Manu Bhagavan
As part of both the first generation of Indian Americans and the next generation of scholars, I would like to examine two issues that I believe to be of considerable relevance to both groups. First, why are the humanities and social sciences neglected by the elder generation of Indians, and, second, is this neglect in fact detrimental to the success of the next generation of Indians?
Following independence, India attempted to assess its educational situation and chart a course of development that would ultimately lead to the betterment of all its citizens. In so doing, the Government came to the conclusion that all subjects relating to the field of Science and Technology constituted the most glaring omission to the then current curriculum. It was decided that the promotion of these subjects was essential to building a future, prosperous India.
Shortly thereafter, the United States relaxed its immigration laws. The events of the Cold War had led to the creation of a strategy to import the "best and brightest" talent from around the world. These ready-made professionals, it was hoped, would add to the pool of brain power that could be tapped to combat the "evils" of the Soviet Union. The United States' new policy led to a vast wave of emigration from India, as the new generation of deshis attempted to ensure a better life for themselves and their family by coming to the fabled Land of Opportunity.
The combination of the two policies meant that most of the new Indian immigrants were involved in the medical or engineering professions; a smaller percentage had interests in business. Many of the women who came over were skilled in the humanities and/or social sciences, but various obstacles arose that prevented most of them from taking advantage of their talent. Concurrent to these events, the perception that advancements in science and technology were the most effective and efficient means of accelerating the evolution of developing nations, such as India, was gaining popularity among the recent immigrants. Consequently, the image of the Indian doctor, engineer, or local businessman became established in the minds of the South Asian American community--so much so that they became the utopian professional goals that the older generation set for their children.
It is clear and somewhat understandable, then, why Indian Americans have chosen to so sideline the humanities and social sciences in the ways that they have. However, I think it is now time to realize the true import that these non-natural science subjects play in our lives. History, for example, determines how we view the world. It is essential, then, that we actively promulgate our own views of our past so as to prevent a skewed Euro/Ameri-centric view of so-called Third World history from dominating our thoughts and perceptions. Area studies, anthropology, and sociology all help to expand horizons and broaden cultural understandings. Political science helps us to grasp the governmental structure in which we live and serves as an excellent foundation for a career in politics.
In short, the humanities and social sciences help to ensure the transmission of `culture' from one generation to the next. Without the proper study of these courses, then, I fear not only for the future of scholarship, but for the very identities of future generations of both Indians and Indian Americans. It is, therefore, critical for Indians to reevaluate their hierarchy of academic importance and see to it that history, political science, education, and area studies are all deemed to be as relevant to our lives as biology, chemistry, and mathematics.