The Shifting Financial Aid System in Spanish University: Grant-Recipients' Experiences and Strategies

Autor/inn/en	Río-Ruiz, Manuel Ángel; Jiménez-Rodrigo, María Luisa; Caro-Cabrera, Manuel Jesús
Titel	The Shifting Financial Aid System in Spanish University: Grant-Recipients' Experiences and Strategies
Quelle	In: Critical Studies in Education, 56 (2015) 3, S.332-350 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2014.969286
Schlagwörter	Foreign Countries; Student Financial Aid; Higher Education; Finance Reform; Phenomenology; Student Experience; Financial Policy; Change Strategies; Funding Formulas; Interviews; Scholarships; Educational Policy; Social Class; Educational Opportunities; Equal Education; Social Justice; Affirmative Action; Barriers; Educational Planning; Spain + Suchen Sie Ihr Suchwort? Ausland; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Financial reform; Finanzreform; Phenomenological psychology; Phänomenologie; Psychologie; Studienerfahrung; Fiscal policy; Finanzpolitik; Lösungsstrategie; Funding; Finanzierung; Interviewing; Interviewtechnik; Scholarship; Stipendium; Politics of education; Bildungspolitik; Social classes; Soziale Klasse; Bildungsangebot; Bildungschance; Soziale Gerechtigkeit; Bildungsplanung; Spanien
Abstract	In 2012 Spain inaugurated a reform of its higher education financial aid system inspired by three principles: cost-sharing, increasing academic performance and school efficiency. This reform has shifted the aim of the system from equality of access to a type of meritocracy that can be defined as class-biased, as it is only applied to low-income students who require scholarships to fund their university education. After contextualizing this changing Spanish financial aid system, the life-experiences of grant-holders are discussed, based on in-depth interviews with scholarship recipients. Our analysis shows how the hardships and constraints that these low-income students endure during their university education have been toughened after the reform. The paper concludes that the reform increases and naturalizes the social inequalities that traditionally exist between youths of different social classes when planning, accessing and staying in university, as the critical sociology of education has shown recurrently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01