Literaturnachweis - Detailanzeige
| Autor/inn/en | Salmi, Jamil; D'Addio, Anna |
|---|---|
| Titel | Policies for Achieving Inclusion in Higher Education |
| Quelle | In: Policy Reviews in Higher Education, 5 (2021) 1, S.47-72 (26 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2332-2969 |
| DOI | 10.1080/23322969.2020.1835529 |
| Schlagwörter | Educational Policy; Inclusion; Higher Education; Equal Education; Program Effectiveness; Disproportionate Representation; Student Loan Programs; Intervention; Barriers; Student Financial Aid; Grants; Outreach Programs; Affirmative Action; School Holding Power; Institutional Characteristics; Access to Education; Tuition; Fees; Remedial Instruction |
| Abstract | Considering the extensive social and private benefits that higher education generates, ensuring inclusive access and success is essential to achieve social justice and economic efficiency. With this premise in mind, this article reviews current knowledge about equity promotion policies in higher education and what is known about the effectiveness of various policies, drawing from experience in various parts of the world. It starts with reviewing definitions of under-represented groups in higher education, which can be considered as 'equity target groups'. After examining the depth and scope of disparities across regions and countries, it analyses studies focusing on the effectiveness of equity promotion policies and measures. For this purpose, it distinguishes between financial aid programmes (grants, loans) and non-monetary interventions (outreach, affirmative action, retention, specialized institutions, etc.) that seek to remove the barriers facing students from under-represented groups. It concludes that policies matter and can make a significant difference. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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