TRACE
Teacher-Related Affective Climate and Emotions
TRACE investigates students’ experiences of shame in Indian higher education and examines how these experiences are shaped by teacher behaviour and culturally situated understandings of shame and honour. The project also considers students’ social positioning in relation to caste and gender. The study is based on a survey of 535 students at a private university in western India. Most respondents are young, and 66.4 per cent are women. Many are enrolled in engineering or science-related programmes.
Empirically, TRACE uses a multidimensional model of shame. Cognitive shame concerns experiences such as being unable to answer a question or struggling to understand course content. Performative shame arises in situations of public visibility, including presentations and oral examinations. Relational shame refers to experiences connected with disrupted belonging or social devaluation within the learning group.
The model is complemented by culturally situated forms of shame that are especially relevant in the Indian context. Lajjā refers to an internalised form of shame often associated with modesty and restraint. Vrīḍā is more closely connected with moral transgression and social judgement. Apatrāpya concerns shame arising from the awareness of not meeting the expectations of a respected person or authority. Izzat refers to family and community honour, which may be affected by students’ academic success or failure.
TRACE also examines how caste and gender shape shame in higher education. The questionnaire addresses experiences of discrimination and the concealment of caste identity. It also records pride in cultural heritage. Gender-related patterns are analysed across the dimensions of shame and the culturally situated forms included in the study.
Data were collected through an extensive anonymous questionnaire. Open-ended questions captured concrete classroom experiences, while a body-mapping component explored the bodily localisation of shame.