Published Paper Details:

Higher education has long been regarded as a transformative force in modern societies, serving as a pathway to social mobility, economic empowerment, and democratic participation. In India, the expansion of higher education since independence has been closely linked to aspirations of social justice, nation-building, and inclusive development. The Gross Enrolment Ratio (GER) reaching 28.4% in 2021-22 (AISHE, 2022), the sector has witnessed significant quantitative growth. However, questions remain regarding its qualitative and structural impact on marginalized communities. This paper critically examines higher education as a tool of social transformation in India from a sociological perspective, drawing upon secondary data sources including national surveys, policy documents, and scholarly literature. The study analyzes disparities in access across caste, class, gender, and region, highlighting persistent gaps in enrolment and completion rates among Scheduled Castes and Scheduled Tribes. Using theoretical frameworks such as Functionalism, Conflict Theory, and Bourdieu's concept of cultural capital, the paper explores whether higher education facilitates upward mobility or reproduces existing social hierarchies. The findings suggest that while higher education has contributed to increased participation, enhanced gender Equality, and expanded institutional infrastructure, structural inequalities continue to shape educational outcomes. The paper argues that transformative potential lies not merely in expansion but in ensuring equitable access, inclusive institutional cultures, and redistributive policy mechanisms. Strengthening these dimensions is essential for higher education to function as a genuine instrument of social transformation in contemporary India.