Description
Bridges, Pathways and Transitions: International Innovations in Widening Participation shows that widening participation initiatives and policies have had a profound impact on improving access to higher education to historically marginalized groups of students from diverse socioeconomic and cultural backgrounds.
The research presented provides a source of inspiration to students who are navigating disadvantage to succeed in higher education against the odds. There are stories of success in difficult circumstances, revealing the resilience and determination of individuals and collectives to fight for a place in higher education to improve chances for securing social mobility for next generations.
The book also reveals that more work and policy interventions are needed to further equalize the playing field between social groups. Governments need to address the entrenched structural inequalities, particularly the effects of poverty, that prevent more academically able disadvantaged students from participating in higher education on the basis of the circumstances of their birth.
Across the globe, social reproduction is far more likely than social mobility because of policies and practices that continue to protect the privilege of those in the middle and top of social structures. With the gap between rich and poor widening at a rate previously unseen, we need radical policies to equalize the playing field in fundamental ways.
Chapter
1 Policy and Practice Challenges and Opportunities for Developing Widening Participation in the Global South and North
1.2 Raising Aspirations: Collaborations With Families, Schools, and Communities
1.3 Providing Opportunities: Pathways and Bridging Initiatives
1.4 Ensuring Success: Transition Support Through Policy
2 What Is Widening Participation and Why Does It Matter?
2.1 What Is “Widening Participation” in Higher Education?
2.2 Critical Considerations in Widening Participation
2.3 Best Practice in Widening Participation
2.4 Building Aspirations and Community Collaboration
2.5 Providing Opportunities and Alternative Pathways
2.6 Institutional Reform by Higher Education Providers
3 Building Bridges: The Story Behind Australia’s Largest Widening Participation Collaboration
3.1 Development and Aims of Bridges to Higher Education
3.1.2 Bridges: Establishing Priorities
3.1.3 Bridges Structure: Effective, Efficient, and Equitable
3.1.3.1 Management Committee
3.1.4 Activities and Reach
3.2 Pathways to Dreaming: Western Sydney University
3.3 U@Uni Summer School: University of Technology, Sydney
3.4 Leap–Robotics: Macquarie University
3.5 Compass: Film Production and Editing/Stop Motion Animation: University of Sydney
3.6 Meet the Professor: Australian Catholic University
3.6.1.1 Impact of Bridges With Respect to Its Objectives
3.6.1.2 Academic Preparedness and Outcomes
3.6.1.3 Awareness, Confidence, and Motivation
3.6.1.4 School and Community Capacity
3.6.2 Access to Higher Education
3.6.2.1 Benefits Are Also Accruing to Aboriginal and Torres Strait Islander Students and Communities
3.6.3 Benefits Are Being Achieved Through Partnership
3.6.3.1 The Benefits to the Universities Themselves Are Apparent
3.6.3.2 University Applications and Entry
3.6.4 Common Features of Successful Bridges Projects
3.6.5 Challenges and Barriers
3.7 Bridges: Future Directions
3.7.1 Building on Bridges
4 Supporting Indigenous Students Through the University Journey: The Elder in Residence Program
4.4 Development of the Elder in Residence Role: Elaine’s Account
4.5 Student and Staff Perceptions of Elder in Residence Role and Value
4.6 Outcomes, Reflections, and Recommendations
5 Creating Alternate Futures Through Higher Education: The Refugee Mentoring Program
5.2 Addressing the Needs of Refugee Youth
5.2.1 Demographic Realities
5.2.2 A Demanding Transition
5.2.3 Enablers and Barriers to Successful Transition and Settlement
5.3 The Case for Mentoring
5.4 Program Partners: The Schools Context
5.5 Development and Implementation of the Program
5.6 Impacts and Outcomes of the Program
6 Widening Participation to Underrepresented and Disadvantaged Students: Social Identity and the Barriers to Higher Educati...
6.2 The Widening Participation Research Evidence
6.3 The Widening Participation Policy Agenda: Past, Present, and Future Initiatives
6.4 Conclusion: Social Identity and Ways Forward for Widening Participation Initiatives
7 Access of Disadvantaged Students to Higher Education in Chile: Current Scenarios and Challenges
7.3 Theoretical Framework
7.5.1 Attributes of the Population Entering Tertiary Education
7.5.1.1 Access to HEI by Family Income
7.5.1.2 Access Related to Secondary Schooling Background
7.5.2 Access to HEIs and Gender
7.5.2.1 Access to HEIs by Members of Ethnic Minority Groups
7.5.3 Characteristics of the Institutions Chosen by Applicants and Students
7.5.3.1 Access to Higher Education by Type of Institution
7.5.3.2 Access to Higher Education by Institutional Funding Type
8 Widening Participation in Higher Education: Preparatory Education Program for Students From Ethnic Minority Backgrounds
8.1 Evolving History of PEEM Programs
8.2 Three Tracks of PEEM Programs
8.4 Current Issues in PEEM
8.5 Conclusions and Implications
9 Building a Foundation for Success? Foundation Programs in the Arab Gulf States Using Qatar as a Case Study
9.3 Historical Background and Current Realities
9.4 Globalization and Nationalization in the Gulf
9.5 Qatar as a Case Study in Understanding Foundation Programs in the Gulf
9.6 Implications for Policymakers
10 Generating Strategies for Success: Understanding the Lived Experiences of Native American Adult Learners
10.2 Review of the Literature
10.5.1 Negotiating “Ways of Knowing”
10.6 The Challenge of Participating in Class
10.7 The Importance of Relationships
11 Nepal’s Educated Nonelite: Reevaluating State-Provided Higher Education
11.2 Public Higher Education Under Pressure
11.3 Bringing Nepal’s Educated Nonelite Into the Conversation
11.3.4 The Potential and the Limitations of State-Provided Higher Education
12 What Is Being Done? “Ubuntu” in Student Support Programs in Public Higher Education Institutions in South Africa
12.1 A Historical Introduction
12.2 Widening Participation in South Africa Today: A Snapshot
12.3 The Grand Narratives in South African Higher Education
12.4 Recognizing and Supporting FGS
12.5 Academic Development and Support Programs
12.6 Support Lessons From an AD Program for Largely FGS
12.7 Supplementary Academic Support
12.9 Academic Writing Support Initiatives
12.10 An Early Alert System Coupled With Multiple Student Support Measures
12.11 A Discipline-Based Approach
12.12 Discussion and Conclusions
13 Tertiary Schooling Patterns and Disadvantaged Groups in Turkey
13.1 Introduction: Who Are the Disadvantaged in Turkey?
13.2 Historical Perspective and Current Patterns of Access to Higher Education
13.3 Social, Demographic, and Economic Structures and Tertiary Enrollment
13.4 Public and Private Investment in Education
13.5 Cost and Financial Sources of Tertiary Education
13.6 Share of National Wealth Spent on Education
13.7 Tertiary Enrollment and Graduation
13.8 Transition to Work and Employment
14 Understanding the Relative Value of Alternative Pathways in Postsecondary Education: Evidence From the State of Virginia
14.2 Conceptual Framework and Relevant Literature
14.3 Data and Descriptive Statistics
14.5.1 Overall Returns to Credits and Credentials
14.6 Returns by Subject Area
14.8 Discussion and Conclusion
Bridges, Pathways and Transitions
：International Innovations in Widening Participation
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