Subject Index
ISBN: 978-1-78756-057-4, eISBN: 978-1-78756-056-7
ISSN: 2055-3641
Publication date: 17 September 2018
This content is currently only available as a PDF
Citation
(2018), "Subject Index", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 12), Emerald Publishing Limited, Leeds, pp. 231-234. https://doi.org/10.1108/S2055-364120180000012025
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Academic identity
, 187, 188, 194, 195
Academic role
, 18, 33, 42, 131, 137, 178, 187
Academic transfer
, 54, 55, 58, 59, 88
Access to education
, 25, 58, 70, 123, 129
Adequate teacher training
, 24
Admission
, 32, 37, 52, 59, 76, 88, 129, 135, 137, 172, 210
Advancement
, 11, 41, 101, 161, 186, 190, 191
African American students
, 157
Associate degree
, 8, 55, 58, 59
Bilingual
, 100, 101, 104, 106, 109
Brazilian context
, 15, 17
Brazilian students
, 24
Brazilian universities
, 18, 24
Broadening participation
, 186
Career development
, 10, 149, 186, 189, 190, 193, 195
Caribbean tertiary education
, 51
CCCJ Act
, 51, 53, 57, 59, 60
Challenges
, 9, 10, 11, 18, 25, 31, 41, 42, 53, 58, 60, 67, 81–95, 116, 121–123, 131, 133, 145, 156, 158, 160, 161, 163, 175, 180, 181, 192, 193, 201–210
Climate
, 11, 94, 156–159, 161, 162, 188, 191–193, 196
College choice
, 171
College choice theory
, 171
College readiness
, 11, 205, 206
Commitment
, 3, 60, 87, 130, 135, 143, 146, 163, 171, 174, 176, 178, 179, 181, 187, 203
Community college mission
, 53, 54
Community college research
, 59
Community-focused
, 53
Council of Community Colleges of Jamaica
, 51
Cultural barriers
, 108, 109
Culture
, 7, 9, 38, 44, 73, 84, 94, 102, 109, 120, 156, 186, 210
Curricular adaptations
, 24
Dean’s perceptions
, 196
Department
, 17, 60, 104, 157, 163, 171, 172, 186–196
Destinations for Higher Leavers in Employment
, 142
Dialect
, 102, 104, 106
Diglossic
, 104
Disabilities
, 6, 10, 15–25, 151, 157, 158, 163
Disadvantaged groups
, 135
Disparity
, 8, 52, 55, 65–78, 132
Domestic
, 131, 170–174, 176, 178, 180
Education policy
, 9, 78, 99–109, 117, 133, 137
Educational financing
, 118, 133, 136, 137
Elimination of barriers
, 23, 24
English
, 9, 34, 37, 51, 87, 91, 93, 99, 114, 141–153, 175, 179, 208
Enrollments
, 18, 21–25, 115, 131, 132, 136
Entry to higher education
, 22, 162
Epistemological access
, 9, 114, 115, 121–123
Equality
, 4, 5, 9, 17, 18, 25, 32, 57, 74, 75, 117, 118, 130, 131, 135, 141–154
Equality Challenge Unit
, 142
Equitable access
, 116–118
Equity
, 3–8, 24, 31, 49, 68, 71, 115, 118, 123, 129–131
Ethnography
, 10, 143, 146, 147
Expectations
, 11, 42, 59, 88, 93, 116, 150, 171, 181, 187, 189, 194–211
Experience
, 6, 9, 10, 58, 60, 76, 101, 106, 108, 109, 118, 142, 144, 145, 147, 150, 151, 156, 158, 159, 171–181, 196, 205, 206, 209
Faculty
, 3, 6, 10–11, 38, 53, 59, 134, 158, 171, 172, 175–181, 185–196
Faculty development
, 11, 186, 189, 195
Faculty of color
, 192
Financial barriers
, 9, 127–137
Financial ID
, 179
Fit
, 11, 52, 171, 175, 178–181, 188–191, 196
Foreign students
, 9, 84–88, 91, 95, 105
Funding
, 8, 9, 38, 57, 60, 72, 74, 77, 84, 87, 93, 115, 116, 130, 133, 134, 143, 148, 151, 160, 187, 189, 195
Gender
, 1–10, 16, 52, 54, 68, 76, 78, 115, 118, 129, 131, 132, 152, 159–161, 170, 171, 192, 204
Gender disparity
, 52, 132
Gender equity
, 115, 131
Gender imbalance
, 10, 131, 132
Global perspectives
, 85
Gross enrollment rate
, 131
Hearing
, 8, 15, 21–24, 108
High schools
, 37–41, 54, 59, 162
Higher Education and Research Act
, 142
Higher Education Statistics Agency
, 142
Hispanic students
, 205
History of Brazilian special education
, 15
Human capital
, 85, 120, 121
Implications
, 7, 9, 37, 69, 70, 86, 99–109, 115, 136, 157, 205, 209
Inclusion
, 3–8, 15, 17–20, 22, 24, 25, 95, 120, 130
Inequality
, 32, 117, 118, 131, 135
Infrastructure
, 18, 24, 60, 134
Initiatives
, 16, 17, 31, 36, 37, 39, 41, 42, 43, 60, 67, 86, 91, 101, 133, 151
Intellectual
, 15, 16, 17, 21, 23, 24, 121
International
, 10, 17, 19, 33, 44, 57, 78, 83–94, 116, 117, 122, 170–173, 177
International education
, 171
International student experience
, 174–176
Internationalization
, 9, 31, 81–95
Interview
, 83, 89, 174, 206
Jamaica tertiary education sector
, 52
Language barriers
, 19, 23, 25
Language of instruction
, 9, 99–109, 107, 116
Language policy
, 101
Learning costs
, 135
Lesbian, gay, bisexual, and transgender students (LGBT)
, 10, 160
Liberal education
, 116, 120, 121
Male under-enrolment
, 55
Males
, 54, 55, 68, 129, 131, 157, 170, 173, 174, 205
Marginalized populations
, 10, 155–163
Massification
, 78, 88, 116–123
Men of color
, 11, 201
Microaggressions
, 156, 157, 159, 160
Minority
, 8, 25, 31, 33, 44, 116, 118, 142, 151, 152, 186–188, 191, 205
Motivation
, 10, 73, 145, 163, 169–181, 194
Multidisciplinary
, 51
National Student Survey
, 142
Nepal
, 8, 65–78, 67, 68, 70, 74, 76–78
Non-traditional student populations
, 157
Norms
, 16, 88, 187–189, 203, 210
Open access
, 8, 52, 53, 59, 60
Open distance learning
, 9, 121
Palestinian
, 31, 35
Participation
, 4, 8, 9, 17, 24, 25, 29–45, 113–123, 129–134, 143, 145, 152, 157, 179
Partnerships
, 20, 53, 55, 57, 86
Pathways
, 8, 29–45, 31
Permanence
, 7, 13–25
Physical
, 5, 6, 8, 16, 19–24, 60, 115, 122, 158, 161–163, 188
Policies
, 4, 7, 8, 15, 17–20, 24, 25, 31–33, 37, 43, 51, 60, 84, 87, 100, 101, 115, 117, 123, 131, 134, 137, 143, 146, 161, 196
Policy
, 3, 8, 9, 10, 11, 31, 35, 40, 44, 52, 58, 60, 77, 78, 99–109, 115–123, 132, 133, 143, 145–152, 189, 196
Political, trends
, 3, 53, 70, 72, 74, 77, 78, 84, 87, 84, 95, 100, 101, 106, 118–120, 130, 159–162, 173
Poor families’ education
, 9, 48, 127–137
Portugal
, 9, 88, 89, 92, 94
Post-secondary education
, 77, 121
Predisposition
, 171, 174, 177, 180
Productivity
, 76, 190, 192, 193, 194
Programme accreditation and re-accreditation
, 58
Programs
, 3, 4, 7, 8, 10, 17, 29–45, 51–60, 105, 135–137, 157, 170–174, 178, 180, 189, 204
Promotion
, 17, 19, 84, 188, 190, 192, 193, 195
Prospective students
, 105, 135, 181
Public policies
, 8, 15, 18–20, 24, 25, 143
Puerto Rico
, 9, 99–109
Quality
, 4, 8, 9, 10, 16, 19, 23, 32, 35, 38, 41, 68, 71–75, 78, 85–88, 93, 119, 122, 123, 132, 134, 141–154, 187, 191
Quality assurance
, 51, 58, 87, 88, 145
Reasons
, 4, 9, 22, 33, 78, 81–95, 105, 107, 131, 132, 158, 171, 191, 196
Remediation
, 60, 205
Research
, 3, 4, 10, 11, 18–20, 24, 31, 36, 40, 41, 45, 58–60, 72, 73, 77, 78, 82–86, 89–95, 100, 109, 116, 142, 147, 148, 156, 157, 158, 161, 170–178, 187–196, 203, 205, 206, 210
Retention
, 4, 135, 146, 156, 157, 159, 186, 187, 191, 192, 196, 203, 205
Search
, 10, 84, 171, 172, 177, 178, 179, 180
Social networks
, 210
Spanglish
, 104, 109
Spanish
, 9, 100–104, 106–109, 159
Special educational needs
, 7, 13
Statistical data
, 21–24
STEM
, 10, 157, 172, 185, 188, 190, 191, 192, 193
Strategies
, 9, 81–95, 101, 116, 123, 129, 130, 133, 151
Student completion and graduation
, 60
Student Engagement
, 9, 143–152, 163
Student enrolment
, 55, 60, 71, 115
Student quality
, 58, 60
Student veterans
, 10
Students with disabilities
, 10, 18, 19, 24, 25, 157–159
Study abroad
, 10, 170–181
Study abroad program
, 10, 170–174, 179–181
Teaching Excellence Framework
, 9, 10, 141–154
Tenure
, 188, 190–193
Tertiary education
, 50–60, 118
Test of English as a Foreign Language (TOEFL)
, 175, 176
Tuition
, 71, 105, 133, 135, 136, 152, 162, 163, 176, 180
Underrepresented minority faculty
, 186
Undocumented students
, 10
University
, 7, 9, 18, 20, 31, 33,
Values
, 7, 35, 115, 121, 131, 145, 186–196, 203
Vision 2030 Jamaica
, 57
Visual
, 8, 19–24, 157
Widening access
, 9, 122, 123, 129, 133–135, 137
Widening participation
, 9, 113–123, 130, 131, 152
Women
, 10, 88, 135, 157, 173, 178, 186, 188, 190, 191–196, 204, 206,
Work-life balance
, 193, 196
- Prelims
- Chapter 1 Introduction to Contexts for Diversity and Gender Identities in Higher Education
- Chapter 2 Access and Permanence Conditions for Students with Special Educational Needs in Brazilian Higher Education
- Chapter 3 Looking on the Bright Side: Pathways, Initiative, and Programs to Widen Arab High School Graduates’ Participation in Israeli Higher Education
- Chapter 4 Perspectives on Access, Equity, and Quality in Jamaica’s Community Colleges
- Chapter 5 Disparity in Higher Education: A Case for Nepal
- Chapter 6 The Internationalization of Portuguese Higher Education Institutions – Reasons, Strategies and Challenges
- Chapter 7 English Education Policy Trends in Puerto Rico and The Implications of the Language of Instruction in Puerto Rican Universities
- Chapter 8 Access to and Widening Participation in South African Higher Education
- Chapter 9 Financial Barriers Affecting Students from Poor Families’ Accessibility to Higher Education in Tanzania
- Chapter 10 The Teaching Excellence Framework: Quality, Equality and Student Engagement in English Higher Education
- Chapter 11 Spotlight on Six Marginalized Populations in American Higher Education
- Chapter 12 Motivation Behind Male Students’ Decision to Participate in a Study Program Abroad: A Study Conducted in the United States
- Chapter 13 Advancing and Retaining Underrepresented Faculty in Stem: A Program for Value-Driven Career Success
- Chapter 14 We’re Not in High School Anymore: Understanding the Academic Transitional Challenges Experienced by US Men of Color in College
- About the Authors
- Name Index
- Subject Index