A School Model for Developing Access to Higher Education for African American

Author(s):  
Sheldon Lewis Eakins

This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.

Author(s):  
Sheldon Lewis Eakins

This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.


2013 ◽  
Vol 12 (4) ◽  
pp. 553-564 ◽  
Author(s):  
Bea Cantillon ◽  
Wim Van Lancker

In this article we critically assess the social investment perspective that has become the dominant paradigm in European social policymaking. We identify and discuss some of its shortcomings that may hamper social progress for all. In doing so, we focus on three pillars central to the idea of social investment: social inclusion through work, individual responsibility and human capital investment. We find that the social investment perspective has some serious flaws when it comes to the social protection of vulnerable groups. This is strongly related to the continuing relevance of social class in explaining and remedying social inequalities. We conclude that investment cannot be the only rationale for welfare state intervention and that protecting people should remain equally high on the policy agenda.


2021 ◽  
Author(s):  
Courtney Rae Cox

Despite federal policy changes facilitating the recruitment and retention of international students in Canada, programming at Canadian universities is uneven and has created conditions for the population’s social exclusion. Canadian immigration policy has positioned international students as a desirable cohort of prospective immigrants, due to their age, economic potential, education, and official language skills. Canada’s 2014 International Education Strategy aims to double the number of international students, retaining them as economic migrants, and later permanent residents. However, temporary legal status and limited access to federally funded settlement services positions post- secondary institutions as the population’s primary settlement service provider, compounding the barriers to successful societal integration. As such, international graduates face barriers that mirror those of traditional immigrants. Critically exploring Canadian policy and post-secondary programming relating to international students, this paper applies the social inclusion perspective to recommend policy modifications and service approaches to ensure greater inclusion of international students.


2019 ◽  
Vol 7 (1) ◽  
pp. 7-17 ◽  
Author(s):  
Elizabeth Balbachevsky ◽  
Helena Sampaio ◽  
Cibele Yahn De Andrade

This article adopts an historical institutionalism perspective (Pierson, 2011; Pierson & Skocpol, 2002; Thelen, 2014). Its main goal is to understand the lasting dynamics and path dependency processes that constrain the impact of expanding access to higher education (HE) in changing the pattern of social inequalities in a given country. To do this, the article will explore two different aspects of the impact of education on social inclusion: the dynamics associated with production and distribution of portable skills and competences, and the dynamics associated with social stratification. The study follows the experience of Brazilian HE over the last 15 years. In this period, the country experienced a rapid expansion, coming from a total undergraduate enrolment of 2.7 million in 2000 up to nine million in 2016. Nevertheless, the design of this expansion assumed a very conservative pattern. Following a well-ingrained domestic pattern, most of this expansion was absorbed by the country’s huge demand-driven private sector, and into less than half a dozen very traditional types of bachelor programs. Thus, the article argues that by failing to diversify, and by preserving old institutional hierarchies, expanding access to HE in Brazil has rendered less impact than one would expect on the country’s social inequalities.


2014 ◽  
Vol 63 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Salomé Marivoet

AbstractSport presents itself as a social configuration that enhances social inclusion by promoting tolerance, respect for others, cooperation, loyalty and friendship, and values associated with fair play, the most important ethical principles of sport. However, intolerance and exclusion can also be expressed in sport, certainly even more so the bigger the social inequalities and the ethnic, religious, gender, disability, and sexual orientation prejudices are in society. The processes of social exclusion, integration, and inclusion are research areas in the social sciences with consolidated knowledge, namely in the study of the problems of poverty, social inequalities, racial and ethnic discrimination, disability, and education. However, it is necessary to discuss the existing theoretical approaches and conceptions seen as explanatory principles of the reality of these fields of analysis, look at how they can frame the reality on the sports field, and then confirm them through empirical research in order to produce knowledge based on the reality of social facts. Despite the broad consensus on the potential of sport in promoting social inclusion, in this paper I stress that this potential can only become real if the orientation of sport includes strategies aimed at achieving these goals. I intend to show how the –social issue‖ in the field of sports has gained relevance in the institutional context, and thereby a new field of research for the social science of sport has been opened and needs to be deepened.


2013 ◽  
Vol 41 (3) ◽  
Author(s):  
Julie Byrd Clark ◽  
Eve Haque ◽  
Sylvie Lamoureux

This multi-voiced paper considers the role of language and linguistic heterogeneity in relation to larger discourses and processes of internationalization and globalization in Canadian higher education by examining two particular educational contexts in Ontario: newly arrived adult students participating in Immigrant language training programs; and Franco-Ontarian students transitioning to post-secondary schools and gaining access to higher education. The authors argue for a multidimensional conceptual approach to theorizing internationalization; one that takes into account the significance of language from the global, transnational and local levels of the social world whereby linguistic heterogeneity is viewed as the “norm” and one that allows for a broader and deeper engagement when considering what international education might mean for citizenship, integration, and linguistic minorities in Canada.


2020 ◽  
Vol 8 (2) ◽  
pp. 190-200 ◽  
Author(s):  
Elisabeth Unterfrauner ◽  
Margit Hofer ◽  
Bastian Pelka ◽  
Marthe Zirngiebl

The Maker Movement has raised great expectations towards its potential for tackling social inequalities by mediating technology-related skills to everybody. Are maker spaces new players for social inclusion in digital societies? How can this potential impact be framed? While scientific discourse has so far identified broad value and impact dimensions of the Maker Movement, this article adds empirical insight into the potential for tackling social inequalities. The study is based on 39 interviews with makers and managers of maker initiatives and ten self-reporting surveys filled in by maker initiative managers throughout Europe, which have been analyzed qualitatively. We found four main domains in which makers address social inclusion: First, by mediating skills and competences not only in the field of digital technologies but in the broader sense of empowering people to “make” solutions for encountered problems. Second, we found that makers actively strive to provide democratized access to digital fabrication and the knowledge on how to use them. Third and fourth, we found different ambitions articulated by makers to change society and social practices towards a society providing better opportunities for individuals. As an entry point for further research and actions, we derived a maker typology that reflects the diverse and various types of relationships to be found in the maker community. This typology could be used for exploring further collaborations between social actors and the Maker Movement. We conclude with an outlook on potential trajectories of the Maker Movement and specify which could influence the inclusion of marginalized persons.


2018 ◽  
Vol 6 (1) ◽  
pp. 61 ◽  
Author(s):  
Monika Papa

The study maintains the focus at the economic crisis in Greece, in real social terms. The research highlights the evidence between the level of education and poverty, and the impact that children of poor families are facing. The authors are focusing on the lack of social protection in single parent families, as well as the significant increase in the number of unemployed in Greece during the period of the memorandum. Moreover, the lack of an effective social state and the collapse of informal support networks increases the chances of tearing the social fabric and more families going into poverty. The study also underlines the social consequences of the economic crisis that are geared towards issues of social inclusion in societies organized in relation to values and the development of skills logic, and the inability to secure full-time jobs. The absence of social protection factors, coupled with the impact of vulnerability and risk factors, are causing poverty, unemployment, loss of rights and social support, social exclusion, discrimination, deinstitutionality, migration combined with effects on personality, developmental experiences, health of the body and soul. In Greek society, at the time of the economic crisis, there is a lack of a social protection network, and the weakening of the institution of the family. In Greece, it is necessary to approach the "new poor" in terms of politics and economy, so that they can be considered as indispensable social partners of democracy. Unprivileged social groups have to claim their rights, become part of their liberation process, and become faces of a change of personnel and social level with the ultimate goal of social transformation.


2021 ◽  
Author(s):  
Courtney Rae Cox

Despite federal policy changes facilitating the recruitment and retention of international students in Canada, programming at Canadian universities is uneven and has created conditions for the population’s social exclusion. Canadian immigration policy has positioned international students as a desirable cohort of prospective immigrants, due to their age, economic potential, education, and official language skills. Canada’s 2014 International Education Strategy aims to double the number of international students, retaining them as economic migrants, and later permanent residents. However, temporary legal status and limited access to federally funded settlement services positions post- secondary institutions as the population’s primary settlement service provider, compounding the barriers to successful societal integration. As such, international graduates face barriers that mirror those of traditional immigrants. Critically exploring Canadian policy and post-secondary programming relating to international students, this paper applies the social inclusion perspective to recommend policy modifications and service approaches to ensure greater inclusion of international students.


Author(s):  
Caterine Galaz Valderrama

Los dispositivos de intervención social por los que atraviesan las mujeres inmigradas producen efectos de dominación mediante el uso de estrategias de diferenciación social. A partir del estudio de las prácticas y discursos presentes en los servicios de atención a mujeres inmigradas en España, se observan algunos procesos de subjetivación de profesionales y usuarias a partir de mecanismos de diferenciación en términos de género, origen nacional y clase. Estos procesos, basados en una diferenciación jerarquizada, tienen como uno de sus efectos la constitución de la categoría “mujer del tercer mundo” (Mohanty, 2003), entendida como una otra totalmente diferente a partir de un exceso culturalista. Esto lleva a que la intervención busque encauzarlas en una correcta inserción social en la sociedad de instalación, eludiendo las experiencias particulares y, en muchos casos, omitiendo las desigualdades sociales del contexto de instalación que afectan sus vidas.Palabras clave: mujeres inmigrantes, inmigración, inclusión/exclusión social, gubernamentalidad Dinâmica de diferenciação e desigualdades. O caso de intervenções sociais para as mulheres imigrantes em EspanhaRESUMOOs dispositivos de intervenção social que atravessam as mulheres imigrantes produzem efeitos de dominação por meio de estratégias de diferenciação social. A partir do estudo das práticas e discursos presentes nos serviços de atenção para as mulheres imigrantes em Espanha, se observam alguns processos de subjetivação de profissionais e usuários a partir de mecanismos de diferenciação em termos de género, origem nacional e de classes. Estes processos, com base numa diferenciação hierárquica, têm como um dosseus efeitos a formação da categoria “Mulher do Terceiro Mundo” (Mohanty,2003), entendida como uma totalmente diferente a partir de um excessoculturalista. Isto conduz à que a intervenção procure levá-las numa corretaintegração social na sociedade de instalação, evitando as experiênciasparticulares e, em muitos casos, omitindo as desigualdades sociais docontexto de instalação que afetam suas vidas.Palavras-chave: mulheres imigrantes, imigração e exclusão / inclusão social,governamentalidade Dynamics of differentiation and inequality. The case ofsocial interventions to immigrant women in SpainABSTRACTThe mechanisms of social intervention experienced by immigrant womenproduce effects of domination by using strategies of social differentiation.From the study of practices and discourses present in services for immigrantwomen in Spain, some processes of subjectivity of professionals and usersare observed in mechanisms of differentiation in terms of gender, nationalorigin and class. One of the effects of these processes, based on a hierarchicaldifferentiation, is the formation of the category “Third World Woman”(Mohanty, 2003), understood as an “other” totally different from a culturalistexcess. This leads to interventions seeking the control of their proper socialintegration into this new society, bypassing the particular experiences and,in many cases, omitting the social inequalities of the context affecting theirlives.Keywords: immigrant women, immigration, social inclusion/socialexclusion, governmentality


Sign in / Sign up

Export Citation Format

Share Document