Access for Women to Higher Education in England and Australia: A "Second Chance".

Autor/in	McFadden, Mark
Titel	Access for Women to Higher Education in England and Australia: A "Second Chance".
Quelle	(1997), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Access to Education; Accountability; Adult Students; College Outcomes Assessment; Disadvantaged; Diversity (Student); Educational Opportunities; Educational Policy; Equal Education; Ethnic Groups; Females; Foreign Countries; Government Role; High Risk Students; Higher Education; Homeless People; Individual Development; Minority Groups; Politics of Education; Program Effectiveness; Womens Education; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Ethnie; Weibliches Geschlecht; Ausland; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Homeless person; Homeless persons; Obdachloser; Individuelle Entwicklung; Ethnische Minderheit; Educational policy; 'Women''s education'; Frauenbildung; Australien
Abstract	This paper explores the way that opportunity of access to higher education, particularly for women of color and those disadvantaged by homelessness, is placed at risk by market approaches to education. In England, Asian and Afro-Caribbean women, have been able to access higher education through funds made available under the Race Relations Act of 1976. In Australia, homeless women have accessed higher education through a government-sponsored program of "second chance" education offered in a Sydney (Australia) university. Women students and administrators at programs in both countries were interviewed regarding their perceptions of the success and impact of these programs. The students emphasized their gains in self-esteem and greater future opportunities. Faculty and administrators focused more on issues of costs and benefits. Results suggest that government and institutional policy will impact significantly and adversely on women in higher education programs. The use of performance indicators of efficiency and effectiveness such as course completion rates do not include equity measures and discount the success of these programs. Homogeneity and elitism, under the guise of excellence and choice, are emphasized above the values of diversity and difference. (Contains 33 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC