Students experience some discrimination from the community due to being an EIP student.
Figure
9: EIP Student Positive Experience with the Community
When EIP students were asked about their interactions with other community members in the context of them being participants of The Sonder Project, 44 % of surveyed students said they had no challenges( 40 % F, 48 % M). Around half of students reported they experienced jealousy, envy, and resentment from those not receiving support from The Sonder Project( 49 %: 55 % F, 43 % M), while a third said they were excluded and discriminated against for being privileged due to The Sonder Project’ s support( 34 %: 30 % F, 38 % M).
“ Some of the people I know called me poor and stupid for taking part in Sonder.”
“ Some even think Sonder gives us money every month. There’ s this belief that we ' re now rich or favored.”
— EIP students
Community reactions have also negatively affected 27 % of students’ self-esteem due to the EIP students being identified by the community as‘ needy’( 25 % F, 29 % M). Some community members think that others are more deserving than those selected for the project, and this has been reported to affect the EIP students’ sense of self-worth( 20 % F, 10 % M). 15 % of students feel pressured and obliged to share benefits with others( 15 % F, 14 % M), with one female student experiencing an overwhelming pressure to excel academically( 5 % F, 0 % M).
When asked whether they had had positive experiences interacting with community members, only 7 % reported they had received positive feedback and support from neighbours and / or peers. In FGDs, both students and parents connected some of these challenges with a low awareness across the community as to what The Sonder Project provided the students, and how students were selected. One student suggested“ Sonder should do community sensitization meetings to clear up these misunderstandings”. Although reaching every home village is not practical given the diversity of student backgrounds, The Sonder Project can prioritize sensitization efforts within schools and among parents, ensuring that those most directly involved are well-informed. Where particular concerns emerge, targeted outreach to a student’ s home community can be undertaken on an as-needed basis to address misunderstandings effectively.
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