Understanding "Fairness" in Student Selection: Are There Differences and Does It Make a Difference Anyway?

Autor/in	Pitman, Tim
Titel	Understanding "Fairness" in Student Selection: Are There Differences and Does It Make a Difference Anyway?
Quelle	In: Studies in Higher Education, 41 (2016) 7, S.1203-1216 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.968545
Schlagwörter	Foreign Countries; Admission Criteria; College Admission; Universities; Equal Education; Educational Opportunities; Access to Education; Educational Policy; School Policy; Social Justice; Enrollment; Economically Disadvantaged; Low Income Students; Discourse Analysis; Definitions; Australia + Suchen Sie Ihr Suchwort? Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; University; Universität; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Schulpolitik; Soziale Gerechtigkeit; Einschulung; Diskursanalyse; Begriffsbestimmung; Australien
Abstract	Universities are required to adopt "fair" student admission practices, yet understandings of fairness in student selection are contested. This paper uses an analysis of the admission policies of Australia's public universities to critically examine the use and application of notions of fairness. A further analysis of enrolment data is used to contextualise policy rhetoric against admission practice. Three broad themes of fairness emerge: merit based, procedural and normative. Discursively, merit-based fairness is the preferred understanding of fairness. The enrolment data, however, indicate no relationship between how fairness is explicated and whether or not a university is more accessible to disadvantaged students. In practice, therefore, normative conceptualisations of fairness are the most influential, when normative fairness is understood as a reproduction of wider social inequities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01