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Author: Paul Bagguley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 76
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Book Description
Although South Asian women are one of the most socially excluded groups in the UK, their numbers at university have increased rapidly in recent years. This report seeks to understand why they are entering university in larger numbers and the impact of this on their lives."The role of higher education in providing opportunities for South Asian women" explores the experiences of Bangladeshi, Indian and Pakistani women at university. It considers the role of families in shaping choices about local universities and which A-levels and degree subjects to study; vbTab]how community expectations about marriage interact with plans for university; the financial strategies of South Asian women students for funding their education; experiences of racism and Islamophobia inside and outside education and the diversity of the experiences of education among South Asian women, in terms of class, ethnicity and religion.The report is aimed at policy communities and academics with an interest in education, ethnicity and gender. It contains new findings relevant to diversity, equality and widening participation in universities.
Author: Paul Bagguley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 76
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Book Description
Although South Asian women are one of the most socially excluded groups in the UK, their numbers at university have increased rapidly in recent years. This report seeks to understand why they are entering university in larger numbers and the impact of this on their lives."The role of higher education in providing opportunities for South Asian women" explores the experiences of Bangladeshi, Indian and Pakistani women at university. It considers the role of families in shaping choices about local universities and which A-levels and degree subjects to study; vbTab]how community expectations about marriage interact with plans for university; the financial strategies of South Asian women students for funding their education; experiences of racism and Islamophobia inside and outside education and the diversity of the experiences of education among South Asian women, in terms of class, ethnicity and religion.The report is aimed at policy communities and academics with an interest in education, ethnicity and gender. It contains new findings relevant to diversity, equality and widening participation in universities.
Author: Dipexa Gandhi
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 96
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Book Description
There is considerable literature documenting the need to diversify leadership in higher education. When data tracking diversity is reported, representation is most often given in binary terms such as people of color versus White population. Although diversity has recently increased at colleges and universities, senior leadership remains predominantly White holding over 50% of these positions. When an intersectional framework is included, gender is most often added to binary terms making the complexity of both gendered and raced experiences of minoritized women invisible. This study introduces modernized South Asian women who make up an important and growing number of higher education leaders. This phenomenological study explores the lived experiences of 14 South Asian women who are leading at colleges and universities in the United States. The semi-structured interviews were conducted using Zoom virtual meetings. Each participant illustrated their perspective as they navigate through historical stereotypes and assumptions stemming from the model minority myth. The themes which emerged from this study: (a) identity acceptance in which the South Asian women represent dual roles according to gendered expectations; (b) navigating placement in which the recognition of inclusion and exclusion sets the direction of their involvement at their institutions and, (c) breaking barriers in which the South Asian women utilize the advantages of the model minority myth for equity and gender inclusion. These findings collectively contribute to the extensive body of literature accessible on race, gender and inclusion. The findings from the study identified their experiences as key factors in their transitional journeys to leadership. The recommendations from this study are stemmed from the findings for both institutional and individual practice and implementation. Active effort from higher education leaders to develop formal diversity and inclusion taskforces provides opportunity to reach diverse aspiring leaders. Recommendations for South Asian women as individuals seeking inclusion should focus on finding networks and mentorship programs geared towards equitable access to leadership.
Author: Catherine Shea Sanger
Publisher: Springer Nature
ISBN: 9811516286
Category : Education
Languages : en
Pages : 310
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Book Description
This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world. The book explores diversity across physical, psychological and cogitative traits, socio-economic backgrounds, value systems, traditions and emerging identities, as well as diverse expectations around teaching, grading, and assessment. Chapters detail significant trends in active learning pedagogy, writing programs, language acquisition, and implications for teaching in the liberal arts, adult learners, girls and women, and Confucian heritage communities. A quality, relevant, 21st Century education should address multifaceted and intersecting forms of diversity to equip students for deep life-long learning inside and outside the classroom. This timely volume provides a unique toolkit for educators, policy-makers, and professional development experts.
Author: Richard Waller
Publisher: Routledge
ISBN: 1315449706
Category : Social Science
Languages : en
Pages : 428
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Book Description
A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds, and as a way of reproducing social advantage for the better off. With the number of young people from the very highest socio-economic groups entering university in the UK having effectively been at saturation point for several decades, the expansion witnessed in participation rates over the last few decades has largely been achieved by a modest broadening of the base of the undergraduate population in terms of both social class and ethnic diversity. However, a growing body of evidence exists in the continuation of unequal graduate outcomes. This can be seen in terms of employment trajectories in the UK. The issue of just who enjoys access to which university, and the experiences and outcomes of graduates from different institutions remain central to questions of social justice, notably higher education’s contribution to social mobility and to the reproduction of social inequality. This collection of contemporary original writings explores these issues in a range of specific contexts, and through employing a range of theoretical and methodological approaches. The relationship between higher education and social mobility has probably never been under closer scrutiny. This volume will appeal to academics, policy makers, and commentators alike. Higher Education and Social Inequalities is an important contribution to the public and academic debate.
Author: Guofang Li
Publisher: Taylor & Francis
ISBN: 1000980154
Category : Education
Languages : en
Pages : 208
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Book Description
No less than other minorities, Asian women scholars are confronted with racial discrimination and stereotyping as well as disrespect for their research, teaching, and leadership, and are underrepresented in academia. In the face of such barriers, many Asian female scholars have developed strategies to survive and thrive. This book is among the first to examine their lived experience in Western academic discourses. It addresses the socio-cultural, political, academic, and personal issues that Asian female scholars encounter in higher education. The contributors to this book include first- and second-generation immigrants who are teachers and researchers in higher education and who come from a wide range of Asian nations and backgrounds. They here combine new research and personal narratives to explore the intersecting layers of relationships that impact their lives—language, culture, academic discourses, gender, class, generation, and race. The book is replete with the richness and complexity of these scholars’ struggles and triumphs in their professional and personal realms.This powerful and engaging volume:* Examines and celebrates the struggles and triumphs that Asian female scholars experience as they try to “make it” in academic environments that may differ sharply from the culture of their countries of origin; * Highlights the unique contributions the authors have made to research, theory, and the profession;* Establishes the authors’ claim to visibility and a voice for themselves and more generally for Asian women in the academy; * Opens a dialogue on these critical issues by sharing the academic and personal experiences of senior and junior scholars alike; and * Contributes to the on-going discussion on issues pertinent to the status of minority female scholars in higher education.
Author: Yasmin Hussain
Publisher: Trentham Books Limited
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
South Asian women are narrowing the gender gap and Pakistani and Bangladeshi origin women are catching up with Indian women in their uptake of higher education. This title explores how they balance their education with plans for marriage, and their experiences of racism and Islamophobia at university and elsewhere.
Author: Sara Weuffen
Publisher: Springer Nature
ISBN: 9811950083
Category : Education
Languages : en
Pages : 295
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Book Description
This book presents an edited collection of critical discourse situated in the fields of diversity and inclusion broadly, and more specifically, within the discipline of education. Each chapter articulates the importance of educational diversity in achieving the United Nations Sustainable Development Goal 4. The edited collection presents a grounding narrative of equitable learning opportunities and experiences via interpretivist theoretical frameworks and student-centered methodologies. The combination of these approaches, combined within the strong and scholarly-informed social justice lens, reminds us, that the onus of education is to acknowledge, recognise, respect, and engage with the diverse student cohorts, learning needs, and multiple knowledges and cultures that exist in educational contexts. This edited collection creates a holistic discourse around the experiences, interrogations, and innovations occurring within education communities to foreground deeper and more holistic understanding of the intersectionality of diversity and inclusion existing within the contemporary educational settings.
Author: Berenice Scandone
Publisher: Taylor & Francis
ISBN: 1000827798
Category : Social Science
Languages : en
Pages : 134
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Book Description
Drawing on primary qualitative research, this book explores the experiences and identities of a group of British-born women of Bangladeshi background attending university in London through a Bourdieusian theoretical framework. It demonstrates the inequities that these women experience in UK higher education and employment as well as how they challenge them. This book presents stories that illuminate the diversity of views and experiences marked by dynamics of class, race, ethnicity, religion and gender. These stories reveal family projects of social mobility and discourses of aspiration, the multiple resources and constraints that influence decisions, experiences and pathways, and the mutual construction of different dimensions of identification and tensions between them. Through participants’ narratives, the book tackles wider questions around fair access to education and employment, social mobility and the (re)production and transformation of social inequities. The book will be of interest to scholars and students in the fields of Youth, Education, Race/Ethnicity and Migration Sociology, as well as community and education practitioners and anyone with an interest in multi-ethnic societies and young people’s histories.
Author: Sangita Dube
Publisher:
ISBN:
Category :
Languages : en
Pages : 253
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Book Description
The purpose of this ethnographic study was to explore how the community cultural wealth experiences of South Asian American women help or hinder their persistence through higher education. Although there is current literature regarding Asian Americans in higher education, there is not a strong foundation in the experiences of South Asian Americans, especially South Asian American women. The theoretical frameworks that were used to guide this study were community cultural wealth and critical race feminism. Ten semi-structured interviews were conducted to identify similar themes identified by South Asian American women regarding their persistence experiences. The interviews were conducted at a minority serving four-year public institution in southern California. The goal of the study was to help fill the gap in the literature regarding South Asian students in higher education along with providing recommendations for policy and practice. The main community cultural wealth capitals mentioned by these women were familial as well as aspirational, but these women used their own drives to persist in their educational journeys. They all felt that their own motivations were the strongest components in their education. At the end, many of them mentioned that there was additional factor that helped them to continue in their education: the desire to not get married. Although this was not mentioned as a significant point for all of the women, it did come up enough to be considered significant for this study. The fact that these women were using their education as a means to avoid getting married and settling down was a factor in retention that has not been discussed in literature. The recommendations for this study focused on discussions that came up in the interview as well as prospects for further research. The women interviewed all discussed a lack of "role models" in their everyday lives on campus. They felt that they did not have the best exposure to other South Asian American women not just in their classes, but in their specific majors. Even though all of the women were in STEM related fields, they did not feel fully supported because they did not find that anyone would be able to fully understand what they were going through on a daily basis. The institutional recommendations made by these women focused on the possibility of offering more courses related to South Asians in general and possibly a larger more noticeable presence in the administrative positions.
Author: Kalwant Bhopal
Publisher: Routledge
ISBN: 1136628983
Category : Education
Languages : en
Pages : 243
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Book Description
Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and ‘queer’ theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of education research beyond the confines of the education sphere into an arena of sociological and cultural discourse.
