They claimed their identity, considering themselvesīoth as a type of Roma that breaks the stereotype and Some expressed their identity, even though their familiesĪdvised them not to do so, in what we understand as an act ofĮmpowerment. Participants had no problem talking about their identity,Īlthough we find cases of invisibility due to the fear of rejection. The majority of society considers to be Roma. It meant to be Roma, but not at all identified with what The participants identified with what they understood Online questionnaire and student opinions collected through In Spain, including quantitative data collected through an In this paper, we outline the results ofĪ research project conducted with Roma university students Invisibility is also a form of structuralĭiscrimination since, in Spain, ethnic data are not collected ![]() More frequent among those who achieve university studies or ‘playing white’ has been particularly noted and seems to be In an attempt to fight racism, the invisibility strategy of Findings suggested that none of the administrative staff or academics had received training on how to address student diversity.Īmong the strategies developed by members of ethnic minorities Findings indicate that support is provided to all students, but that the support is not designed specifically for students with diverse needs. Findings suggest that administrative staff members perceive inclusion as a new principle for HE, where diversity is perceived in its broader sense. The sample is made of seven administrative staff members representing all levels of administration in the University. The study uses the University of Latvia as a case to answer the following research questions: What constitutes inclusion in university education, how accessibility is provided? What are the support systems provided for diverse students? What support and training are provided to administrative and academic staff to ensure that the educational needs of diverse student bodies are met? The methodology employed is exploratory and descriptive, and uses the interview method and semi-structured questionnaire. This study investigates university administrative staff perception of inclusion in higher education at the university level. Many studies elsewhere have been carried out by analysing important issues related to inclusion in higher education in national contexts, such as general challenges related to inclusion in higher education (Moriña, 2017), perception of inclusive education in higher education (Martins, Borges, & Gonçalves, 2018), the inclusion of students with disabilities (Beauchamp-Pryor, 2012 Collins, Azmat, & Rentschler, 2019 Hutcheon & Wolbring, 2012 Madriaga et al., 2010 Mutanga, 2018 Parker, 1998 Van Den Heuij, Neijenhuis, & Coene, 2018 Yusof, Chan, Hillaluddin, Ramli, & Saad, 2020, Zabeli, Kaçaniku Koliqi & Li, 2021, the inclusion of socioeconomically disadvantaged students (Armstrong & Cairnduff, 2011 Lesley, 2016 Weedon & Riddell, 2016), the inclusion of students with minority ethnic backgrounds (D'Arcy & Galloway, 2018 Weedon & Riddell, 2016), internalisation challenges related to inclusion (Iñiguez, 2011), and social inclusion (Gale & Hodge, 2014). The HE political, social, and institutional contexts can be very diverse in different countries (Armstrong & Cairnduff, 2011). In addition, there is an urgent need to explain these complexities to teaching staff and policy makers to make amendments and ensure that widening participation agenda’s include those from all marginalised communities. ![]() Findings suggest that access and inclusion in Higher Education is desired but complex, and there is limited information reaching Traveller students about the processes to access and enrol. This chapter has been informed by the empirical research of the authors who have studied and worked in Higher Education and explores the perceptions, perceived barriers and opportunities for Gypsy and Traveller students. ![]() Indeed this area is to date under researched as a result of the assumption that Travellers do not access post-compulsory education, or do not admit to their ethnicity if they do. In this chapter the authors’ evidence the way in which barriers in primary and secondary school affect access and inclusion in Higher Education as these issues are not often explored within the literature. This chapter seeks to draw attention to the longer-term educational consequences of poor inclusion and access in primary and secondary schooling for Gypsy and Traveller pupils.
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