Chapter 16 Ensuring Equity and Inclusion in Higher Education Provision: Ghana’s Approach

2019 ◽  
pp. 237-251
Author(s):  
Patrick Swanzy ◽  
Patrício V. Langa ◽  
Francis Ansah
Keyword(s):  
Higher Education ◽  
Equity And Inclusion

Diversidad Cultural y Equidad en Universidades Privadas con Proyecto de Inclusión

2016 ◽  
pp. 103
Author(s):  
Ana María Contreras Duarte
Keyword(s):  
Higher Education ◽  
Theoretical Perspective ◽  
Private Universities ◽  
Educación Superior ◽  
Educacion Superior ◽  
Palabras Clave ◽  
Distribution Of Resources ◽  
Equity And Inclusion

El artículo aborda los problemas de equidad e inclusión en la educación superior en Chile desde una perspectiva que se sitúa más próxima al campo de la sociología de la Educación. Desde allí la perspectiva teórica que sirve de marco orientador del estudio se plantea la posibilidad de comprensión de los fenómenos sociales desde las creencias y acciones de los sujetos. También se asume que el logro de la justicia en una sociedad determinada y en la educación en particular, trasciende a la distribución equitativa de recursos y requiere que los actores educativos, caracterizados por una mayor diversidad, se reconozcan mutuamente unos a otros como lo plantean los teóricos del reconocimiento (Honneth, 2010).Palabras clave: Equidad, inclusión, educación superior, creencias, reconocimiento.Diversidade Cultural e Equidade em Faculdades privadas com Projeto de InclusãoO artigo aborda os problemas de Equidade e Inclusão no ensino superior no Chile desde uma perspectiva que se situa mais próxima ao campo da sociologia da Educação. A partir daí, a perspectiva teórica que serve de marco orientador do estudo, manifesta a possibilidade de compreensão dos fenômenos sociais, desde as crenças e ações dos sujeitos. Também se entende que o logro da justiça numa sociedade determinada e na educação em particular, transcende a distribuição equitativa de recursos e requer que os atores educacionais, caracterizados por uma maior diversidade, reconheçam-se mutuamente uns aos outros como expressam os teóricos do reconhecimento (Honneth, 2010).Palavras-chave: Equidade, Inclusão, ensino superior, crenças, reconhecimento.Cultural diversity and equity in private universities withinclusion projectThe article discusses the issues of equity and inclusion in higher educationin Chile from a perspective closest to the field of sociology of education.Based on that, the theoretical perspective that serves as a guiding frameworkof the study provides the possibility of understanding social phenomenafrom individual beliefs and actions. It is also assumed that the achievementof justice in a given society and in education in particular transcends theequitable distribution of resources. It requires that educational actors,characterized as more diverse, are mutually recognized, as it is suggestedby recognition theorists (Honneth, 2010).Keywords: Equity, inclusion, higher education, beliefs, recognition. 

Addressing Issues of Equity and Inclusion in Higher Education through Valuing Lived Experiences

2021 ◽  
Vol 21 (2) ◽  
pp. 79-91
Author(s):  
Jalin Johnson ◽  
Nakisha Castillo ◽  
Dustin Domingo ◽  
Leticia Rojas ◽  
Donald B. Scott
Keyword(s):  
Higher Education ◽  
Lived Experiences ◽  
Equity And Inclusion

scholarly journals Demystifying Diversity, Equity, and Inclusion Among Students in Higher Education

2022 ◽  
pp. 93-104
Author(s):  
Sundra D. Kincey ◽  
Aziza Zemrani ◽  
Theresa L. Bailey
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Success ◽  
Minority Students ◽  
Colleges And Universities ◽  
Innovative Strategies ◽  
Inclusive Practice ◽  
The World ◽  
The Impact ◽  
Equity And Inclusion

Understanding the unique components of diversity, equity, and inclusion is essential for institutions of higher education to increase student success outcomes and to prepare graduates for the world of work. This chapter will focus on how diversity, equity, and inclusion as a single entity is perceived by enrolled students, particularly minority students, and how institutions may help to increase students' awareness of such topics and the impact on their lives upon graduation. Discussions will lend themselves to strategies that institutions may employ to demystify these terms for enrolled students. Specific focus will be given to the use of inclusive competencies and methods institutions may implore to promote inclusive practice. Implications will be provided on how colleges and universities may develop innovative strategies to increase student engagement centered on these concepts and provide opportunities for students to share their experiences and ideas for integration on their respective campuses.

The Inclusion of Persons With Disabilities in Engineering Education and Careers

2021 ◽  
pp. 249-270
Author(s):  
Yvette E. Pearson ◽  
Quincy G. Alexander
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Stem Fields ◽  
Persons With Disabilities ◽  
Unemployment Rates ◽  
The Us ◽  
And Mathematics ◽  
Equity And Inclusion

The Americans with Disabilities Act (ADA) and other laws have made strides towards equity and inclusion for persons with disabilities in the US. Despite this, challenges persist both in higher education and the workforce, particularly in science, technology, engineering, and mathematics (STEM) fields. While students with disabilities indicate interest in and intent to major in STEM disciplines at the same rate as their peers without disabilities, they are not retained through graduation at the same rates, and thus remain underrepresented among STEM graduates and professionals. Those who do complete STEM degrees experience higher unemployment rates and lower average salaries than their colleagues without disabilities. For engineering innovations to optimally serve society, the engineering profession must be representative of society. And this must go beyond counting the numbers; inclusion of diverse perspectives is a must. This chapter shares challenges, opportunities, and strategies for inclusion of persons with disabilities in engineering education and practice.

From Avoiding Bias to Social Justice

2020 ◽  
pp. 47-61
Author(s):  
Anne E. Lundquist ◽  
Gavin Henning
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Impact Assessment ◽  
Cultural Context ◽  
Colleges And Universities ◽  
High Quality ◽  
Assessment Decisions ◽  
Quality Learning ◽  
Research Based Practices ◽  
Equity And Inclusion

The demographics of U.S. colleges and universities continue to evolve and higher education is being called to reinvent itself in order to ensure that all students have high quality learning experiences. An equity-minded approach to assessment helps determine the effectiveness of diversity, equity, and inclusion initiatives and programs as well as embodies practices and procedures that themselves are socially just. This text share many research-based practices that value, prioritize, and develop diversity, intercultural fluency, and equity in campus specific settings. This chapter describes the higher education and cultural context in which the equitable assessment conversation is taking place; reviews how research paradigms, methods, and culture impact assessment decisions and methods; describes a socially just assessment continuum; and offers tips for implementing equity-minded assessment.

Close encounters that foster change: What Alice Sheldon and PPE 2020 can tell us about educational futures

2021 ◽  
pp. 147821032110527
Author(s):  
Shelli B Fowler
Keyword(s):  
Higher Education ◽  
Science Fiction ◽  
Short Story ◽  
Culturally Responsive ◽  
Institutions Of Higher Education ◽  
Transformative Change ◽  
Late 20Th Century ◽  
Educational Future ◽  
Educational Futures ◽  
Equity And Inclusion

In the preferable educational future imagined here, the year 2030 has seen massive conceptual and structural change throughout systems of education. In the higher educational landscape envisioned only 10 years in the future, institutions of higher education have moved beyond the goals of valuing diversity, equity, and inclusion and beyond recognizing the importance of interdisciplinary curricula focused on sustainable problem-solving. It has embraced those as central tenets as it evolved into the nimble, culturally responsive, and innovative site of learning it aspired to be since the late 20th century. Our institutions of higher education are now designed to educate the adaptive creatives that all professions and future professions require ( Aoun, 2017 ). The catalyst for this transformative change is examined, though not in predictive ways meant to determine new educational policy. It draws from the pandemic, protests, and elections (PPE) that came to define 2020, and it explores a potentially powerful metaphor from a science fiction short story by Alice Sheldon to encourage a reframing of current education praxis. The focus here is on a brief, creative exploration of a future educational scenario that need not be that far out of our aspirational reach.

scholarly journals Change theory in STEM higher education: a systematic review

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Daniel L. Reinholz ◽  
Isabel White ◽  
Tessa Andrews
Keyword(s):  
Higher Education ◽  
Change Theory ◽  
Theoretical Work ◽  
Data Interpretation ◽  
Individual Change ◽  
Collective Knowledge ◽  
Educational Improvement ◽  
Research Questions ◽  
Measurement And Evaluation ◽  
Equity And Inclusion

AbstractThis article systematically reviews how change theory has been used in STEM higher educational change between 1995 and 2019. Researchers are increasingly turning to theory to inform the design, implementation, and investigation of educational improvement efforts. Yet, efforts are often siloed by discipline and relevant change theory comes from diverse fields outside of STEM. Thus, there is a need to bring together work across disciplines to investigate which change theories are used and how they inform change efforts. This review is based on 97 peer-reviewed articles. We provide an overview of change theories used in the sample and describe how theory informed the rationale and assumptions of projects, conceptualizations of context, indicators used to determine if goals were met, and intervention design. This review points toward three main findings. Change research in STEM higher education almost always draws on theory about individual change, rather than theory that also attends to the system in which change takes place. Additionally, research in this domain often draws on theory in a superficial fashion, instead of using theory as a lens or guide to directly inform interventions, research questions, measurement and evaluation, data analysis, and data interpretation. Lastly, change researchers are not often drawing on, nor building upon, theories used in other studies. This review identified 40 distinct change theories in 97 papers. This lack of theoretical coherence in a relatively limited domain substantially limits our ability to build collective knowledge about how to achieve change. These findings call for more synthetic theoretical work; greater focus on diversity, equity, and inclusion; and more formal opportunities for scholars to learn about change and change theory.

scholarly journals The Importance of Linguistically Diverse Collections

2021 ◽  
Vol 14 (2) ◽  
pp. 11-28
Author(s):  
Jeffrey Meyers
Keyword(s):  
Higher Education ◽  
United States ◽  
Linguistic Diversity ◽  
Faculty Perceptions ◽  
Linguistically Diverse ◽  
The United States ◽  
Education Environment ◽  
English Speaking ◽  
Equity And Inclusion ◽  
Improve Access

Although theological libraries in the United States serve speakers of many languages, they exist in a higher education environment where linguistic diversity is often absent from conversations about diversity, equity, and inclusion. This article argues for the importance of linguistically diverse library collections, surveys the state of holdings and acquisitions today, reports the results of a study of student, alumni, and faculty perceptions of their schools’ support for multilingual and non-English speaking students, examines the barriers to adequate non-English acquisitions, and proposes actions and strategies to improve access to non-English materials.

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