Institutional Stigma and Educational Inclusion among Economically Marginalized Students: A Case Study of Indonesia’s People’s School Program

Abstract

Educational inclusion remains a critical challenge in developing countries, particularly among students from economically marginalized communities who often experience both structural barriers and social exclusion. Indonesia’s People’s School Program (Sekolah Rakyat) was established as an affirmative educational policy to expand educational opportunities for disadvantaged learners. However, institutions specifically designed for vulnerable populations may also become subjects of institutional stigma and social labeling. This study examines how institutional stigma is socially constructed toward Sekolah Rakyat Menengah Atas (SRMA) 26 Makassar and explores its implications for educational inclusion among economically marginalized students. Employing a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis involving students, parents, community leaders, educational actors, and social facilitators. The findings reveal that institutional stigma emerges through public perceptions that associate People’s Schools with poverty, social disadvantage, and lower educational status. Such labeling affects students’ social identity, self-perception, and institutional legitimacy. Nevertheless, supportive educational experiences within the school environment contribute to identity negotiation, increased self-confidence, social belonging, and aspirations for upward mobility. The study demonstrates that educational inclusion is shaped not only by access to educational opportunities but also by symbolic recognition and social acceptance within broader social contexts. The findings contribute to the sociology of education by highlighting the relationship between institutional stigma, symbolic inequality, and inclusive educational policies for marginalized learners.