The first thing that comes to mind when I hear that someone is from South India is of South Indian food. But I have never thought thoroughly about what problems they face when they move out of their state to Delhi (North India) compared to me, who is from North India and also moved out to Delhi for further studies. Now, just picture yourself on campus in a foreign state where everyone you meet and the languages you hear are new to you. This is the situation of many South Indian students at Delhi University (DU), one of the leading Universities globally; culturally diverse and has a reputation for being one of India’s best universities for learning. Of course, becoming a student of such a famous university is inspiring. Still, the way to it is always accompanied by numerous obstacles, from language barriers to cultural differences. In this article, we find out how South Indian students, particularly those hailing from Kerala, Andhra Pradesh and Hyderabad, find it in DU through student interviews.
Delhi University, commonly called DU, has a richly diverse student population from all parts of India and other countries. The university is diverse, and South Indians are a considerable part of the community and contribute a lot to the cultural life of the campus.
Initially, the interaction of the South Indian students with the DU students differs depending on how diverse the cultural exposure of the former was.
A student from Kerala mentioned that he did not experience problems fitting into DU’s social and cultural life. Since he had been used to Indian traditions and cultural differences and studied in different parts of the world, he didn’t face a culture shock. However, he quickly pointed out that this may not be possible for students who are in such a set-up for the first time. In contrast, one of the students from Kakinada, Andhra Pradesh, initially pointed out the language problem. Although he knew a bit of Hindi, he could not keep up with the fact that professors frequently used Hindi in their classes, believing everyone understood the language. In social interactions, there were many cases of language barriers after classes affecting their daily interactions. A student from Hyderabad said that North Indians often have a stereotype regarding the South Indians. He stressed the fact that though he knew Hindi, all South Indians were not fluent, and this caused problems for most of them. Further, he noted that adaptation always comes with problems when one changes his state.
Notably, issues of language again transcend the classroom experience. These challenges are further compounded by using Hindi in lectures and the administration’s language barrier, signalling for DU to improve bilingualism and services for differently abled students.
Language Barriers: A Persistent Challenge
However, like most foreign students studying at DU, language barriers are still some of the biggest difficulties faced by South Indian students. Another student from Kakinada supported this argument by stating that even if professors understand the problem of the language barrier and continue teaching in English initially, they switch to Hindi after a while. This results in a perpetual fight by non-Hindi speakers where education and social issues are partially met, leading to poor Academic performance and assimilation.
Likewise, the student from Hyderabad said, The main issue, in my opinion, is that none of the administration staff and professors are fluent in English. He stated that students and administrative staff should know at least basic English and should encourage everyone to speak to the other person fluently.
So, one can say that language differences play a major role, where Hindi mostly prevails, which results in poor performance among non-Hindi speaking students and promotes social exclusion.
Cultural Differences and Social Interactions
Delhi and South Indian states’ cultures may slightly differ, and social encounters and university experiences may not be the same.
What one of the interviewees told me about the people of Delhi was that over all, they were more rude and used more foul language as compared to other cities. He also emphasised choosing the PG wisely as the food quality of many of them will likely impact their health negatively. Another interviewee, however, did not see cultural differences as a problem because he has been used to learning about different world cultures. He found that the racially diverse nature of the community at DU was one of the biggest strengths of the institution. A student from Hyderabad also shared the same perception about the opportunity and exposure that DU entails and the need for culture change.
The geographical separation between South India and Delhi affects students’ experience at DU. While for some people, it is developing, they feel the cultural diversity is enriching for them. In contrast, others experience new obstacles, such as not following the same social etiquette or having different food choices available.
Coping with Homesickness and Emotional Challenges
Loneliness can be a major problem for students who live out of station. To avoid the effects of homesickness, some students will travel back home frequently; therefore, they may not encounter much emotional stress or perhaps do not experience such stress at all because they are used to living away from home. Voice and video calls with family members and constant texting help many overcome an emotional issue daily.
Food: A Significant Concern
Another important issue related to the South Indian students at DU is access to food. One student from Kerala decided to cook on their own, which helped him avoid the issue of finding suitable South Indian cuisine. However, another student from Andhra Pradesh said that PGs provide very low-quality food, resulting in falling sick regularly. He highlighted the need to choose a stay that provides good-quality meals.
The Hyderabad student suggested that he did not consider food a small problem compared to others but agreed that it was a significant adjustment. However, he appreciated that the DU canteen served different dishes in the DU canteens, such as rice dishes, which are dear to South Indian students.
Administrative and Structural Issues
The lack of proper administration at Delhi University is one of the greatest challenges that South Indian students come across. Students complain that the university administration is not student-friendly and demand a more responsive administration. Another student mentioned the same issue, saying the administration does not understand much English, which is a big problem for those who cannot speak Hindi.
However, the compulsory Hindi test (CTH) is one of the big issues for non-Hindi speaking students. The test is compulsory for all the students who had Hindi as a subject till eighth standard only.
Kerala students face several challenges when applying to Delhi University (DU). They struggle to get math-com recognised for B.Com and Economics courses, have issues with Malayalam being accepted as an optional subject, and encounter different formats for caste certificates, especially for Mappila students. Additionally, some DU colleges only consider theory marks, not current evaluation marks, for calculating the Best Four Subjects (BFS). Maithry, a Kerala students’ association, is asking Kerala authorities to standardise these certificates to help Malayali students compete fairly for admission.
Consequently, South Indian students of DU faced systemic marginalisation and discrimination, which occurs in central universities in general. Data from 2016-2020 shows an increase in SC, ST, and OBC students in institutions like IISc, IITs, NITs, and IISERs. During the admission process of 2020-2021, right-wing groups began protesting against the increase in the number of students from Kerala, especially the OBC students of DU. The term “mark jihad” used by Professor Rakesh Pandey and the outrage from Hindutva groups against Kerala Board students further fuelled regional and religious prejudices.
Under the leadership of Vice Chancellor Yogesh Singh, the administration launched a probe into the high admission rates of students from the Kerala Board in DU. This led to the implementation of CUET as the common University Entrance Test in 2022. Hence, the number of students from the CBSE board, especially from Delhi and Uttar Pradesh, increased to 40% while the number of students from regional boards like Kerala decreased.
Top South Indian students were more affected by the CUET, thus continuing the hegemonic hold of North Indian, Hindi-speaking, and upper-caste students in DU. This shows the need for central universities to offer diverse representation and appropriate support for students from different regions and cultures, such as South India, to afford appropriate cultural diversity. Elimination of such differences is important to ensure that all children from different backgrounds have equal chances of getting a proper education.
Suggestions for Improvement
Here are some recommendations to improve the South Indian Students’ experience at Delhi University: The students suggested that the administration of the universities should be reformed and made more student-oriented. The professors should use English during lectures to benefit people who don’t understand Hindi fluently. Some stated that administrative staff and students should be able to read and understand English at a working level.
In conclusion, the interviews reveal various obstacles that South Indian students encounter at DU, including language and cultural differences, bureaucratic problems, and lastly, the problem of food. To tackle these issues, the university and its students must come together to improve all students’ situations.
REFERENCES
•Duassassins, Duassassins, and Duassassins. “Problems faced by students from south india while taking addmision in delhi university last year.” DU ASSASSINS – Focuses on Market Analysis, Consultancy, Business Transformation, Technology, Finance, Fashion, Innovation, Startup, Funding, Conference, Education and Students’ Lifestyle, May 14, 2018. https://du-assassins.in/problems-faced-by-students-from-south-india-while-taking-addmision-in-delhi-university-last-year/
•Ayisha, Huda. “How Delhi University deliberately excludes ethnic, religious, linguistic minorities from its campuses?” Maktoob Media, April 14, 2023. https://maktoobmedia.com/opinion/how-delhi-university-deliberately-excludes-ethnic-religious-linguistic-minorities-from-its-campuses/
•Nayak, Bhavya. “Natural Selection: Unpacking Diversity in DU Societies.” Dubeat.Com, May 23, 2023. Accessed June 24, 2024. https://dubeat.com/2023/05/24/natural-selection-unpacking-diversity-in-du-societies/#google_vignette
•Interviews with a few of my South Indian friends from Delhi University were conducted, and their views were included in this article.
My name is Aditi Jha and i am currently a 2nd-year Master’s student of sociology at South Asian University, New Delhi. I completed my undergraduate degree in History honors from University of Delhi in 2023. I have a keen interest in political sociology and academic writing.