| 21 |
Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination
|
|
|
|
In: Social Inclusion ; 9 ; 3 ; 81-93 ; Inclusive Universities in a Globalized World (2022)
|
|
Abstract:
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.
|
|
Keyword:
Bildung und Erziehung; Bildungswesen tertiärer Bereich; Chancengleichheit; discrimination; Diskriminierung; Diversität; diversity; Education; equal opportunity; higher education; Hochschulbildung; inclusion; inclusive education; Inklusion; Integration; Social Problems; Social problems and services; soziale Probleme; Soziale Probleme und Sozialdienste; Spain; Spanien; Student; Universität; university; University Education; university level of education; university students
|
|
URL: https://www.ssoar.info/ssoar/handle/document/78428
https://doi.org/10.17645/si.v9i3.4065
https://www.cogitatiopress.com/socialinclusion/article/view/4065
|
|
BASE
|
|
Hide details
|
|
|
| 22 |
"Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 23 |
Multilingual Education in the Republic of Kazakhstan: Problems and Prospects
|
|
|
|
In: Social Inclusion ; 9 ; 1 ; 56-62 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 24 |
Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 25 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 26 |
Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
|
|
|
|
BASE
|
|
Show details
|
|
|
| 27 |
University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
|
|
|
|
In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
|
|
BASE
|
|
Show details
|
|
|
| 28 |
Polymedia Based Instruction in Purposive Communication
|
|
|
|
In: Puissant ; 1 ; 98-112 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 29 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
|
|
|
|
BASE
|
|
Show details
|
|
|
| 30 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
|
|
|
|
BASE
|
|
Show details
|
|
|
| 31 |
El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
|
|
|
|
In: Global Tides (2022)
|
|
BASE
|
|
Show details
|
|
|
| 32 |
Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
|
|
|
|
BASE
|
|
Show details
|
|
|
| 33 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
|
|
|
|
In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 34 |
Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 237-257 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 36 |
Kathryn I. Henderson and Deborah K. Palmer: Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-Scale Implementation : Multilingual Matters Blue Ridge Summit, PA, 2020, ix + 150 pp, Hb £89.95 ISBN 978–1-7889–2809-0 [<Journal>]
|
|
|
|
DNB Subject Category Language
|
|
Show details
|
|
|
|
|
