Managing gujars’ social -Mavement in India – A socio-psychological perspective and possibility

Daniels(1972) and Walster et. al (1978) have found equity theory useful in understanding intimate as well as various non-intimate/social relations. According to the theory, when a party or an individual involved in certain business/exchange or social interaction/transaction, is/are concerned that the terms of their relationships remain fair &just. And that, a felt injustice is manifested by the concerned parties, in behavour & satisfaction based on their overall ‘comparative‘ ‘perceptions‘ of the process. Based along these assumptions, undergraduate students randomly selected from science and arts faculty of the Delhi University were studied. Analyses reveal that at the initial stage of colleges the Arts-boys are perhaps more satisfied at the beginning of their college-days while the science-boys show more satisfaction at their higher levels of education, & in general girls show more academic satisfaction than boys. At the initial stage they seem to perceive that the justice exists with them in terms of academic-inputs/output-ratios. But as they move up to the higher levels of formal education their this feeling appear to be disappearing however, and they seem to be rather prone to perceive that a little more justice is required for their comparative input-ratios for their money, time, efforts, etc, —& quite a few percentage of them perhaps feel, that they are rather, ’under-benefited‘ in terms of their educational-outputs in society, compared to the others‘ input/output ratios in academic affairs. The study explores some new& interesting socio-psychological dimensions of social comparisons for issues of distributive-justice in academics too, which can be extended to any social condition, movement, or unrest at large.