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Gudrun Nyunt; KerryAnn O'Meara; Lauren Bach; Allison LaFave – Equity & Excellence in Education, 2024
Higher education institutions and faculty have vested interests in fair tenure processes. We explored perceptions of fairness from the perspective of faculty who did not obtain tenure. Our 22 participants indicated that they experienced organizational justice violations related to distributive justice (fairness of decisions), procedural justice…
Descriptors: Tenure, College Faculty, Justice, Barriers
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Manali J. Sheth – Review of Education, Pedagogy & Cultural Studies, 2024
In this study, the author examines how persistent exclusionary epistemic norms and practices become internalized as barriers for women and queer students of color to pursuing liberatory learning in justice-oriented academic spaces at traditionally white institutions. Using an epistemic oppression framework rooted in critical race and…
Descriptors: Barriers, Females, LGBTQ People, Minority Group Students
Tracy LaChapelle; Deborah Nelson – International Journal of Online Graduate Education, 2024
This qualitative, descriptive study explored the experiences of college students with Deaf, deaf, and Hard of Hearing (D/d/HH) hearing difficulties within online learning environments (OLEs). This study used an inclusive and equitable theoretical framework of connectivism to address audism and the marginalization of college students with D/d/HH.…
Descriptors: Hearing Impairments, Deafness, College Students, Online Courses
Jason Gorgia – ProQuest LLC, 2024
This study examined the perceptions of educators (i.e., math teachers, administrators, and others) for insight into the absence of acceleration as a common pedagogical strategy in mathematics, despite longstanding research supporting the practice for students gifted in math and the interest frequently articulated by policymakers and educators in…
Descriptors: Teacher Attitudes, Acceleration (Education), Academically Gifted, Mathematics Education
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Tilly Clough – Discourse: Studies in the Cultural Politics of Education, 2024
In England and Wales, fee-charging independent schools can be legally classified as charities and, therefore, receive associated benefits, the most obvious being taxation advantages. The high fees charged by many of these schools create financial exclusivity, which, it will be seen, confers significant social and cultural capital to those who can…
Descriptors: Foreign Countries, Competitive Selection, Reputation, Institutional Characteristics
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Kholoud Adeeb Al-Dababneh; Eman K. Al-Zboon – Journal of Research in Special Educational Needs, 2024
Special education plays a critical role in ensuring equal educational opportunities for individuals with diverse learning needs. In the context of Jordan, the development of special education has made significant progress over the years, reflecting the country's commitment to inclusivity and diversity, with notable efforts from the government and…
Descriptors: Foreign Countries, Students with Disabilities, Barriers, Educational Policy
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Ryan Brooks; Laura Mueller – Philosophical Inquiry in Education, 2024
It is no secret that humanities professors find themselves disenchanted by the current state of neoliberal universities; as the story goes, jobs are scarce, enrollment continues to drop, and students seem increasingly disconnected from the value of humanities-based classes. Universities and departments strive for new ways to respond to the current…
Descriptors: Democracy, Human Capital, Neoliberalism, Humanities
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Hamphrey Ouma Achuodho; Bettina F. Pikó – Hungarian Educational Research Journal, 2024
During the COVID-19 pandemic, the switch to online training exposed the digital divide between higher education institutions, with some significantly superior to others in terms of equipment and experience, as well as among students enrolled in the same institution. The purpose of this study was to investigate online training and educational…
Descriptors: COVID-19, Pandemics, Vocational Education, Online Courses
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Kuchah Kuchah; Laela Adamson; Aline Dorimana; Aloysie Uwizeyemariya; Alphonse Uworwabayeho; Lizzi O. Milligan – Journal of Multilingual and Multicultural Development, 2024
This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observations of teachers' pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic…
Descriptors: Foreign Countries, Language of Instruction, English, Teaching Methods
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Catherine Malcolm Edwards; Jessie Gunnell; Vicente Del Solar; David Phipps; Jeffrey Edwards – Journal of Research Administration, 2024
This collaborative and reflective inquiry-based paper critically examines accessibility within the research realm. We focus this inquiry on the principles of equity, diversity and inclusion and specifically address the challenges of establishing accessibility as part of the research enterprise. We acknowledge and reflect on the pivotal role…
Descriptors: Accessibility (for Disabled), Equal Education, Diversity, Inclusion
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Danielle Ligocki – Critical Questions in Education, 2024
This critical case study examines the experiences of teachers who are within their first three years of teaching; specifically, this study sought to understand new teachers' level of self-efficacy as it pertains to teaching for diversity, equity, and inclusion, as well as the barriers that exist to doing this work and the supports that new…
Descriptors: Beginning Teachers, Self Efficacy, Diversity, Equal Education
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Heffernan, Troy – Higher Education Research and Development, 2022
Over the last forty years, Australasian researchers have witnessed problems and negative trends relating to academics and students from marginalised groups operating within the higher education sector. This article demonstrates that these researchers have become increasingly aware of the need for more equitable practices in higher education.…
Descriptors: Foreign Countries, Social Justice, Educational Research, Equal Education
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Winstone, Naomi; Balloo, Kieran; Gravett, Karen; Jacobs, Daniel; Keen, Harry – Active Learning in Higher Education, 2022
Students' engagement in extra-curricular activities can play a significant role in their development of a student identity, as well as leading to a greater sense of belonging and wellbeing. However, individual characteristics such as sociability may influence the likelihood of students engaging in extra-curricular activities. We collected mixed…
Descriptors: Well Being, Sense of Community, Equal Education, Barriers
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Wilson, Aileen – Art Education, 2022
In 2013, an art college in a large Northeastern city in the United States launched the Art College Scholars (ACS) program in response to the growing exclusion of high-achieving, low-income students from higher education, and a need to diversify the pool of art and design school applicants. The 3-year ACS program offers 80 hours of art and design…
Descriptors: Art Education, Academic Aspiration, Gifted, Low Income Students
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Dixson, Dante D. – Gifted Education International, 2022
This manuscript focuses on the various ways that the gifted label hinders the field of gifted and talented education (GATE) from progressing into a more inclusive and equitable field. Specifically, this manuscript outlines how (a) the social status that the gifted label confers is problematic for achieving equity within GATE, (b) how the gifted…
Descriptors: Academically Gifted, Gifted Education, Labeling (of Persons), Social Status
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