Date of Award

2025

Document Type

Honors Thesis (Open Access)

Department

Colby College. Economics Dept.

Advisor(s)

Samara Gunter

Second Advisor

Jim Siodla

Abstract

This study analyzes the modern day legacy of British colonial ruling structures on Indian educational outcomes. In directly ruled areas, the British retained total control, while Indian princes in indirectly ruled areas had administrative agency. I find that directly ruled districts have higher literate population shares across both genders over three census years, but no significant difference by 2011 in primary, secondary, and tertiary education, controlling for colonial geographic conditions. Gender-disaggregated results generally find stronger colonial effects for women than men. This thesis challenges earlier findings and implies that the British effort to create an educated administrative class and their central role in the provision of education up until 1919 may have had broader, enduring spillover effects, though these policies were driven by racist, exploitative motives. This study provides a cautionary tale of colonial ruling structures and a hopeful lesson: while history shapes initial conditions, nations can craft reforming policies that address colonial educational legacies.

Keywords

Colonial Legacies, Path Dependency, Postcolonial Educational Policy, Indian Development

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