Reframing race and widening access into higher education

Author:

Madriaga ManuelORCID

Abstract

AbstractThis paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal access to higher education has been framed in the research field. It is argued here that the framing of widening access reveals a persistent colour-evasiveness that is dominant. The findings show that widening access policy has not benefitted students of colour as they are not accessing higher education with the same kind of success as their white peers. The paper concludes for a call for race-conscious interventions to remedy the continued race inequity in accessing highly rejective institutions based on the evidence gathered.

Funder

Society for Research into Higher Education

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference94 articles.

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3. Association of Universities and Colleges in Canada. 2011. Trends in Higher Education Volume 1 – Enrolment. Ontario, Canada: Association of Universities and Colleges in Canada.

4. Atherton, G. and Mazhari, T. 2019. Working-class heroes: Understanding access to higher education for white students from lower socio-economic backgrounds. London: National Education Opportunities Network. Available at: https://www.educationopportunities.co.uk/news/new-report-shows-differences-in-white-working-class-students-going-to-university-by-higher-education-provider/ (Accessed on 11 February 2022).

5. Avis, J., Orr, K., & Warmington, P. (2017). Race and vocational education and training in England. Journal of Vocational Education & Training, 69(3), 292–310.

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