Extended Education at College in India: Advancing Equity through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups

Autor/in	Sabharwal, Nidhi S.
Titel	Extended Education at College in India: Advancing Equity through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups
Quelle	In: International Journal for Research on Extended Education, 8 (2020) 2, S.156-172 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-3673
Schlagwörter	Foreign Countries; Higher Education; College Students; Rural Areas; Females; Barriers; Supplementary Education; Academic Support Services; Low Income Students; Gender Bias; Social Bias; Equal Education; Social Class; Economically Disadvantaged; College Readiness; College Environment; First Generation College Students; Attendance; Access to Information; India + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Rural area; Ländlicher Raum; Weibliches Geschlecht; Ergänzungsunterricht; Geschlechterstereotyp; Social classes; Soziale Klasse; Hochschulumwelt; Anwesenheit; Indien
Abstract	The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students' academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society (As Provided).
Anmerkungen	Budrich Journals. Verlag Barbara Budrich GmbH, Stauffenbergstr. 7, 51379 Leverkusen, Germany. e-mail: info@budrich-journals.de; Web site: https://www.budrich-journals.de/index.php/IJREE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01