Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch

Autor/inn/en	Frisancho, Veronica; Krishna, Kala
Titel	Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch
Quelle	In: Higher Education: The International Journal of Higher Education Research, 71 (2016) 5, S.611-649 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-015-9927-1
Schlagwörter	Affirmative Action; Higher Education; Engineering Education; Educational Policy; Admission Criteria; Minority Group Students; Academic Achievement; Majors (Students); Selective Admission; Course Selection (Students); Policy Analysis; Foreign Countries; Educational Practices; India + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ingenieurausbildung; Politics of education; Bildungspolitik; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Schulleistung; Bildungsselektion; Course selection; Student; Students; Kurswahl; Politikfeldanalyse; Ausland; Bildungspraxis; Indien
Abstract	Using detailed data on the 2008 graduating class from an elite engineering institution in India, we evaluate the impact of affirmative action policies in higher education focusing on three issues: targeting, catch up, and mismatch. We find that admission preferences effectively target minority students who are poorer than average displaced nonminority students. Moreover, we find that minority students, especially those in more selective majors, fall behind their same-major peers in terms of grades as they progress through college. We also identify evidence in favor of the mismatch hypothesis: Once we control for selection into majors, minority students in more selective majors end up earning less than they would have had if they had chosen a less selective major. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01