Academic achievement and gender disparities among muslim college students in sepahijala, tripura: challenges and prospects

Background: Academic achievement among minority college students in India is shaped by an intricate web of socioeconomic, cultural, and gender-based factors. Muslim undergraduates in Sepahijala District, Tripura, constitute a doubly marginalised group—a religious minority in a predominantly tribal state—whose educational outcomes have received scant scholarly attention. Objectives: This study aimed to examine academic achievement levels, identify gender disparities, and explore the structural and socio-cultural challenges confronting Muslim college students in Sepahijala, Tripura, while also identifying enabling factors and prospects for educational advancement. Methods: A mixed-methods research design was employed. Quantitatively, academic performance data (CGPA/percentage) of 300 Muslim undergraduates (150 males and 150 females) were collected and analysed alongside a structured questionnaire measuring socioeconomic variables, motivational factors, and perceived barriers. Qualitatively, in-depth interviews were conducted with 20 purposively selected students and 10 faculty members. Data were triangulated to generate comprehensive findings. Results: Female students recorded a higher mean CGPA (6.82 ± 0.91) compared to males (6.41 ± 1.02), yet faced significantly greater structural and social barriers to educational participation. Financial constraints (reported by 74.3% of participants), first-generation learner status (58.7%), and lack of access to coaching and digital resources were identified as the most critical challenges. Qualitative findings highlighted patriarchal norms, early marriage pressure on females, and communal identity-related anxieties as compounding barriers. Conclusion: Despite demonstrable academic potential, Muslim undergraduates in Sepahijala face formidable structural inequities that threaten educational continuity. Gender-sensitive, community-engaged policy interventions and institutional support mechanisms are urgently required to translate potential into sustained academic and socioeconomic progress.