This paper integrated the findings of three separate researches on student perceptions of educational equity. The first two studies tested the effects of gender, curriculum and college type, level of education on perceived justice/fairness, personal orientation, satis faction and academic performance of metropolitan samples of 330 and 180 students respectively. The third study tested 50 SC, 50 ST and 50 general category students en rolled in general arts course in colleges in an industrial township and examined the effects of gender and category on SES, self-esteem, scholarship, perceived equity and academic performance. The results showed that gender was not a differentiating vari able in the metropolitan samples, but was significant in the industrial township group. Some effects of curriculum, college type, level of education and category were signific ant. Perceptions of equity correlated significantly with student satisfaction than with the academic performance. Perceptions of equity were also correlated with the self-esteem of SC/ST and general category students. Results have been discussed using the social psychological theories of equity and social comparison processes. Some policy implica tions have been drawn.
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