scholarly journals Helping the Marginalised or Supporting the Elite? Affirmative Action as a Tool for Increasing Access to Higher Education for Ethnic Roma

2014 ◽  
Vol 13 (3) ◽  
pp. 295-311 ◽  
Author(s):  
Stela Garaz
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Access To Higher Education

scholarly journals AN OVERVIEW OF AFFIRMATIVE ACTION POLICIES IN PUBLIC FEDERAL UNIVERSITIES IN SOUTHEAST BRAZIL

2019 ◽  
Vol 49 (173) ◽  
pp. 184-206 ◽  
Author(s):  
Guilherme Henrique Gomes da Silva
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Southeastern Brazil ◽  
Access To Higher Education ◽  
Underrepresented Groups ◽  
Southeast Brazil ◽  
Data Analyses ◽  
Wide Range ◽  
Brazilian Students

Abstract This article deals with how Brazilian students from underrepresented groups have access to higher education, and how is their permanence in it. It aims to provide an overview of the treatment of affirmative action policies in federal universities in southeastern Brazil. A wide range of official documents of all nineteen federal universities in this Brazilian region was analyzed. After data analyses, three categories were constructed: admission, post-admission support, and pedagogical programs for student permanence. This study indicates that a broader understanding of how affirmative actions are treated is critical if they are to achieve their goals, particularly with regard to the permanence of benefited students.

scholarly journals Affirmative action and justice policies: an analysis of the understanding of law course students about the legal reservation of places for access to higher education

2021 ◽  
Author(s):  
Thamyres Cavalcante de Melo ◽  
Bianca Gomes da Silva Muylaert Monteiro de Castro
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Affirmative Action ◽  
Minority Groups ◽  
Field Research ◽  
Law Students ◽  
Access To Higher Education ◽  
Public And Private ◽  
Cultural Transformations ◽  
Starting Point

Affirmative actions reflect the ideal of achieving equal opportunities and represent the realization of cultural transformations in order to reduce the effects of historically accumulated inequalities. Such actions are capableof implementing greater representation of minority groups in the most diverse domains of public and private activity. In the case of quotas instituted to guarantee minority access to higher education, the reservation of places is one of the forms of social justice that tries to guarantee a minimum level of education for the most disadvantaged, trying to compensate and equalize the opportunities for access to education. This research aimed to analyze the perception of students in the ISECENSA Law course about the affirmative action policy, with an emphasis on the quota modality that promotes the legal reserve of places for the so-called “minorities”. Therefore, the methodology used was qualiquantitative and had as its starting point the bibliographical review to situate the quota policy as an object in the field of socio-legal studies. Documentary analysis of laws on the subject was carried out, as well as field research, through which the questionnaire was used as a data collection instrument to verify the position of ISECENSA law students on the quota policy and to identify whether the students understand the meaning of the quota policy. Thus, 115 questionnaires were applied to students from the 1st to the 5th period of the Isecensa Law course and the data collected showed the students' concern with Social Justice, even with the initial lack of knowledge about the concept of “affirmative action”. In this way, it was possible to analyze the perception of law students at ISECENSA regarding the quota policy and also to promote awareness of the reasons and effects of the implementation of that policy. It is expected then, to contribute to the humanization of educational institutions by encouraging diversity in order to build a society that respects difference, seeking to achieve peace and equality

scholarly journals Vozes ameríndias na universidade pública inclusiva / Amerindian voices in inclusive public university

2017 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Daniela Bueno de Oliveira Américo de Godoy ◽  
José Francisco Miguel Henriques Bairrão
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Indigenous People ◽  
Public University ◽  
Qualitative Approach ◽  
Access To Higher Education ◽  
Political Strategy ◽  
Indigenous Students ◽  
Western Education ◽  
The University

A lei de cotas é um marco rumo à universidade pública inclusiva. Todavia, seu modelo pode não contemplar especificidades culturais. O objetivo deste trabalho é apresentar vozes indígenas sobre o assunto. Visa-se dar ouvidos às comunidades e lideranças indígenas no acompanhamento dessa política. Utilizou-se uma abordagem qualitativa, própria à etnopsicologia, que consistiu em explicitar comparações implícitas entre as culturas ameríndias e a ocidental. Analisaram-se as falas de palestrantes indígenas nas três edições do Encontro Nacional dos Estudantes Indígenas (ENEI). Os resultados mostram que acessar o ensino superior é uma estratégia política e que o território é o principal articulador conceitual. A universidade é vivida de modo peculiar, sem necessariamente corresponder aos moldes da formação ocidental. Os contrastes epistemológicos, pedagógicos e ontológicos por eles evidenciados sustentam propostas em direção à intercientificidade e à interculturalidade (CAPES).Palavras-chave: indígenas, políticas de ações afirmativas, ensino superior, etnopsicologia. ABSTRACT: The Quota Law is a milestone towards inclusive public university. However, this model may not contemplate cultural specificities. This paper aims to present Amerindian voices about this subject by listening to communities and indigenous leaders in monitoring this policy. We used a qualitative approach specific to Ethnopsychology methodology which consists of explicit implicit comparisons between the Amerindian cultures and Western cultures. The speeches of indigenous speakers in the three editions of the National Indigenous Students Meeting were analyzed. The results show that the access to higher education is a political strategy and that the territory is the main conceptual articulator. The university is experienced in a special way, without necessarily matching to the mold of Western education. The epistemological, pedagogical and ontological contrasts highlighted by them support proposals towards interscientism and interculturalism.Keywords: Indigenous people, affirmative action, higher education, ethnopsychology.

scholarly journals Diversity and Higher Education: Theory and Impact on Educational Outcomes

2002 ◽  
Vol 72 (3) ◽  
pp. 330-367 ◽  
Author(s):  
Patricia Gurin ◽  
Eric Dey ◽  
Sylvia Hurtado ◽  
Gerald Gurin
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Asian American ◽  
Educational Outcomes ◽  
Access To Higher Education ◽  
Institutional Research ◽  
Social Growth ◽  
Education Theory ◽  
Cooperative Institutional Research Program ◽  
The University

In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy outcomes. The results of their analyses underscore the educational and civic importance of informal interaction among different racial and ethnic groups during the college years. The authors offer their findings as evidence of the continuing importance of affirmative action and diversity efforts by colleges and universities, not only as a means of increasing access to higher education for greater numbers of students, but also as a means of fostering students' academic and social growth.

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