Affirmative action policy in admissions system of higher education of post-Soviet Georgia

Abstract

PurposeThe purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.Design/methodology/approachThe study analyzed the effectiveness of the quota system from the perspective of the “minority rights protection” and “diversity” paradigms. The study used content analysis, focus group discussions, and interviews research methods.FindingsResearch revealed several important patterns: the problems of minority education are associated with academic achievements as well as social integration; although the importance of diversity is evident in the Government of Georgia, the benefits of diversity are not realized fully through affirmative action policies in institutions of HE. The authors have argued that the shift from the “minority rights protection” to the “diversity” paradigm is necessary to solve minority students’ existing problems and to benefit from the positive effects of diversity on academic and democratic outcomes for all students.Practical implicationsThe findings of this study have practical importance. They can be used for the implementation of the affirmative action policy in HE admissions system of Georgia.Originality/valueThe paper is based on original research conducted in Georgia and the study contributes to the development of the field of multicultural and minority education in Georgia.