Lights and Shadows: The Inclusion of Invisible Students in Spanish Universities

Abstract

Spanish universities in the 21st century are a far cry from institutions prior to the 1970s, which were characterized by strong social homogeneity where only students who had to study did. In this elitist context, there was a direct correlation between social class and the education system (García de León & García de Cortázar, 1992). In recent decades, universities have grown to become more inclusive instead of only serving privileged members of society. This has led to a situation in which university students do not respond to univocal models. However, this plurality of student profiles does not imply that institutions have adapted their requirements and programs to meet the diverse characteristics and needs of students.

Roma Youth’s Perspective on an Inclusive Higher Education Community: A Hungarian Case Study

“…They also believe that applying and becoming a member of the Roma student society is a sign of having a positive minority identity. Thus, in contrast to invisibility, as in the Spanish example [18], Roma student society members have a positive self-identification that is reinforced through membership.…”

“…Research around the world is identifying new groups that have been underrepresented in higher education [16] and exploring ways to make institutions more inclusive [17]. Examining the Spanish higher educational setting, researchers have detected various student groups, highlighting that their heterogeneity manifests in diverse student needs [18]. Based on their interview research, they have found that these students need to overcome more difficulties, attempts at which are often not supported or recognized by the university; thus, they feel invisible [18].…”

“…Examining the Spanish higher educational setting, researchers have detected various student groups, highlighting that their heterogeneity manifests in diverse student needs [18]. Based on their interview research, they have found that these students need to overcome more difficulties, attempts at which are often not supported or recognized by the university; thus, they feel invisible [18]. In Hungary, people with disabilities, disadvantages, parents of young children, Hungarians living outside the borders, and foreign students are identified in legislation as social groups to be supported when entering higher education, while research is also looking at Roma youth in particular.…”

Facilitadores para la Inclusión: Claves para el Éxito Universitario

“…Estudiar en la universidad es una oportunidad para mejorar las competencias personales y profesionales, beneficiarse de relaciones sociales o incrementar las posibilidades de obtener un empleo e independencia económica (Fernández-Batanero et al, 2022;Padilla et al, 2022;Rodríguez et al, 2021). De hecho, según la Comisión Europea (2022), los jóvenes adultos con títulos universitarios (entre 25 a 34 años) pueden ganar un 38 % más que sus iguales que únicamente han estudiado Educación secundaria.…”

“…Las universidades tienen la responsabilidad de repensar sus culturas, políticas y prácticas para que la inclusión sea real y que todas las personas, sin excepción, puedan sentirse realmente reconocidas y bienvenidas, aprendan, participen y tengan éxito (Koutsouris et al, 2022;Lourens y Swartz, 2019;Padilla et al, 2022). Sin embargo, los estudios revelan que las barreras aún persisten en la Educación Superior (Collins et al, 2018;González-Castellano et al, 2021;Medina-García et al, 2021).…”