scholarly journals Improving access to higher education for the ethnic minorities and gender balance in academia: still some way to go

2016 ◽  
Vol 95 (5) ◽  
pp. 493-494
Author(s):  
Ganesh Acharya
Keyword(s):  
Higher Education ◽  
Ethnic Minorities ◽  
Access To Higher Education ◽  
Gender Balance ◽  
And Gender

scholarly journals Compensatory Policies Attending Equality and Inequality in Mexico Educational Practice among Vulnerable Groups in Higher Education

2015 ◽  
Vol 4 (4) ◽  
pp. 53
Author(s):  
René Pedroza Flores ◽  
Guadalupe Villalobos Monroy ◽  
Ana María Reyes Fabela
Keyword(s):  
Higher Education ◽  
Educational Inequality ◽  
Educational Practice ◽  
Educational Opportunities ◽  
Mexican Population ◽  
Vulnerable Groups ◽  
Access To Higher Education ◽  
Governmental Agencies ◽  
Standards Of Living ◽  
And Gender

<p>This paper presents an estimate of the prevalence of social inequality in accessing higher education among vulnerable groups in Mexico. Estimates were determined from statistical data provided by governmental agencies on the level of poverty among the Mexican population. In Mexico, the conditions of poverty and vulnerability while trying to access better standards of living as well as educational inequality continue to grow at an alarming rate. The number of poor (extreme and moderate) and vulnerable people (according to income and social need) increased from 2008 through 2010 dramatically. The number of people in this situation went from 89.9 million to 90.8 million, which represents 80.64% of the total Mexican population. Only 19.36% of the population is not considered poor or vulnerable.</p><p>The access to higher education is not distributed uniformly throughout the Mexican youth since they belong to different social and economic strata: the least developed regions carry the largest share. Consequently, educational opportunities are unequally distributed mainly across age and gender factors. A distribution imbalance is also found with regard to gender throughout the population observed and analyzed: indigenous females have a significantly higher risk of not having access to higher education than males.</p>

Higher Education Sector in India: Issues and Imperatives

2010 ◽  
Vol 6 (4) ◽  
pp. 266-286
Author(s):  
P. Arunachalam
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Holistic View ◽  
Massive Growth ◽  
Equity And Access ◽  
Rapid Changes ◽  
Education In India ◽  
High Standards ◽  
And Gender ◽  
The One

Higher education in India is undergoing rapid changes. The challenges ahead are multifaceted and multidimensional. Though the data show a massive growth in the number of students' enrollment in colleges/universities, holistic view reveals that still only a meager of the total population has access to higher education. Globalization and privatization are imposing new challenges but the nations are still entangled in solving the basic problems of accessibility to higher education for all. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become race-exclusive and gender-neutral.

scholarly journals Decolonizing Trans/Gender Studies?

2021 ◽  
Vol 8 (2) ◽  
pp. 238-256
Author(s):  
Alyosxa Tudor
Keyword(s):  
Higher Education ◽  
Gender Studies ◽  
Knowledge Production ◽  
Student Movements ◽  
Access To Higher Education ◽  
Central Focus ◽  
The United Kingdom ◽  
Truth Claims ◽  
Global North ◽  
And Gender

Abstract In this article, the author argues that a decolonial perspective on gender means conceptualizing it as always already trans. The object of investigation is gender as a category and gender studies as a field of knowledge. To discuss what decolonizing trans/gender studies in Europe could mean, the author aims to bring different strands together that have been held apart so far: resistance against global attacks on gender studies, resistance against transphobic feminism, and the “decolonising the curriculum” movement in the United Kingdom. A critical focus on Eurocentric knowledge and truth claims means to define Europe as a complex set of geopolitical, historical, and epistemological processes and not just as a neutral location. At British universities, a mostly student-led movement has started to emerge that fights for decolonizing higher education. This movement is inspired by transnational student movements like Rhodes/Fees Must Fall in South Africa and calls for challenging racist, colonialist, nationalist, and neoliberal paradigms in knowledge production by addressing both issues of epistemology and access to higher education. Applying central political claims of the “decolonising the curriculum” movement, the author explores potentials and challenges of the task of decolonizing trans/gender studies in Europe and the global North. The author's intervention opens up a discussion on how to conceptualize knowledge on transgender with a central focus on decolonial and transnational perspectives.

scholarly journals ACCESS AND BARRIERS TO EDUCATION: ATTITUDES AND PERCEPTIONS OF ETHNIC MINORITIES LIVING IN GEORGIA

2016 ◽  
Vol 72 (1) ◽  
pp. 53-64
Author(s):  
Anastasia Kitiashvili ◽  
Tamar Abashidze ◽  
Irine Zhvania
Keyword(s):  
Higher Education ◽  
General Education ◽  
Ethnic Minorities ◽  
Vocational Education And Training ◽  
Access To Higher Education ◽  
Education Policies ◽  
Limited Participation ◽  
Barriers To Education ◽  
Attitudes And Perceptions ◽  
Participation In Higher Education

The aim of this research is to analyse the attitudes and perceptions by Georgian Azeri and Armenian ethnic minorities about the accessibility and barriers to acquire an education. The research includes three types of education: general, vocational education and training (VET), and higher education. The survey was carried out with 800 participants of both ethnic minorities in two regions of Georgia, Samtskhe-Javakheti and Kvemo Kartli . In-depth interviews were carried out with four experts working in the field of education for ethnic minorities. Respondents believe that they have more equal access to general education and VET while local Georgians have better access to higher education than ethnic minorities do. Attitudes of Ethnic Minorities correspond to their limited participation in Higher Education. The respondents identified poor knowledge of Georgian language (state language of Georgia) as the most significant barrier that excludes them from educational opportunities. This research provides evidence and a basis for formulating education policies for the Azeri and Armenian ethnic minorities living in Georgia. Key words: access to education, barriers to education, ethnic minorities.

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