Changing Global Gender Involvement in Higher Education Participation

The global expansion of higher education since the last quarter of the 20th century reflects political and socioeconomic developments, including opening up economic opportunities and addressing neoliberal agendas such as corporatization, digitization, individualization, and marketization. This process of the so-called massification of higher education has also been called academic capitalism, whereby business models predominate what was once considered a public good and a form of liberal arts education. These transformations have implications for questions of equal opportunity and social justice in regard to gender and sexuality linked to diversity, race, and social class, or intersectionality. Transformations include involvement and participation for students, academics, faculty, and researchers. From a feminist perspective, the various transformations have not increased equality or equity but have instead reinforced notions of male power, misogyny and patriarchy, and social class and privilege, despite the massive increase in involvement of women as students and academics through policies of widening access or participation. The new models of global higher education exacerbate rather than erode inequalities of power and prestige between regions, institutions, and gendered, classed, and raced individuals.

Implications of Cultural Capital in Women’s Higher Education Participation and Social Mobility

Equality of opportunity in higher education participation is a basic right of people in a society that leads to their social mobility in the long run. Benadusi (2002) endorsed Bourdieu’s explanations that cultural capital acts as an empowering force that predetermines equality/inequality of educational opportunity of people in a society. The study, thus, aimed to explore cultural capital as means of participation in higher education and eventually social mobility of women. A cross sectional survey was used to collect data from 103 working and 97 non-working women using purposive and convenience sampling. The study found positive relation of cultural capital of women with their participation in higher education and social mobility. Significant difference was also found between cultural capitals of working and non- working women, where cultural capital of working women was high as compared to non-working. The study therefore, concludes that education for women must be the core value of our society to enhance their cultural capital as well as social mobility in a society. Because higher is the cultural capital of women; higher would be their participation rate in higher education and social mobility for them.

The changing value of higher education as a currency of opportunity

PurposeThe worldwide expansion of higher education participation has destabilised the value of higher education as a currency of opportunity. An increasing number of graduates are experiencing the precarity of unemployment, under-employment and low salaries. This study aimed to investigate how university students in China understand and respond to the changing relationship between higher education and career opportunities.Design/methodology/approachThe research team conducted 100 in-depth interviews with final-year undergraduates at one elite and one lower-tier university in a metropolitan city in Guangdong Province.FindingsThe students were acutely aware of fierce competition in the graduate labour market. When asked “what matters most” for post-graduation career prospects, they identified elite universities and high-status fields of study as “traditional” currencies of opportunity. Nonetheless, to stand out in a competitive environment, they perceived a growing need to supplement higher education credentials through university experiences (internships, student governance, study abroad programmes), party membership, personal connections and (overseas) postgraduate education. Moreover, in a “race to the top”, they discussed how qualitatively distinctive university experiences and elite postgraduate education are “new” currencies of opportunity for high-status professional employment.Originality/valueThe study demonstrates how intensified competition for graduate employment can result in an “opportunity trap”. The students were participating in an “arms race” to accumulate positional advantages for their post-graduation careers. The net impact of such efforts on a systemic level is to create an upward spiral in what students are expected to do in preparation for their post-graduation careers and further destabilise the value of higher education as a currency of opportunity.

The Importance of Highly Engaged School-University Partnerships in Widening Participation Outreach

In Australia, there has been a sustained investment in widening participation activities by the federal government through the Higher Education Participation and Partnership Program (HEPPP) and a sustained effort by universities and their partner schools to create high-quality widening participation programs. However, there is limited longitudinal evidence on if and how these widening participation activities influence the application rates to university by school leavers from low socio-economic status (SES) backgrounds. This article draws on a large mixed-methods study which aimed to investigate differences in university application rates between students from low SES backgrounds in urban versus rural, regional and remote (RRR) schools in Queensland. The research found that widening participation programs had a positive and statistically significant influence on application rates to university in highly engaged schools. We propose the concept of a virtuous circle of sustained widening participation activity to explain the positive results in highly engaged schools.