An Impact of Household Income on Higher Education Aspirants: A Study of Gurugram (Haryana).

Abstract

This study examines the influence of household income on higher education aspirations among students in Gurugram, Haryana. It investigates how varying income levels impact students' access to educational resources, career guidance, and overall academic achievement. By utilizing primary survey data from students and their families in Gurugram, along with secondary data from sources such as the All-India Survey on Higher Education (AISHE, 2022–23) and the Haryana Economic Survey (2022–23), the study provides insights into the role household income plays in shaping students' higher education trajectories. The research highlights that students from higher-income families are more likely to have access to quality schooling, private coaching, and career counselling services, which in turn increases their chances of pursuing higher education and attaining career-oriented goals. These students tend to have better academic performance, a wider range of career opportunities, and a higher likelihood of gaining admission to prestigious higher education institutions. In contrast, students from lower-income households in Gurugram often face significant barriers due to limited financial resources, which restricts their access to these educational resources and significantly impedes their chances of pursuing higher education. The study reveals that these students are more likely to encounter financial constraints, which limit their participation in extracurricular academic support services, thereby affecting their educational outcomes and eucational aspirations. This income-based disparity further affects students' career planning, with those from wealthier families having a clearer understanding of career paths and better access to professional development opportunities. The study also emphasizes the importance of parental education and involvement, as students from higher-income families often benefit from more informed decision-making and guidance in navigating their educational journey. The findings underscore the growing importance of household income as a determinant of educational success, with students from wealthier backgrounds being better positioned to access the resources and opportunities necessary for success in higher education. In contrast, the lack of such resources for students from lower-income households often perpetuates existing inequalities in educational attainment and career outcomes. The research concludes by recommending targeted policy interventions to address these income-based disparities, such as the provision of scholarships, subsidies for coaching, and career guidance programs for students from lower-income households. Such interventions could help bridge the gap in access to higher education and ensure that students from all income groups have equal opportunities to achieve their academic and career goals. By highlighting the impact of household income on educational outcomes in Gurugram, this study contributes to the broader understanding of socioeconomic factors in shaping students' educational aspirations and provides actionable insights for policymakers and educational institutions to promote greater equity in access to higher education.