Indian children studying in the white schools have faced key quandaries and challenges elicited from their original education in their native society and a negative perception towards the new system of education, which is inherently dichotomous from theirs. They have an interesting, complicated and peculiar history coupled with victories, differences, adversities, cultural clashes and imminent juxtaposition of realities displayed by the European mainstream.
Adjustment and adaptation as an extremely important process have become part of the Indian children studying in this entirely dichotomous mainstream. Grades, state tests and overall performance evaluation clearly depict that Indian children perform relatively below average. This is most probably due to institutional racism.
The Indian children who join white schools experience a profound shock due to the entirely different system of education they face where the students are entirely dependent on their own effort rather than dependence upon the teachers in class. The white system of education introduces a setting where students have to do their own reading throughout their entire studies.
Oppositely, the Indian students were used to being totally dependent upon their teachers to do almost everything on their behalf. Thus, the difference in dependability on the teacher brings about confusion on the side of the native Indian children.
The white system of education encompasses a class situation where the teacher completely and freely interacts with the students and discusses freely on how to behave and mapping the way forward to independence. This depicts a situation where the students are not afraid of the teachers; thus, occasionally ask questions to seek for clarification on unclear statements.
However, the native Indian students who are introduced to the new education system find a key challenge connected to the relationship with the teacher or tutor. The Indian traditional education system depict a completely professional and respectful teacher-student relationship complex where the students respect fear the teachers, as expected by society. This makes the Indian children lag behind in learning processes due to fear.
Native Indian children entering into the white type of educational system also face a major problem in language competence and ability to communicate effectively in the new environment. Obviously, they are not well acquainted with the new language and thus cannot easily communicate fluently as compared to their counterparts who are adeptly capable of fluently communicating and speaking.
The traditional kind of education in the Indian communities may not include English lessons, which can elicit a key obstacle in communication to the Indian children who go to study in white institutions, where English is the basic language of communication and cannot be exempted.
Due the fact that the entire education systems are completely different starting from the institutional complex to individual perception, Indian children face a lot of challenges that detrimentally affect their studies. When an individual Indian student is introduced to a white educational system mainstream, they are likely to develop indifference and non-concurrence with the new system of education.
Other factors, such as discrimination by the faculty members and fellow students also contribute to their failure. The Indian students, who appear to be closely knitted to their traditional education system, tend to feel disregarded and not acknowledged. Familiarizing themselves fully with the white mainstream is also a major causative factor for their laxity and pantry performance.