Perceived Mainstream Acceptance and Psychological Distress among Scheduled Tribe Students in Higher Education Institutes: A Qualitative Focus Group Inquiry

Access to higher education for Scheduled Tribe (ST) students in India has expanded through constitutionally mandated reservation policies. However, structural inclusion does not necessarily translate into psychological belonging. The present qualitative study examines how officially recognized ST students in a state university perceive mainstream acceptance and how these perceptions relate to experiences of psychological distress and resilience. Using four focus group discussions (N = 24), data were analyzed through Framework Analysis informed by belongingness theory, social identity theory, acculturation stress, and minority stress frameworks. Findings revealed four interrelated themes: conditional inclusion, identity negotiation, psychological distress, and collective resilience. Participants described subtle merit questioning, hypervisibility during identity-related discussions, and peer distancing, contributing to legitimacy anxiety. Identity negotiation strategies included linguistic adaptation, selective disclosure of tribal identity, and performance overcompensation. Psychological consequences manifested as episodic self-doubt, classroom withdrawal, and emotional fatigue. Despite these challenges, strong peer solidarity within tribal student networks emerged as a protective factor, fostering cultural affirmation and gradual reclamation of academic voice. The findings underscore the distinction between formal access and relational belonging, highlighting that inclusion is negotiated through everyday institutional interactions. The study contributes to scholarship by integrating social identity and minority stress perspectives within the context of tribal inclusion in Indian higher education. Implications for institutional climate, faculty sensitization, and peer support mechanisms are discussed.