different types of social stratification based on class, caste and gender is described in this ppt.

1. Meaning
Social stratification is a particular form of social inequality. All
societies arrange their members in terms of superiority, inferiority and
equality.
Stratification is a process of interaction or differentiation whereby
some people come to rank higher than others.
 In one word, when individuals and groups are ranked, according to
some commonly accepted basis of valuation in a hierarchy of status
levels based upon the inequality of social positions, social stratification
occurs.
Social stratification means division of society into different strata or
layers. It involves a hierarchy of social groups. Members of a particular
layer have a common identity. They have a similar life style.
Social stratification involves two phenomena (i) differentiation of
individuals or groups on the basis of possession of certain
characteristics whereby some individuals or groups come to rank
higher than others, (ii) the ranking of individuals according to some
basis of evaluation.

2. Social stratification
Social stratification is the condition of being arranged in a
social strata or classes within a group.
It is a system by which a society divides people and ranks
them in categories. These categories are then placed in a
hierarchy. This is shown by a pyramid where most
fortunate ones are placed at the topmost level.
Stratification is the strait of every society in every part of
the world.
Stratification in the Indian society is based on ascription.
It is a type of culture in which not on the basis of
achievement , but could involve inequality on the basis of
grender, economical system and caste system.

3. Definitions:
Ogburn and Nimkoff:
‘The process by which individuals and groups are
ranked in more or less enduring hierarchy of
status is known as stratification”
2. Lundberg:
“A stratified society is one marked by inequality,
by differences among people that are evaluated by
them as being “lower” and “higher”.
3. Gisbert:
“Social stratification is the division of society into
permanent groups of categories linked with each
other by the relationship of superiority and
subordinations”.

4. Characteristics of
Social Stratification:
(a) Social stratification is universal:
There is no society on this world which is free from
stratification. Modern stratification differs from stratification of
primitive societies. It is a worldwide phenomenon. According to
Sorokin “all permanently organized groups are stratified.”
(b) Stratification is social:
It is true that biological qualities do not determine one’s
superiority and inferiority. Factors like age, sex, intelligence as
well as strength often contribute as the basis on which statues are
distinguished. But one’s education, property, power, experience,
character, personality etc. are found to be more important than
biological qualities. Hence, stratification is social by nature.
(c) It is ancient:
Stratification system is very old. It was present even in the small
wondering bonds. In almost all the ancient civilizations, the
differences between the rich and poor, humble and powerful
existed. During the period of Plato and Kautilya even emphasis
was given to political, social and economic inequalities.

5. Characteristics of
Social Stratification:
(d) It is in diverse forms:
The forms of stratification is not uniform in all the societies. In the modern
world class, caste and estate are the general forms of stratification. In India a
special type of stratification in the form of caste is found. The ancient Aryas
were divided into four varnas: the Brahmins, Kshatriyas, Vaishyas and
Shudras. The ancient Greeks were divided into freemen and slaves and the
ancient Romans were divided into the particians and the plebians. So every
society, past or present, big or small is characterized by diversed forms of
social stratification.
(e) Social stratification is Consequential:
Social stratification has two important consequences one is “life chances”
and the other one is “life style”. A class system not only affects the “life-
chances” of the individuals but also their “life style”.
The members of a class have similar social chances but the social chances
vary in every society. It includes chances of survival and of good physical
and mental health, opportunities for education, chances of obtaining justice,
marital conflict, separation and divorce etc.

6. Types of Social Stratification
Social stratification is based upon a
variety of principles. So we find
different type of stratification.
The major types of stratification are
(i) Caste
(ii) Class
(iii) Estate
(iv) Slavery
v) Gender.

7. Caste is a hereditary endogamous social group in
which a person’s rank and its accompanying rights and
obligations are ascribed on the basis of his birth into a
particular group. For example-Brahmins, Kshatriyas,
Vaishyas and Shudra Caste.
(ii) Class-Stratification on the basis of class is dominant
in modern society. In this, a person’s position depends
to a very great extent upon achievement and his ability
to use to advantage the inborn characteristics and wealth
that he may possess.

8. Stratification and Caste:
 Under the caste system status is hereditary.
 It is based on birth, it is purely an ascribed status. Once such positions are
assigned, they can not advance and improve their social status in any way.
Hence, caste as a major type of social stratification does not facilitate vertical
social mobility.
 They are hereditary system of ranking groups of people which is supported
and dictated by religious belief.
 It is an ascribed status, fixed and immobile system found in India.
Social Stratification and Class:
 A class is a large scale grouping of people who share common economic
resources , which strongly influence the types of life style they are able to
read.
 Ownership of wealth, together with occupation, are the chief bases of class
differences. Upper class ,middle class and lower class are the three types of
classes that usually exist in a society.
 Class is an “open” system. Under this system vertical mobility is absolutely
free. Movement from one status to another has no barrier.
 Status is based on achievement. It is determined by the talents, wealth,
money, intelligence, power, education, income, etc. of a person. There is no
inheritance of parental status.

9. Gender:
 Like caste and class gender is another kind of
social stratification system.
 Gender, perhaps is the oldest and permanent
source of social differentiation. But within the
broad hierarchy of caste and class, gender cuts
across caste and class.
 In present day Indian society caste, class and
gender are dynamic phenomena which vary
between groups, communities and regions.
 Recent years have witnessed a thorough and
widespread discussion on gender. It has claimed
critical address within gender as a concept and
as a set of practices has occurred during the last
three decades.

10. Stratification in Indian
society
Stratification in an Indian society is based on ascription.
 It means it is a type of culture in which not on the basis of achievement. It
could involve inequality on the basis of gender, economical status and caste
system.
 Thus here, in an Indian society, people are placed in the stratification system
by their ascribed status and the ideology is to follow the caste rules without
questioning its credibility.
 Such a system is a classic example of closed Social Mobility. While the caste
system depicts Closed Social Mobility, the Class system reflects Open Social
Mobility.
 In a class system, even blood relatives may have different social status where
one can move up and around the hierarchy based on personal merit and
achievements.
 When stratification is done on the basis of wealth or income, a lot of mobility
and fluidity is observed. No caste or class difference is observed.
According to Davis Moore, "stratification has beneficial consequences for the
operation of a society. When certain job can be performed by anyone, some other
job demands the scarce talent of people with extensive training". So, the greater
the demand of a job, the more importance it is given and thus more reward is
attached with it.

11. The Caste System and Social Stratification :
The caste system as a concept stemmed out of Hinduism where
in each member of society was divided into four categories
namely Brahmins, Kshatriyas, Vaishyas and Shudras.
 Each caste held a position or status according to the role it
played for the overall benefit of society.
The Brahmins were the teachers. They were the keepers of
knowledge and wisdom. They were peace loving and righteous.
They held the highest status in society.
The Kshatriyas were the protectors of society. It was their duty
to protect people and fight with courage for their country. They
were noble and heroic and were second in terms of status in
society.
Next came the Vaishyas who engaged in trade, agriculture and
rearing of cattle.
The lowest in the caste in the society was that of the Shudras
whose work was that of service and entertainment to society

12. The specific role of education in addressing the needs of
the marginalized groups
To empower the marginalised : education is a societal resource and a means to
achieve egalitarianism
• Given equal opportunity for general, vocational, technical and professional
education most citizens have equal status in the society. Education is often
considered as an equalizer.
 • Education brings about awareness of legal provisions that the marginalised can
resort to in case of infringement of their rights.
 • To create awareness about various schemes that help to combat stratification eg:
schemes for girl child
 • To sensitize society towards the impact of stratification
 • To create egalitarian minds by instilling human values
 • Education nurtures critical thinking, decision making and such vital life skills
that will help to fight the ill effects of stratification
 • Education seeks to integrate the marginalised into the mainstream through
common education system, compensatory education, Laws such as Right to
Education Act
• Role of Non formal education in providing equalization of educational
opportunities.

13.  Role of teacher/education to reduce the inequalities due to caste system
in India
 Teacher should create the value of equality and humanity in the minds of
pupils from early childhood.
 Teacher himself should not give special treatment to students belonging to
particular caste.
 She should teach the students to respect all castes.
 Modern scientific and technological education should be given in
curriculum.
 Emphasis should be given on the national spirit , national value should be
inculcated among students.
 While teaching history teacher should not make any such comments that can
create rift between different pupils belonging to different caste.
 Textbook must not hurt the sentiments of pupils belonging to different
castes.
 Teacher should develop faith of students towards different provisions of the
constitution.
 There should be no caste –barrier or preferences according to caste in any
branch of education.
 Teacher should encourage child to take vocational courses as per their
interest and not as their caste.

14. Role of education to reduce inequalities due to class
system
 Classes may be held on healthy habits , personal and environmental
cleanliness, eating habits etc.
 School can encourage the children to participate in discussions, recitation and
storytelling.
 School should arrange remedial instructions for students coming from
disadvantaged background.
 It can provide monitorial help to the deserving candidates.
 Teachers attitude towards students belonging to backward classes must be
such as to build a congenial classroom climate.
 The teacher should be impartial and not discriminate between different
classes of students.
 Teacher should never mention words which affect the sentiments of the
students belonging to different classes.
 She should provide equal oppurtunities to all the students irrespective of their
class.
 She should create awareness among the parents of the students relating to
different schemes and provisions made by the govt.
 She should motivate the parents relating to education of girls in particular.

15. Role of education to reduce inequalities due to gender
 Objectivity of attitude and scientific temper should be inculcated among students to
overcome all the superstitions related to gender discrimination.
 Males should be educated to respect their female counterparts in all walks of life.
 The female students should be made aware of their fundamental rights and encouraged
to implement in their lives.
 Women liberation should be encouraged through education.
 The girls in schools should be mentally and physically prepared to become
economically independent and to take up some or the other vocation in their lives.
 Equal opportunities should be provided to both the male and female students for
technical and vocational education.
 Taking into consideration the level of education students of both the sexes should get
equal oppurtunities in terms of access retention and future use of their training.
 In case of the smaller fraction of the population which can exercise the option of going
for higher education, both girls and boys should be provided with equal oppurtunity to
do the same according to merit.
 Admission should be open to all irrespective of gender, and should be made on the basis
of merit and capability.
 Awareness should be created for the problems caused due to gender discrimination.
Appropriate curriculum which caters to the needs of the different types of gender.
Vocational training should be provided for girls and women to make them self reliant.
Awareness should be created in terms of subjects and through different co-curricular
activities.

16. Provisions And Schemes For Education Of The Marginalised
Eklavya Model residential schools (EMRS) : The objective of EMRS is
to provide quality middle and high level education to Scheduled Tribe
(ST) students in remote areas, not only to enable them to avail of
reservation in high and professional educational courses and as jobs in
government and public and private sectors but also to have access to the
best opportunities in education at par with the non ST population.
• hostel facilities, educational loans, midday meals, reservations ,
scholarships
• Ashram School…residential schools for ST (over 1600 ashram schools
exist) Teachers from ST community. Sensitization programs for non ST
teachers. Schools teach socially useful crafts
• financial assistance to NGOs providing vocational training where 90%
expenditure is reimbursed by government,
• Scheme under National Backward Classes Finance and Development
Corporation to upgrade entrepreneurial and technological skills of OBC
• Reimbursement of fees for SC/ST students

17. Provisions And Schemes For Education Of The
Marginalized
Rajiv Gandhi National Fellowship scheme for those pursuing M.Phil
and Ph.D, National overseas scholarship scheme ..25 awards per yr to
those pursuing specific fields of study
. • National Backward Classes Finance & Devpt Corporation under
Ministry of Social Justice & Empowerment--educational loan for
those living below double poverty line(p.a Rs. 40,000 rural areas and
Rs. 55,000 urban areas).
• Shilp Sampada Scheme for upgrading technical and entrepreneurial
skills give loans to artisans
• EBC (income upto Rs one lakh a yr) Dr. Ambedkar Central Sector
Scheme of Interest Subsidy on Educational Loan for Overseas
Studies for Economically Backward Classes (EBCs) effective from
2014 thro Ministry of Social Justice and Empowerment

18.  Women… 3600 Kasturba Gandhi Balika vidyalayas (residential
schools for upper primary girls from SC, ST, OBC communities set
up where schools are far from habitation. 75% seats for SC/ST/OBC
and 25% for those BPL. ) , National programme for education of
girls at elementary level for girls in educationally backward blocks ,
Kishori Shakti Yojana (vocational training for BPL girls between 15
to 18 yrs) Balika Smariddhi Yojana (scholarship for girls
 People in rural areas…Navodaya Vidyalayas, Dist Primary
Education Programme(DPEP), RTE provision primary schools
within 1 km . People in remote areas…. Residential schools, ODL,
use of technology, Digital India project launched in Aug 2014 plans
to increase connectivity with villages.
 In 2014 the Hemanand Biswal committee recommended
developing local language textbooks and teaching children in their
local language with a gradual shift to Hindi or English to address
issue of high dropouts

19. Marginalization
 It is the process of making a group or class of
people less important or relegated to a secondary
position.
 When one class of people is grouped together as
second class citizens, this is an example of
marginalization.
 It is a process in which individuals or entire
communities of people are systematically blocked
from rights, oppurtunities and
resources(housing,employment ,healthcare,civic
engagement,democratic participation etc.) that are
normally available to members of society and which
are key to social integration.

20. Concept of marginalization in Indian society
 “Marginalization comprises those processes by
which individuals and groups are ignored or
relegated to the sidelines of political debate, social
negotiation, and economic bargaining—and kept
there.
 Homelessness, age, language, employment status,
skill, race, and religion are some criteria historically
used to marginalize.
 Marginalized groups tend to overlap; groups
excluded in one arena, say in political life, tend to be
excluded in other arenas, say in economic status.”

21.  The term marginalization refers to individual or groups who live
at the margin of society.
 Their situations may be historical or cultural as they suspend
between social classes or cultural groups, without being fully
integrated to it.
 The term has different connotations and nuances in the modern
era of post colonial, postmodern period and in a world that is
predominantly driven by market forces.
 In cultural anthropology marginalization is a major subject of
study in which ethnic groups and their social situations are
studied.
 It may have various forms like class, caste, gender, community
and so on at one level and at the other level groups who are
subjected to economic and social hardships.
 These groups may still be marginalised at multiple levels in a
country like India which has witnessed tremendous socio-political
changes in both pre-independence and post independence
period.