Discrimination In Higher Education Research Articles

Critical consciousness among undocumented immigrant college students: Responding to cultural stress and psychological distress.

Cultural stress is experienced by undocumented students when they encounter discrimination in higher education and society. In response, undocumented students engage in critical consciousness, while simultaneously experiencing psychological distress. A conceptual model is introduced to describe the links between cultural stress, critical consciousness development, and psychological distress. One hundred seventy-one undocumented college students were recruited to participate in this study and completed measures of cultural stress (discrimination). They also completed measures of psychological distress, critical consciousness, and social justice self-efficacy and outcome expectations. The proposed model was tested for global fit and path analysis in structural equation modeling. Indirect effects were probed to assess the mediating role of critical consciousness and psychological distress. The model fit the data excellently. Greater discrimination was associated with higher critical consciousness, which in turn was associated with elevated social justice self-efficacy and outcome expectations. Additionally, higher discrimination was also linked to greater psychological distress. The link between cultural stress and critical consciousness was not explained by psychological distress. This research expands theory by articulating the adaptive ways undocumented students respond to the conditions that cause cultural stress and psychological distress. This aligns with a growing literature documenting the psychology of undocumented immigrants' activism and advocacy. Findings may inform interventions by higher education institutional agents and research to offset cultural stress and psychological distress. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Critical race pedagogy at a crossroads: accusations of reverse discrimination against international non-White faculty in the Trump era and beyond

ABSTRACT The authors aim to illustrate the vernacular notion of reverse discrimination in higher education in the Trump era and beyond. While mapping out how a Whiteness affect morphs from White fragility to victimhood, the study uses Critical Race Theory to examine the discourse of reverse discrimination in a predominately White institution. The authors interrogate accusations of reverse discrimination against international non-White faculty, examining them as attempts to sustain White supremacy. Deploying an autoethnographic approach to critically untangling our racially charged experiences, the study engages in dialogue with critical race educators in support of a liberatory potential in education.

Gender Equalization Studies in American Education

Whether at home or abroad, the status of women is constantly rising, which is true that women's own efforts, but the affirmative action around the world has also played an important role. The affirmative action movement of higher education aims to ease the problem of discrimination in higher education, increase the number of vulnerable students, build a diverse student group, and realize equal rights in the field of education. However, in practice, the gender-based admission policy of higher education has been criticized, and the public has received mixed praise and criticism. In the face of these arguments and challenges, the Supreme Court's decision has also made different understandings and interpretations, which has aroused controversy and doubts among policy makers and scholars. Critics have noted that the preference policy deliberately lowers the demands for women, which creates reverse discrimination against male applicants with higher scores. Supporters argue that treatment is to achieve real gender equality. Therefore, it is necessary to reflect on the equality and justice of gender equality. This paper mainly describes the brief history of gender equality in American education, studies the criterion of gender. It also discusses the legitimacy of gender equality measures in higher education, and the effect of gender equality in American higher education, which promotes women's social status to weaken or eliminate gender discrimination. It is through the above historical narration, basic concept clarification, goal certification and effect proof that this paper shows a defense theory of the gender equality movement in the field of American education, which gives a strong defense to this important milestone in the history of the feminist movement.Through analysis, this paper finds that the gender equality movement in the field of education in the United States is of great significance for safeguarding women's rights and safeguarding the justice of the United States Constitution. In recent years, the status of women in the field of education has been significantly improved, but there are still many problems in the judicial practice of women's rights, and the conservative forces still occupy the mainstream position in the courts. There is still a long way to go for equal rights in female education, which needs to be further upheld and defended to promote the actual implementation of equity and justice.

Dalit Discrimination in Higher Education: A Malady Without Remedies

Education is one of the most potential variables and relates to different indicators of socio-economic development. Going beyond the campaign for universal literacy, which is otherwise supported by constitutional and statutory provisions, the article seeks to explore the presence as well as the dominance of Scheduled Castes (SC) in Higher Education and gets into the paradoxes of social and bureaucratic structures that facilitate or impede SC entry to and continue with higher education. At this juncture, it seems to be imperative to search for an alignment between constitutional mandates on one hand and social and bureaucratic constraints on the other. Moreover, the relevant methodological framework has been adopted to put facts and figures into perspective, to identify the reason for their slow progress in higher education and to locate the reasons why the reservation policy failed to assist them as per the expectations of the founding fathers of the constitution.

Discrimination in higher education and research in France. Observing, measuring, understanding

Discrimination in higher education and research in France. Observing, measuring, understanding

Racial and ethnic diversity in higher education: White privileged resistance and implications for leadership

Extrapolating history is crucial to mitigating the current underpinnings of racial and ethnic inequities in higher education; however, to establish sustainable change, one must consider its fundamental origin. The inception of 15th-century white settler colonialism is at the epicenter of modern-day racial discrimination and the normalcy of oppressive practices in the United States' education system (US) of America. To understand white settler colonialism and its denigrating manifestations is to understand the dynamics between those in power and those who are subjugated. America's white settler colonialism's horrific ideology is insidiously depicted through torture, persecution, brutality, plunder, and pillage (Traore, 2004). This ideology is the foundation that breeds our society's racial and ethnic hierarchy, including in higher education. Racial discrimination in higher education creates a partisan, culturally divided learning environment, frequently normalized in academic leadership. The purpose of this paper is three-fold: (a) to examine normalized whiteness in higher education, (b) to examine how mere talk about diversity and inclusion inhibits disruption in power to transforming modern-day consciousness of inequities, discrimination, and racism, and (c) discuss action steps to promote leadership among black and brown raced individuals in higher education.

What determines the quality of higher education? A study of commerce graduates in Kerala (India)

The paper examines the quality of higher education in the Indian context in terms of subject knowledge (curriculum) coupled with analytical thinking and communication skills. The study identifies the factors that determine the quality of higher education and further explores whether there exists any difference in the quality of higher education based on the above three parameters between women and men and if so, in what way is this difference more revealing. In order to accomplish the aforementioned objectives, 416 students belonging to Commerce stream from 21 colleges affiliated under four universities in Kerala were selected as the respondents for an achievement test. The results indicate a low mean with a high variance in the learning outcomes. Although Kerala is one of the states in the country which has been remarkably successful in providing quality school education, when it comes to higher education, the State has not held its mark in providing quality education. Besides, an analysis based on the Blinder–Oaxaca decomposition technique shows that a significant difference existing in the learning outcomes of male and female students related to analytical thinking is because of the coefficient differences. This implies that even with similar individual characteristics of students a significant difference exists, which can be attributed to the presence of gender discrimination in higher education.

What About Bob? The Continuing Problem of Federally-Subsidized LGB Discrimination in Higher Education

The Supreme Court’s 1983 decision in Bob Jones University v. United States stripped tax benefits from colleges and universities practicing racial discrimination. The Court held that the U.S. Tax Code’s provision for charities should be read as incorporating the same requirements from the common law of charitable trusts: in order to be considered a charity, an institution may not violate the law or widely-held public policy. The Court relied upon a consensus among the three branches of government to determine that widely-held public policy prohibited racial discrimination in private education. Today, colleges and universities no longer discriminate based on race, but hundreds of institutions of higher education continue to practice sexual orientation discrimination in admissions, codes of conduct, and housing rules. This note applies the Bob Jones Court’s three-branch analysis to contemporary public policy prohibiting sexual orientation discrimination. The author proposes that recent jurisprudence, the prevalence of state anti-discrimination laws, and executive actions prohibiting sexual orientation discrimination indicate that sexual orientation discrimination in higher education runs afoul of the Supreme Court's standard for charitable tax exemption.

Bernice Resnick Sandler (1928-2019).

Presents an obituary for Bernice Resnick Sandler (1928-2019). Bunny, as her family and friends called her, deployed the research skills she learned in her graduate education in psychology in service to her work as a public policy expert and advocate for gender equity in higher education. She is known as the Godmother of Title IX. She graduated from Erasmus Hall High School, and then earned a Bachelor of Arts in psychology from Brooklyn College in 1948 and a Master of Arts in clinical and school psychology from the City College of New York in 1950. After having lost several job opportunities in academia due to antinepotism rules or quotas for Jews, Bunny decided to apply to doctoral programs to enhance her credentials. She said that she "talked her way into" the psychology program at the University of Maryland, despite having been told that she was "too old" (in her early 30s) and that they had enough women students. She later switched to the school of education, where she earned her Doctor of Education degree in counseling and personnel psychology. Her experiences led her to feminism and to her life's work combatting sex discrimination in higher education. Although she never had the career in psychology that she wanted, her work made possible the careers of many women psychologists. She was a model of feminist activism and effective in organizing and energizing women faculty, staff, and students to play their parts in a larger social movement for gender equity and justice. Those who were fortunate enough to know Bunny will remember her for her generosity of spirit, her strength of character, her tenacity, her optimism, her practical advice and friendly guidance, and the excellence of her scholarly, as well as her political and policy, work. Her reports on sexual harassment and the chilly climate continue to be influential today. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Public Opinion on Caste Discrimination in Higher Education

The division of a general public into castes is a worldwide wonder not solely honed inside a specific religion or conviction framework. In South Asia, caste discrimination is generally established in the Hindu caste framework, as per which Dalits are considered 'pariahs'. Most Dalit understudies who go to a college are original students. The main objective of the study is to understand the caste discrimination in higher education with special reference to Chennai, and to identify the difference between caste discrimination in one’s educational life. Descriptive research is used and convenience sampling method is used to collect the samples. The statistical tools used here is ANOVA, independent sample t test, and chi-square. The sample size is 1860. The paper concludes that more awareness is needed among the public about the abolition of caste discrimination in higher education.

Injustice in Their Midst: Social Work Students’ Awareness of Immigration-Based Discrimination in Higher Education

ABSTRACT Social work ethics oppose discriminatory practices and policies, yet little is known about social work students’ awareness of such discrimination. In some U.S. states, education policies discriminate against undocumented youth and recipients of Deferred Action for Childhood Arrivals, by limiting access to higher education or imposing prohibitive fees. This survey-based study measures undergraduate social work students’ knowledge regarding immigration-based educational discrimination and assesses their understanding of how social work’s ethical mandates require them to respond. Most respondents, 83.4%, agreed that it is segregation to exclude such students from the university, but 25% were unaware of discriminatory practices within their own university. Limited knowledge leaves students ill-prepared to advocate for immigrant rights. Authors include recommendations for educators on enhancing awareness.

Visión crítica del currículo desde el enfoque de género e interseccionalidad : caso de la Universidad Central del Ecuador

La Universidad Central (UC) ha vivido un proceso académico de disputa epistemológica que se refleja, fundamentalmente, en posiciones discursivas contrapuestas en relación con las conquistas en el ámbito de la igualdad de género: por un lado se expresa un enfoque permeado desde una concepción liberal, que considera que en la actualidad existe igualdad de oportunidades para mujeres y hombres; y que acceder a las diversas conquistas que ofrece la universidad es cuestión de méritos; por otro lado, desde un enfoque feminista, se considera que, aunque se han producido cambios evidentes en las relaciones de género dentro de la universidad, aún existen brechas de desigualdad que se evidencian en sus funciones sustantivas, esto es: en la docencia, investigación y vinculación, así como en la gestión y cultura universitarias. En este sentido, el estudio tuvo como objetivo analizar el currículo a la luz de la teoría crítica de género desde un enfoque interseccional en las carreras de la Facultad de Filosofía, Letras y Ciencias de la Educación de la UC. Este proceso se realizó a partir de la revisión de los rediseños de los proyectos curriculares, para lo cual se diseñó una matriz de diagnóstico de doble entrada: en la primera se definieron los indicadores y en la segunda se diseñó una matriz de evaluación con escala de Likert. Adicionalmente, la metodología utilizada fue cualitativa; y la técnica, de análisis de contenido, pues se leyeron críticamente todas las mallas curriculares y se calificaron 26 ejes que constituyeron la base del estudio. Los resultados demuestran que existe un avance en relación con la incorporación de la categoría de género desde un enfoque interseccional, aunque el eje que tiene mayor visibilidad y fuerza en los rediseños curriculares es el enfoque intercultural y diálogo de saberes, mostrando una corriente que tiende a fortalecer la producción académica de colonial.

A Primer on Disability Discrimination in Higher Education

This article provides an overview of key issues and a focus on some of the most significant and important recent developments that should be given a high priority by university attorneys and higher education administrators and policymakers. It emphasizes the role that administrators responsible for facilitating or coordinating disability services on campus can play in ensuring that faculty members, staff members, and other administrators have the knowledge and tools to ensure access and also to avoid liability to the institution. Major changes in the Trump administration and Congress may signal changes that could affect disability discrimination issues on campus. These changes include changed regulatory guidance, reduced appropriations (including ripple effects from funding for veterans and vocational rehabilitation), and enforcement approaches. While repeal of the ADA is unlikely, regulatory activities might affect its impact.

Disability discrimination in higher education: analyzing the quality of counseling services

ABSTRACTWe conduct a field experiment to analyze barriers disabled students face when entering higher education institutions. Fictitious high-school graduates request information regarding the admission process and special accommodations to ease studying. Potential applicants randomly reveal one of four impairment types. Response rates are similar for all four conditions. Evaluating response contents reveals differential treatment by impairment type. Students with depression or dyslexia are provided less information and services compared to students with physical impairments or students with no disability. Our results suggest that general information deficits about health conditions exist. Psychological and learning impairments are less often recognized as disabilities.

The Significance of Historically Black Colleges and Universities (HBCUs) in the 21stCentury: Will Such Institutions of Higher Learning Survive?

The United States is still dealing with institutional racism in higher education. For most of the past two centuries, African Americans were forced to attend segregated colleges and universities. Historically black colleges and universities (HBCUs) played a particularly important role during that long period. In many states, there would have been no institutions of higher education at all, were it not for federal legislation (the Morrill Act of 1890), the actions of religious institutions, and the persistent efforts of black Americans to gain an education, despite the obstacles. Even the seemingly race-neutral G.I. Bill of 1944 had the pernicious effect of reinforcing racial segregation in both higher education and housing. Given this history, it comes as no surprise that some predominantly white institutions of higher education (PWIs) do not show a sustained commitment to educate African-American students in this country, although they are often eager to recruit black student athletes for their various sport programs without much regard to the education received by those same athletes. Our inability as a nation to even talk intelligently about these intractable educational problems is disturbing. Indeed, diversity is not paramount for some PWIs, particularly in regards to hiring minority faculty. Perhaps more significantly, HBCUs are still necessary in our society today because they have been the mainstay of educating African Americans at the college and university levels. Black communities throughout our nation are still being devastated by economic polarization and by racial discrimination endemic to higher education at white institutions. The need to address the problem of racial discrimination in higher education remains as strong as ever.

Squaring Faith and Sexuality: Religious Institutions and the Unique Challenge of Sports

The solicitude traditionally afforded to religious institutions to function within the tenets of their faith has recently come under increasing scrutiny, especially in the context of higher education. Distinctions based on sexual orientation or gender identity in particular are seen as illegitimate, especially when they operate to exclude LGBT students and faculty. Nowhere is the challenge of allowing religious universities the ability to develop central faith commitments without excluding LGBT people more evident and difficult than in the context of students-athletes, who are seen as the “face” of an institution. This Article examines the latitude religious universities have under existing law to infuse faith into their operations, and explores how these universities can foster faith communities that uphold their religious beliefs without excluding LGBT people. This Article argues that universities can treat LGBT student-athletes with dignity through common sense approaches that “reasonably accommodate” all student-athletes without endorsing conduct with which it disagrees. This Article begins by outlining the important — if incomplete — safeguards that insulate LGBT students and faculty from discrimination in higher education, including Title IX, Title VII, recent guidance extending those protections to LGBT individuals, parallel state laws. This Part examines the solicitude with which the federal law treats faith institutions but cautions that this autonomy, over time, may be called into question given the significant financial benefits enjoyed by religious universities.It then takes a walk across a university, starting at its gates (admission), through its chapel, to student housing, its student commons, the faculty lounge, and ending with the stadium and locker room facilities. Part II argues that universities have almost unlimited autonomy over quintessentially religious questions (as in its chapel), have considerable latitude over housing and facilities, but that this autonomy recedes when employment relationships are implicated. This Article contends that universities can foster a common ethos through conduct codes for students and faculty. Such codes are important for maintaining deliberate communities of believers and norming conduct around things like drinking alcohol and reserving sex for marriage. This Article argues universities can and should rely on “equal opportunity” proscriptions that all students, gay or straight, must follow. It recognizes, however, that even “facially neutral” proscriptions can operate to exclude LGBT students and faculty. For example, because some universities define “marriage” according to their faith traditions (i.e., recognizing heterosexual marriages only), civilly married same-sex couples would never meet a neutral religious tenet against sex outside of (a religiously recognized) marriage — having the effect of barring them from working at or attending the university. One overarching goal of higher education is to challenge our own preconceptions about those who are not like us. Diversity advances rather than defeats a first-rate education. Thus, this Article argues universities misstep if conduct codes have the inadvertent effect of operating as a backdoor exclusion of LGBT faculty and staff.

Caste-Based Discrimination in Higher Education: An Application of Microaggression Theory in Indian Context

The quota policy of the constitution has been an effective instrument for the lower caste students to access higher education in India. The presence of a significant and growing population of marginalised student groups on college campuses have been perceived as a challenge to the historical hegemony of the higher castes. Few studies have reported that caste-based discrimination in higher education is evident across the institutions, specifically in elite institutions. However, it is an under-researched topic and this offers a unique opportunity to explore a new theoretical framework to study caste- based discrimination in the context of higher education. The racial microaggressions model offer a new definition, terminology and analytical tool to understand caste discrimination and how such discrimination results in low academic outcomes of lower caste students and also explains the tragedy of the student suicide that has received widespread media attention in recent times. The paper explores a microaggressions theory to illustrate implicit, subtle and complex forms of caste-based microaggressions that appear prevalent in university campuses in India. A taxonomic classification of caste-based discrimination indicates four types of microaggressions conveyed to lower caste students by the higher caste groups. The microaggressions framework facilitates new theoretical ground to comprehend caste-based invisible forms of discrimination. Further, it raises critical awareness of how discrimination operates in everyday institutional life, as well as the need for institutional interventions to stop caste-based microaggressions.

Book Review: Faces of Discrimination in Higher Education in India: Quota Policy, Social Justice and the Dalits (Routledge Research in Educational Equality and Diversity)

Book Review: Faces of Discrimination in Higher Education in India: Quota Policy, Social Justice and the Dalits (Routledge Research in Educational Equality and Diversity)

Gender Discrimination in Higher Education in Pakistan: A Survey of University Faculty

Problem statement: Gender disparity is a worldwide phenomenon. This disparity is not only with respect to opportunities and resources but also in rewards, and exists in all regions and classes. Gender disparity exists in the field of education as well. Females experience overt and subtle gender discrimination to some extent nearly at every stage of their career. Males represent the majority of the faculty of higher education institutes across the globe. Managerial positions are usually held by males, who not only have more decision making power but also have more opportunities of social networking. Women have to achieve a successful career at the cost of their family life. Purpose of the study: The present study aimed at exploring the current situation regarding gender discrimination in the higher education institutes of Pakistan. Method: Gender equality has been investigated by a questionnaire survey of 180 faculty members on the five aspects of the working environment, namely Decision Making, Professional Development, Utilization of Resources, Academic Affairs and Job Satisfaction. Results and findings: Two-way analysis of variance shows that post-level is the strongest significant contributor to the differences in the five scores from the equality questionnaire. Gender contributes only in Decision Making, where females tend to be excluded. Conclusions and recommendation: There are significant differences in perceptions of gender equality that are attributable to the respondent's post-level. Those at the higher levels see less inequality. Those at lower levels, especially lecturers, see more. With a high proportion of females at the lecturer level, this can appear as a straight forward gender polarization of views, as happens with Professional Development, Academic Affairs and Job Satisfaction. The fact that the concurrent introduction of post-level into the analyses removes the significance of the gender variable points to the impact of the relatively few promoted females, who do not see inequalities in Professional Development and Academic Affairs. These promoted females will have high Job Satisfaction scores because of their achievement in acquiring their positions. This suggests real movement in Pakistani higher education in the direction intended by the adoption of national equality policies.

University students' perception of discrimination on campus in Turkey

This study explores discrimination on campus in Turkey. The participants were 164 university students from the first, third, and fourth classes of two departments in a university in Turkey. The data was gathered through a questionnaire developed by the author. The results revealed that students were discriminated against because of their clothing style; their religious attitudes; their political leanings; their gender; their ethnicity; their hometown or nationality; their age; and their IQ levels on campus. Besides, it appears they were discriminated against by both lecturers and peers. This study contributes to the literature demonstrating types of discrimination, and exclusive behaviours resulting from discrimination in higher education in Turkey. The findings of this study highlight the importance of attracting the attention of lecturers to be aware of discrimination and biases in their classes, and policy makers to support non-discrimination by establishing diversity courses in higher education curriculum.