applied study and unpacks the psychological underpinnings of the attitudes toward AAP.

This paper describes the interrelated nature of explanation, prediction and problem‐solving in social systems. Cybernetic analysis of social phenomena provides a unifying framework in this context. The analytic framework is briefly considered with reference to the problem of ethnic tensions in national societies. The first part of the paper discusses the conceptual apparatus of analysis and develops an integrated multi‐feedback loop model of the complex social phenomenon of ethnic tensions.

This chapter looks at the way the forces of globalization and, contextual factors together have shaped the trajectory and outcomes of education in the South Asian region which comprises India, Pakistan, Nepal, Bangladesh, Bhutan and Sri Lanka. External influence on the education of this region is not at all a recent phenomenon. The arrival of rulers from Central Asia, the spread of Christianity and Islam through trade connections during the first millennium and finally, the British Colonialism influenced the nature of education in the region historically. The social context, for example, the caste system or discriminatory gender norms also determined the access to education and the ways through which it developed over time.

The tea plantation industry is characterized by the large-scale deployment of cheap women laborers and gender-blind practices that make the social positions of women workers vulnerable. This paper considers women temporary workers in tea gardens to study the exacerbated impact of Covid-19 on their lives. The impact of the pandemic on marginal tea garden women laborers has not received enough attention from researchers; hence, the authors have studied the gendered implications of the pandemic on Adivasi temporary women workers in tea gardens in India. “Adivasi” is an umbrella term to refer to all indigenous tribes in India.

The authors conducted a qualitative study with 26 in-depth interviews with women temporary workers who identify themselves as Adivasis. For the discussion, the authors have mainly borrowed from intersectionality and subalternity literature.

The analysis explored the intersectional experiences of the women temporary workers (1) as members of Tea Tribes who are compelled to continue working at tea gardens as wage laborers, (2) job insecurities at work due to their temporary worker status, (3) disadvantages faced by women workers for their gender identity and (4) the gendered impact of the pandemic on their lives.

This study has explored the gendered impact of the Covid-19 pandemic on the lives of temporary women workers who belong to ethnic minority groups in the global south. The exploitation of labor rights in the tea industry during the pandemic has not been discussed enough by researchers earlier.

The purpose of this paper is to present the diversity and equality perspectives from the national context of India and introduce a special issue about equality, diversity and inclusion (EDI) in India.

This special issue consists of six articles on current EDI issues in India. The first three of the contributions are focused on descriptions of diversity challenges and policies regarding caste and disabilities, while the remaining three papers address gender diversity.

In addition to providing an overview of this issue's articles, this paper highlights developments and current themes in India's country-specific equality and diversity scholarship. Drawing on the special issue's six papers, the authors show the relevance of Western theories while also pointing to the need for reformulation of others in the context of India.

The authors conclude with a call to further explore diversity in India and to develop locally relevant, culture-sensitive theoretical frameworks. Religious and economic diversity should receive more attention in future diversity management scholarship in the Indian context.

How does India experience equality and diversity concepts? How are India's approaches similar or different from those experienced in other countries? How do theoretical frameworks originated in the West apply in India? Are new, locally grounded frameworks needed to better capture the developments at play? These questions are addressed by the contributions to this special issue.

This chapter focuses on policy efforts to improve college access in India and Brazil, which utilize affirmative action in higher education for historically marginalized groups. We compare structural factors impacting access to higher education for marginalized groups in India and Brazil, placing these factors in their respective historical contexts. We apply the concepts of intersectionality and interest convergence from critical race theory (CRT) not only to draw attention to how race, caste, and socioeconomic status converge to affect access for historically marginalized groups but also to further an understanding of how elites can maintain their hegemony even in the face of policies intended to achieve social justice.