We’re new to this. Diversity agendas in public Spanish universities according to their leaders

Torrico, María García‐Cano; Jiménez-Millán, Azahara; Pareja, Eva Francisca Hinojosa

doi:10.1080/03623319.2020.1859818

Cited by 11 publications

(32 citation statements)

References 34 publications

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“…The very universities remain fairly homogeneous in terms of their faculty or governance models (Kimura, 2014;O'Donnell, 2016). Given the potential of university diversity agendas as a symbolic resource to overcome social inequalities (García-Cano et al, 2021), it is interesting to investigate the discourses of social actors, usually linked to the advocacy and defence of citizens' rights, because of the impact of their approaches and references on the evaluation of university performance.…”

Section: Representations Of Diversity In Universitiesmentioning

confidence: 99%

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

Iáñez-Domínguez¹,

Díaz-Jiménez²,

Izquierdo³

2021

conrec

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La diversidad es una realidad cada vez más presente en las instituciones de educación superior, vinculada a la globalización y la presencia de estudiantes no convencionales. Investigaciones previas han explorado la percepción de los estudiantes y del profesorado sobre la diversidad en el contexto universitario. Sin embargo, se tienen pocas evidencias sobre cómo perciben la diversidad actores sociales que colaboran con las instituciones de educación superior. Este artículo indaga sobre percepciones de actores sociales respecto a la diversidad en la universidad, en concreto, se analizan las percepciones sobre las medidas que las universidades ponen en marcha para responder a la diversidad y sobre los retos que presenta la diversidad paras las instituciones de educación superior. Utilizando una metodología cualitativa, se realizan 18 entrevistas semiestructuradas a actores sociales vinculados a 8 universidades españolas. Los resultados indican que los actores sociales interpretan la diversidad de manera diferente, aunque sus concepciones, en general, suelen estar vinculadas a los colectivos tradicionalmente asociados a la diversidad: género y discapacidad. Esto muestra la invisibilización de ciertos grupos y sobre todo la relación percibida entre diversidad y cuestiones relacionadas con las desigualdades y la equidad. Las conclusiones analizan iniciativas que podrían facilitar la colaboración con los agentes sociales para avanzar en la agenda de compromiso social en las universidades.

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Section: Representations Of Diversity In Universitiesmentioning

confidence: 99%

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

Iáñez-Domínguez¹,

Díaz-Jiménez²,

Izquierdo³

2021

conrec

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“…In the Spanish context, educational inclusion policies have traditionally been developed in schools, rather than in the university environment (Orozco & Moriña, 2020), so, at present, there is still a long way to go (Melero et al, 2019), both in research and in practice. Based on this, Spanish universities have been following the recommendations from their regulatory framework, although the debate on diversity in universities has been initiated by leaders themselves and has barely been broached in Spain (García-Cano et al, 2021). From an institutionalization approach and with a firmly rooted commitment to attention to student diversity (Carballo et al, 2019), Spanish universities have mainly focused until very recently on providing attention to disability with support services and units, which currently constitute a notable idiosyncratic line in these institutions (Morgado et al, 2017;Moriña, 2017).…”

Section: Higher Education Inclusion and University Facultymentioning

confidence: 99%

“…Today, state initiatives in the field of inclusion are varied, although there is still no global Spanish diagnosis, nor have sufficient studies been carried out to establish which model of inclusion is being used as a starting point. Although research insists on the importance of providing better training in inclusive strategies for the Spanish university teaching staff (Benet, 2020;Moliner et al, 2020), as well as on the strategic role of university leaders (García-Cano et al, 2021), the actions they carry out, examined in light of the few studies based on the publication of plans, programs, guides, and specific qualifications (Álvarez et al, 2021), are mostly aimed at accessibility in spaces and buildings, curricular adaptation, disability awareness policies, welcoming and guidance processes for students, and, to a lesser extent, specific counselling for other diverse groups or the implementation of plans or programs to cater for diversity. All of the above is evidence of the existence of a dual asymmetric model based more on productive rankings than on the rhetoric of social justice (Álvarez et al, 2021).…”

Section: Higher Education Inclusion and University Facultymentioning

confidence: 99%

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Pérez‐Carbonell¹,

Ramos‐Santana²,

Usarralde³

2021

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From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.

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“…In Spain, the number of university students has doubled in recent decades, from just over 850,000 in the academic year 1985-1986 to over 1,500,000 today, representing 31% of the population aged 18-24 (Spanish Ministry of Universities, 2020). However, the debate about diversity in Spanish univer-sities has been going for not even a decade (García-Cano et al, 2021). Decisive in increasing the attention paid by Spanish universities to diversity have been the global and European guidelines which, conscious of the role of universities in the development of democratic and sustainable societies, advocate the design and development of concrete actions to meet student diversity (EHEA Ministerial Conference, 2012;EU, 2015;UNESCO, 1998UNESCO, , 2015.…”

Section: Introductionmentioning

confidence: 99%

“…It is evident that there is a need to question and reflect on the role of universities in providing adequate responses for the inclusion of traditionally excluded and under-represented groups in the educational space (Bowes et al, 2015;Goenechea et al, 2020;Hurtado & Ruiz, 2015;Mulcahy et al, 2017). The study by García-Cano et al (2021) includes several indicators from various sources that outline that Spain still has a long way to go in this respect: (1) the likelihood of graduating after the age of 25 is lower than in other countries in the EU-23 bloc or the OCDE, which is 0.4% and 1.4%, respectively, (2) those with parents who have not obtained university qualifications and have a low income or economic difficulties are also less likely to complete higher education in Spain and (3) attendance at Spanish universities of students with disabilities is estimated to be lower in relation to populations without any disability (1.7% of all university students). Although no ethnic data are collected in Spain, previous studies (Goenechea et al, 2020) estimate that only 2% of the Roma population attend university studies.…”

Section: Introductionmentioning

confidence: 99%

Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination

Noche

Permisán

Domínguez

et al. 2021

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It is more and more evident that there is diversity among university students, but this diversity encompasses a wide variety of personal characteristics that, on occasion, may be subject to rejection or discrimination. The feeling of inequality is the result of one stand‐alone characteristic or an intersection of many. To widen our knowledge of this diversity and to be able to design actions with an inclusive approach, we have set out to explore the relationship between students’ feelings of discrimination, their group identification and their intersections. Participants for the study are selected from protected groups which fall into the following criteria: ethnic minority, illness, migrant minority, disability, linguistic minority, sexual orientation, income, political ideology, gender, age and religion. We will refer to this relationship as the ‘discrimination rate.’ To fulfil our objective, we have given a questionnaire to a sample of 2,553 students from eight Spanish universities. The results indicate that the characteristics with which they most identify are religion, age, sex and political ideology. However, the highest rate of discrimination is linked to linguistic minority, ideology and migration. Regarding intersectionality, it is worth noting that 16.6% of students feel discriminated against for more than one characteristic, with the most frequent relationships being the following: (1) ethnic or migrant minorities (2) sexual orientation, sex, being under 30, leftist ideology, low income, linguistic minority and (3) Christian Catholic, right‐wing and upper‐class ideology.

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We’re new to this. Diversity agendas in public Spanish universities according to their leaders

Cited by 11 publications

References 34 publications

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

Comparative Inclusion: What Spanish Higher Education Teachers Assert

Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination

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