White Property Interests in College Athletic Admissions

2021 ◽  
pp. 019372352110153
Author(s):  
Kirsten Hextrum
Keyword(s):  
Higher Education ◽  
Middle Class ◽  
Low Income ◽  
College Sports ◽  
Access To Higher Education ◽  
Cultural Narratives ◽  
Privileged Access ◽  
Institutional Conditions ◽  
Men Of Color ◽  
Whiteness As Property

Dominant cultural narratives position college sports as engines of racial integration and upward mobility. Previous studies examined the chances for low-income men of color becoming athletes in two sports: men’s football and basketball. While highly visible, these athletes represent the minority of participants. The majority of college athletes are White and middle class. In this conceptual article, I apply Cheryl Harris’ whiteness as property framework to identify the institutional conditions that prevent college sports from functioning as integrative and mobility engines and instead protect Whites’ privileged access to higher education via sport.

scholarly journals Widening access to higher education for low-income students: a Brazilian case study (1990s-2016)

2018 ◽  
Vol 23 (0) ◽  
Author(s):  
LEONARDO CIVINELLI TORNEL DA SILVEIRA
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Student Loans ◽  
Higher Education Institutions ◽  
Access To Higher Education ◽  
Higher Education Access ◽  
Widening Access ◽  
Education Participation ◽  
The Government ◽  
The Impact

ABSTRACT This article analyses the widening access policies implemented by Brazil during the 1990s and in 2016. It cites and evaluates the different strategies used by the government, such as student loans, needs-based and race-based quotas. In the context of a highly privatized sector, in which for-profit higher education institutions account for over half of the existing higher education institutions in Brazil, the results display a relative growth in higher education access based on minorities and needs-based communities. However, it also showcases some trends not achieved as originally planned by the government (specially increasing higher education participation in regions other than the south and the southeast) and serves as a point requiring further research to evaluate the influence on the lives of students and graduates. This study uses government and publicly available sources to analyse the impact of this strategy over time.

scholarly journals Direito à educação e política pública do ProUni

2016 ◽  
Vol 27 (2) ◽  
Author(s):  
Maria Gorete Ferreira ◽  
Elias Kallás Filho
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Low Income ◽  
Access To Higher Education ◽  
Right To Education ◽  
Politica Publica ◽  
Dsc Method ◽  
The Right ◽  
Keywords Education ◽  
Right Of Access

O estudo discutiu a implementação de políticas públicas que asseguram o direito ao acesso no ensino superior, como meio de inserção na sociedade, buscando responder à seguinte questão: até que ponto o ProUni, como política pública contribui para o acesso ao ensino superior e a formação para a atuação profissional? Mediante o objetivo de conhecer os significados de ser estudante universitário beneficiado pelo ProUni, como política pública que pretende articular o efetivo exercício da igualdade. O trabalho desenvolveu-se em quatro capítulos. No primeiro, faz-se uma apresentação geral do direito à educação, fundamentado na CR e na LDB. No segundo, busca-se uma contextualização sobre o Programa, como política pública de ação afirmativa voltada à ampliação do acesso ao ensino superior. No terceiro, são demonstrados os resultados do estudo; no quarto capítulo, tratou-se da discussão. O estudo foi de abordagem qualitativa, do tipo descritivo, de campo e transversal. Empregou-se o método do DSC. A amostra compôs por 30 alunos de ambos os gêneros, bolsistas ProUni, com idade entre 23 e 40 anos. A conclusão aponta para o fato de que o ProUni, contribuiu de maneira significativa para os bolsistas, que pertencem a população de baixa renda, possibilitando o efetivo exercício da igualdade. Palavras-chave: Educação. Políticas Públicas. ProUni. Ensino Superior. Abstract RIGHT TO EDUCATION AND PUBLIC POLICY PROUNI The study discussed the implementation of public policies that ensure the right of access to higher education as a means of integration into society, seeking to answer the following question: to what extent ProUni, as public policy contributes to access to higher education and training for professional practice? By the aim of knowing the meanings of being college student benefited by ProUni, as a public policy that articulates the effective exercise of equality. The work developed in four chapters. In the first, an overview is made of the right to education, based on the CR and LDB. In the second, we seek a contextualization of the program, as a public policy of affirmative action aimed at broadening access to higher education. In the third, they are shown the results of the study; in the fourth chapter, this was the discussion. The study was a qualitative approach, descriptive, field and cross. We used the DSC method. The sample was composed by 30 students of both genders, ProUni fellows, aged between 23 and 40 years. The finding points to the fact that ProUni, contributed significantly to the stock, which belong to the low income population, enabling the effective exercise of equality. Keywords: Education. Public policy.ProUni.Higher education.

scholarly journals How COVID-19 Has Exacerbated Inequality in Higher Education in Brazil

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Francisco Pinto
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Low Income ◽  
Census Data ◽  
Private Higher Education ◽  
Access To Higher Education ◽  
Education Policies ◽  
Higher Education Policies ◽  
Retention In Higher Education ◽  
The Impact

Drawing on educational census data and a review of news articles and higher education policies in Brazil, this article examines the impact of COVID-19 on the access and retention of the low-income Brazilian population in higher education. Guided by the question, “What is the impact of COVID-19 on the most vulnerable population in Brazil in terms of access to, and retention in higher education?”, the paper is structured in two sections: the first offers a short historical overview of Brazilian higher education; the second examines the impact of the pandemic on student retention in higher education, looking at factors such as social isolation, job and income precarity, use of Information and Communication Technologies (ICT), internet access, and technological resources. I argue that distance education offered by private higher education institutions benefits the privileged students and that the effects of the pandemic are detrimental to the socially disadvantaged students since those who are in public universities do not always have access to technology, and those who study in private universities feel the impact of not being able to pay tuition fees, besides the loss of several jobs in different sectors. In conclusion, I recommend policy initiatives to improve access to higher education.

scholarly journals The Impact of Higher Education Loan System among Students from Low-Income Background in Tanzania

2018 ◽  
Vol 14 (28) ◽  
pp. 39
Author(s):  
Watende Pius Nyoni
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Relevant Literature ◽  
Access To Higher Education ◽  
Means Testing ◽  
Operational Mechanism ◽  
Low Income Families ◽  
The Government ◽  
The Impact ◽  
The Needy

In spite of the initiatives which have been taken by the government of Tanzania towards access to higher education for qualified students who came from low - income backgrounds, the studies and real situation reveal the reality of how this group of people has been denied to parity and fair for accessing higher education. Thus, Tanzania government has established Higher Education Students Loans Board with the Act No.9 of 2004 aiming at giving assistance to the students who got admission in universities, but came from low-income families with no financial strength to support their schooling. However, since its inception higher education loans board had failed to identify students from low-income background resulting in some students dropping out or postpone their studies as they look for other sources of funds. This article is qualitative in nature with the use of document analysis technique. The author uses relevant literature, officially published statistical data and various theoretical justifications for examining the impact of HE loan towards students from low-income background. The results of this study identified some challenges leading to a misallocation of fund to the needy students, application of Means Testing being one of them. Meanwhile, the author concludes with careful planning and effective use of means testing with a sustainable operational mechanism which will address the issue of parity and justice for the needy students in accessing higher education in Tanzania.

scholarly journals The Editor’s Note

2017 ◽  
Vol 99 (3) ◽  
pp. 4-4
Author(s):  
Joan Richardson
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Access To Higher Education ◽  
Black Girl ◽  
Class Bias ◽  
Income Family ◽  
Academic Paths

We must guard against developing schools that track kids into certain academic paths because of their race, gender, or socioeconomic circumstances. Not only do we need to ensure that a black girl from a low-income family has access to higher education, we must also ensure that a white boy from an affluent family has the option to get his hands dirty in an auto mechanics class. Class bias can work both ways and should never limit a child’s access to his or her dreams.

The "Decriminalisation" of the #FeesMustFall Movement in South Africa: An Asantean Perspective

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Kgothatso Brucely Shai ◽  
Rachidi Richard Molapo
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Middle Class ◽  
Public Discourse ◽  
Critical Discourse ◽  
Access To Higher Education ◽  
White People ◽  
Modus Operandi ◽  
Critical Understanding ◽  
The Government

During the struggle against colonialism and apartheid in South Africa and Africa, the liberation pioneers promised all citizens access to decent education. The premise was that the education the colonial authorities made available to Africans was poor compared to that of white people. What was more, only some middle-class Africans were given access to higher education. The initiation of the protest movement #FeesMustFall in 2015 seemed to mark a crossroads in South Africa in terms of opening the doors of learning to all. However, some scholars and politicians argue that the country’s higher education sector is still untransformed and inaccessible to most people. Still others argue that the #FeesMustFall movement’s call for aggressive transformation of higher education has been hijacked by a “third force” to undermine the Government. In this article we critique the competing perspectives of the ongoing public discourse on the #FeesMustFall movement based on interdisciplinary critical discourse and Afrocentric theory in order to gain a nuanced but critical understanding of this movement and its implications for the future. Notwithstanding the reservations about some of the bad elements of the modus operandi of the fallist movement, our major finding, as reported on in this article, was that the demand for quality and free higher education in South Africa was reasonable. Nevertheless, a decision to meet this demand might not be economically sound in respect of the immediate future.

Social Stratification and Higher Education

1968 ◽  
Vol 38 (2) ◽  
pp. 277-316 ◽  
Author(s):  
Christopher Jencks
Keyword(s):  
Higher Education ◽  
Middle Class ◽  
Educational Attainment ◽  
Social Stratification ◽  
Occupational Status ◽  
Decisive Role ◽  
The Other ◽  
Access To Higher Education ◽  
Class Differences

The effect of educational attainment on adult occupational status is often exaggerated,but higher education is nonetheless an important route to a good job. The middle class have always made disproportionate use of this tool for self-advancement,and the gap is not narrowing. The role of tuition charges and academic tests in maintaining the middle-class advantage is not as great as many suppose; class differences in motivation probably play the decisive role. Even if access to higher education became more equal, however, this would not necessarily make American life more satisfactory. The central problem seems to be inequality, not immobility,and while the two are closely related, measures intended to achieve one may not promote the other.

scholarly journals Limites da lei de cotas nas universidades públicas federais

2016 ◽  
Vol 24 ◽  
pp. 6
Author(s):  
Hugo Augusto Vasconcelos Medeiros ◽  
Ruy De Deus E Mello Neto ◽  
Alfredo Macedo Gomes
Keyword(s):  
Higher Education ◽  
Middle Schools ◽  
Minimum Wage ◽  
Low Income ◽  
Family Income ◽  
Public Institution ◽  
Access To Higher Education ◽  
Low Income Students ◽  
Per Capita ◽  
The Difference

The paper analyzes if the devices in Brazilian quota law are sufficient to guarantee the aims of the affirmative action, in order to promote democratic access to higher education through a fair redistribution of reserved spots. Firstly, we consider the racial self-declaration as a criterion to decide access to the quota; secondly, the technical difficulties and the possibility of competition inter and intragroup; thirdly, the difference between the percentages of blacks, pardos, indigenes (PPI) and low income students in general population, and the percentages of blacks, pardos, indigenes (PPI) and low income students in the socioeconomic strata used by quota law to define the reserved spots. The criteria for reserved spot distribution comprehend not only the obligation of study all the high school in a public institution, but also devices for calculus of the groups with access with reserved spots, according to four classifications: I-a: students from public middle schools, with per capita family income equal or less than 1,5 minimum wage, and PPI; I-b: students from public middle schools with per capita family income equal to or less than 1,5 minimum wage, no PPI; and II-a: students from public middle schools with per capita family income above 1,5 minimum wage, PPI; II-b: students from public middle schools with per capita family income above 1,5 minimum wage, no PPI. Metodologically, we analyzed documents related to the quota law process, and comparative quantitative analisys of the educational and demographical census is made. We conclude that despite its importance as a landmark to affirmative actions in higher education, quota law doesn’t have the necessary conditions to guarantee a fair distribution of the reserved spots.

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