Managing and Supporting Student Diversity in Higher Education

2013 ◽  
Author(s):  
Robyn Benson ◽  
Margaret Heagney ◽  
Lesley Hewitt ◽  
Glenda Crosling ◽  
Anita Devos
Keyword(s):  
Higher Education ◽  
Student Diversity ◽  
Diversity In Higher Education

Using composite metrics to measure student diversity in higher education

2015 ◽  
Vol 37 (2) ◽  
pp. 222-240 ◽  
Author(s):  
Jacqueline E. McLaughlin ◽  
Gerald W. McLaughlin ◽  
Josetta McLaughlin
Keyword(s):  
Higher Education ◽  
Student Diversity ◽  
Diversity In Higher Education

Student Access, Equity, and Diversity in Higher Education

Education ◽  
2019 ◽  
Author(s):  
Andrew Harvey ◽  
Jennifer Stokes
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Rural Areas ◽  
The United States ◽  
Student Diversity ◽  
Economic Productivity ◽  
Higher Education System ◽  
Wide Range ◽  
Diversity In Higher Education ◽  
Preferential Access

The global expansion of higher education continues apace. According to the typology in Trow’s chapter in 2007, many nations have now entered an era of universal higher education. Despite high overall growth, many groups nevertheless remain under-represented. Most notably, university access is typically limited for people who are financially disadvantaged, have a disability, hail from certain ethnic groups, are Indigenous, and/or live in rural areas. Unequal access raises issues both of social justice and of economic productivity. Nations unable to broaden access to under-represented groups may suffer negative social, democratic, and economic consequences. Despite this imperative, few nations maintain a higher education system that is reflective of their broader population. Higher education is often perceived as a positive force for social mobility, yet it can also serve to reify established structures of class, gender, and ethnicity. Equity remains a contested concept. Proponents of formal equality argue that meritocratic higher education is possible where formal, legal barriers of discrimination are removed. An opposing view holds that structural inequity is so deep that the removal of formal university barriers is necessary but insufficient to deliver fairness. By this view, equity requires more active measures to promote access and success for under-represented groups. Conflicting views of student equity are often represented in affirmative action debates. Many countries provide compensation, bonus points, or other forms of preferential access to support identified disadvantaged groups. Most notably, the United States remains deeply conflicted over the merits and legality of race-based affirmative action, whereby African American, Latino, and other students may be provided preferential access to public and private universities. While attempts to broaden access are made on equity grounds, the importance of student diversity is also often emphasized. Diversity may include ethnicity, gender, age, religion, and other geo-demographic characteristics. Advocates of student diversity highlight research that shows increased quality of learning where the student group holds a wide range of views informed by different backgrounds. This idea of “inclusive excellence” is informed by broader economic arguments of productive diversity and research into behavioral psychology. Alongside growing student diversity in higher education has been a focus on how universities manage that diversity. Studies on campus climate have explored how different student groups experience and identify with their university and the strengths that different groups can bring to higher education.

scholarly journals Multilingualism and internationalisation in doctoral education: Discourse, positioning and agency

2020 ◽  
Vol 8 (2) ◽  
pp. 257-277
Author(s):  
Stephanie Hofmann
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Cultural Diversity ◽  
Academic Writing ◽  
National Language ◽  
Macro Level ◽  
Lingua Franca ◽  
Diversity In Higher Education ◽  
Linguistic Repertoire ◽  
Education Discourse

AbstractDespite the growing linguistic and cultural diversity in higher education and research, little is known about how students and researchers use their plurilingual repertoire for writing and publishing. In particular, the roles of the national language(s) and the linguistic repertoire(s) vis-à-vis English as the lingua franca for academic writing and publishing have not been closely examined. This paper explores how doctoral researchers in Luxembourg position themselves in relation to macro-level discourses about language and academic success within their complex lingua-cultural and socio-economic setting. By analysing interview transcripts of two multilingual doctoral researchers from Russia and Germany, I show how in spite of their similar starting situations they negotiate agency to varying degrees. In particular, the prevalence of English and the pressure to publish in international journals seem to make them struggle to use their full linguistic repertoire in writing their theses.

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