Thesis (D.Ed.) in Educational Leadership--University of Maine, 2005. / Includes vita. Includes bibliographical references (leaves 242-264).

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2006 / Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 90-99). Also issued in print.

Submitted by Jaqueline Correia (jackedc@hotmail.com) on 2014-05-27T21:17:57Z No. of bitstreams: 1 Dissertação Jaqueline Correia dos Santos Completa.pdf: 882065 bytes, checksum: c59efebb0baca630cebdd6e8db8b8e71 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-07-25T16:51:09Z (GMT) No. of bitstreams: 1 Dissertação Jaqueline Correia dos Santos Completa.pdf: 882065 bytes, checksum: c59efebb0baca630cebdd6e8db8b8e71 (MD5) / Made available in DSpace on 2014-07-25T16:51:09Z (GMT). No. of bitstreams: 1 Dissertação Jaqueline Correia dos Santos Completa.pdf: 882065 bytes, checksum: c59efebb0baca630cebdd6e8db8b8e71 (MD5) / FUNDAÇÃO DE AMPARO À PESQUISA DO ESTADO DA BAHIA - FAPESB / RESUMO Esta dissertação investiga as estratégias implementadas pelos alunos oriundos das escolas públicas para acessarem e permanecerem no curso de Pedagogia da Universidade Federal da Bahia, tendo como referência teórica os estudos de Bourdieu. Para tanto, parte da análise do processo sócio histórico que culminou na exclusão dos alunos oriundos das escolas públicas do ensino superior brasileiro durante séculos, o que gerou e gera desigualdades sociais, econômicas e educacionais muito grandes. Em seguida, identifica o perfil social do aluno que ingressa no referido curso, na tentativa de compreender a realidade social deste estudante, através da apresentação das características econômicas e sociais do agente social e da sua família. A pesquisa foi do tipo qualitativa e realizada por meio de um estudo de caso. Na pesquisa de campo foram entrevistados o Diretor da FACED, a Coordenadora do curso de Pedagogia, e dez estudantes, divididos igualmente entre os turnos matutino e noturno, dos quais nove do sexo feminino e um masculino. Ao estudar o perfil do aluno do curso de Pedagogia identificou-se a influência da condição social nas estratégias implementadas para driblar as dificuldades que se apresentam para o estudante. Quanto às estratégias desenvolvidas pelos estudantes para o acesso ao ensino superior destacaram-se: a opção pelo próprio curso de Pedagogia, que é percebido como uma das possibilidades de acesso ao ensino superior; e o conhecimento sobre as cotas. No que se refere às estratégias para a permanência destacaram-se: os estágios como PIBIC e PIBID, os grupos de pesquisa, e os auxílios oferecidos pela PROAE. Neste sentido, o estudo revelou a importância do papel da instituição na garantia das ações necessárias à inclusão de forma plena desse sujeito na Universidade, permitindo não só o acesso, mas a permanência qualificada no curso, de modo a promover a afiliação deste agente social à instituição e possibilitando ao estudante a incorporação de um novo habitus, aquele acadêmico. / ABSTRACT This work investigates the strategies implemented by students from public schools to access and remain in the Course of Pedagogy at the Federal University of Bahia, with reference to theoretical studies of Bourdieu. Therefore, the analysis of the socio historical process which culminated in the exclusion of students from the public schools of higher education in Brazil for centuries, generating and generates social, economic and educational too big. Then identify the social profile of the student who joins in that course in an attempt to understand the social reality of student, through the presentation of social and economic characteristics of the social worker and his family. The research was a qualitative and performed through a case study. In the field research we interviewed the Director of FACED, the Coordinator of the Course, and ten students, divided equally between morning and evening shifts, of which nine females and one male. By studying the profile of the student of pedagogy identified the influence of social status on the strategies implemented to circumvent the difficulties that present themselves to the student. Concerning the strategies developed by students to access stood out: the option by the Course of Pedagogy, which is perceived as one of the possibilities of access to higher education and knowledge about quotas. With regard to strategies for staying stood out: the stages as PIBIC and PIBID, research groups, and the aid offered by PROAE. In this sense, the study revealed the important role of the institution in ensuring the inclusion of the necessary actions so full of this subject at the University allowing not only access, but to remain qualified in the course in order to promote social affiliation of this agent to the institution and enabling the student to the incorporation of a new habitus, one academic.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-15T12:32:53Z No. of bitstreams: 1 Karoline Rezende Sayar.pdf: 1087668 bytes, checksum: 0bd54e1a9a0f2f1827b524b53140b0bf (MD5) / Made available in DSpace on 2018-06-15T12:32:53Z (GMT). No. of bitstreams: 1 Karoline Rezende Sayar.pdf: 1087668 bytes, checksum: 0bd54e1a9a0f2f1827b524b53140b0bf (MD5) Previous issue date: 2018-03-13 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Fundação São Paulo - FUNDASP / The theme of this dissertation refers to the school and social trajectories of young people attended by Civil Society Organizations. To allow a better understanding of the theme, some works by Bourdieu and Lahire that discuss cultural capital, social capital, habitus and cursus will be used as a theoretical reference. The subjects of study of the research are young people attended by the organization Cidadão Pro Mundo, whose objective is the teaching of the English language, aged between 17 and 25 years, and who are not attending higher education. The paper aimed to answer the question: what are the structuring factors in the trajectory of young people attended by the NGO Cidadão Pró Mundo regarding their fate in higher education? For this, the research applied questionnaires and interviewed some young people from the NGO Cidadão Pró Mundo. All the young people who participated in the research wish to attend higher education, and seek a higher education than their parents, their strategies are based on habitus, understood as durable dispositions structured according to the social environment of the agent that would serve as structuring structures of the practices. It is possible to highlight: the young people are aware of the difficulties of reaching vacancies in public or private higher education with scholarship, so they started to adopt strategies that structure their trajectories, such strategies are: mastery of a second language, participation in civil society organizations for job placement, and looking for an international career / O tema desta dissertação refere-se às trajetórias escolar e social de jovens atendidos por Organizações da Sociedade Civil. Para permitir uma melhor compreensão do tema, alguns trabalhos de Bourdieu e Lahire que discorrem sobre capital cultural, capital social, habitus e cursus serão utilizados como referencial teórico. Os sujeitos de estudo da pesquisa são jovens atendidos pela organização Cidadão Pró Mundo, cujo objetivo é o ensino da língua Inglês, com idade entre 17 e 25 anos, e que não estão cursando o ensino superior. O trabalho pretendeu responder à pergunta: quais são os fatores estruturantes na trajetória dos jovens atendidos pela ONG Cidadão Pró Mundo com relação ao destino desses no ensino superior? Para isso, a pesquisa aplicou questionários e entrevistou alguns jovens da ONG Cidadão Pró Mundo. Todos os jovens que participaram da pesquisa desejam cursar o ensino superior, e buscam uma escolarização superior à de seus pais, suas estratégias apoiam-se em habitus, entendidos como disposições duráveis estruturadas de acordo com o meio social do agente que serviriam como estruturas estruturantes das práticas de representação. É possível destacar: os jovens estão cientes das dificuldades de alcançar vagas no ensino superior público ou privado com bolsa, por isso passaram a adotar estratégias que estruturam suas trajetórias. Tais estratégias são: domínio de um segundo idioma, participação em organizações da sociedade civil para colocação no mercado de trabalho, e busca por carreira internacional

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The purpose of these studies was to examine the predictors of African American and European American adolescents’ attitudes toward affirmative action (Study 1) and school desegregation (Study 2) policies. It was hypothesized that support for both policies would be higher among adolescents who (1) attended more racially diverse classes, (2) held less prejudiced racial attitudes, (3) were more aware of historical and continuing racial inequality and discrimination, (4) described themselves as politically liberal, and (5) had engaged in more racial identity exploration. Participants in both studies included African American and European American adolescents ages 14 to 17 attending a high school in the Midwestern U.S. On the first day of data collection in both studies, adolescents completed assessments of the hypothesized predictor variables in the context of their high school social studies classrooms. On the second day of data collection, adolescents learned about either an affirmative action (Study 1) or a school desegregation (Study 2) policy that had been proposed for their school. Immediately following the policy presentations, adolescents reported their opinions of the policy in open-ended and forced-choice formats. Across studies, results indicated that African American and European American adolescents often held significantly different views of race, racism, and race-related policies. In general, African American adolescents were more aware of racial discrimination, endorsed more positive views about African Americans, and were more supportive of affirmative action and school desegregation policies than European American adolescents. Predictors of individuals’ views of race-related policies also varied by participant race. Among African American adolescents, higher awareness of interracial disparities and discrimination predicted stronger support of affirmative action and school desegregation. Among European American adolescents, in contrast, higher awareness of interracial disparities and discrimination predicted weaker support of affirmative action and school desegregation. More work is needed to examine the origins of differences between African American and European American adolescents’ understanding of, and beliefs about, race in society. / text

Since the 1980s, selective college admissions has become increasingly competitive. In 2021, for example, Harvard admitted a record-low 3.4 percent of applicants, compared to 18 percent in 1990. Trends at selective public institutions are similar. Concurrently, the role of race in admissions has evolved, as legal challenges, from Regents of the University of California v. Bakke onward, have limited the scope of affirmative action policies. The consideration of race in admissions, once intended to repair historical racial injustices, is now justified by the educational benefits of diversity. The same Supreme Court decisions also promoted the use of holistic review in admissions. These trends have collided in the latest legal challenges to affirmative action policies, which have mobilized Asian Americans as plaintiffs, accusing highly-selective schools of discrimination. Amidst this competitive and contested landscape, the private college consulting industry has grown exponentially. One trade association estimates that the number of independent educational consultants (IECs) in the United States quintupled between 2005 and 2015. Hired primarily by middle- and upper-class families, IECs occupy a unique position. They work intensively one-on-one with students to help manage a complicated process, while also maintaining ties to schools and colleges. They therefore serve as an analytical lens for understanding how broader trends in admissions affect students on the ground. Drawing on research on culture and educational inequality, the history of race in college admissions, and moral boundary-making, I ask how IECs help clients interpret elements of holistic review; how IECs respond to perceived discrimination and questions of racial diversity; and how participants in a system viewed as unequal draw moral boundaries around their work. Through interviews with 50 IECs in New York and California, I first show that IECs’ work makes the processes by which students successfully apply to colleges explicit. In doing so, they shine a light on what I call shadow criteria, or the unstated set of criteria that underlie the official criteria by which colleges judge applicants. Authenticity is one shadow criterion that requires students to translate their existing cultural capital into an application that is attractive to admissions officers – a process that, as I will show, is subject to class-based considerations. Second, IECs view White, Asian American, and underrepresented minority (i.e., Black, Latinx, and Indigenous) students as having different concerns about racial diversity and discrimination, and advise students accordingly. However, addressing these concerns at the individual level can reinforce colleges’ racialized admissions systems and reify stereotypes. Third, the majority of respondents view the overall admissions system either as flawed, or at best with ambivalence. Respondents draw moral boundaries between themselves and bad actors in the profession, legitimating their work and justifying it morally. Through the lens of the independent educational consultant, this dissertation contributes to our understanding of how actors within the college admissions ecosystem respond to competitive pressures. It also provides a greater qualitative understanding of how the growing field of private educational consulting operates.

Two-sided matching markets are a cornerstone of modern economics. They model a wide range of applications such as ride-sharing, online dating, job positioning, school admissions, and many more. In many of those markets, monetary exchange does not play a role. For instance, the New York City public high school system is free of charge. Thus, the decision on how eighth-graders are assigned to public high schools must be made using concepts of fairness rather than price. There has been therefore a huge amount of literature, mostly in the economics community, defining various concepts of fairness in different settings and showing the existence of matchings that satisfy these fairness conditions. Those concepts have enjoyed wide-spread success, inside and outside academia. However, finding such matchings is as important as showing their existence. Moreover, it is crucial to have fast (i.e., polynomial-time) algorithms as the size of the markets grows. In many cases, modern algorithmic tools must be employed to tackle the intractability issues arising from the big data era. The aim of my research is to provide mathematically rigorous and provably fast algorithms to find solutions that extend and improve over a well-studied concept of fairness in two-sided markets known as stability. This concept was initially employed by the National Resident Matching Program in assigning medical doctors to hospitals, and is now widely used, for instance, by cities in the US for assigning students to public high schools and by certain refugee agencies to relocate asylum seekers. In the classical model, a stable matching can be found efficiently using the renowned deferred acceptance algorithm by Gale and Shapley. However, stability by itself does not take care of important concerns that arose recently, some of which were featured in national newspapers. Some examples are: how can we make sure students get admitted to the best school they deserve, and how can we enforce diversity in a cohort of students? By building on known and new tools from Mathematical Programming, Combinatorial Optimization, and Order Theory, my goal is to provide fast algorithms to answer questions like those above, and test them on real-world data. In Chapter 1, I introduce the stable matching problem and related concepts, as well as its applications in different markets. In Chapter 2, we investigate two extensions introduced in the framework of school choice that aim at finding an assignment that is more favorable to students -- legal assignments and the Efficiency Adjusted Deferred Acceptance Mechanism (EADAM) -- through the lens of classical theory of stable matchings. We prove that the set of legal assignments is exactly the set of stable assignments in another instance. Our result implies that essentially all optimization problems over the set of legal assignments can be solved within the same time bound needed for solving it over the set of stable assignments. We also give an algorithm that obtains the assignment output of EADAM. Our algorithm has the same running time as that of the deferred acceptance algorithm, hence largely improving in both theory and practice over known algorithms. In Chapter 3, we introduce a property of distributive lattices, which we term as affine representability, and show its role in efficiently solving linear optimization problems over the elements of a distributive lattice, as well as describing the convex hull of the characteristic vectors of the lattice elements. We apply this concept to the stable matching model with path-independent quota-filling choice functions, thus giving efficient algorithms and a compact polyhedral description for this model. Such choice functions can be used to model many complex real-world decision rules that are not captured by the classical model, such as those with diversity concerns. To the best of our knowledge, this model generalizes all those for which similar results were known, and our paper is the first that proposes efficient algorithms for stable matchings with choice functions, beyond classical extensions of the Deferred Acceptance algorithm. In Chapter 4, we study the discovery program (DISC), which is an affirmative action policy used by the New York City Department of Education (NYC DOE) for specialized high schools; and explore two other affirmative action policies that can be used to minimally modify and improve the discovery program: the minority reserve (MR) and the joint-seat allocation (JSA) mechanism. Although the discovery program is beneficial in increasing the number of admissions for disadvantaged students, our empirical analysis of the student-school matches from the 12 recent academic years (2005-06 to 2016-17) shows that about 950 in-group blocking pairs were created each year amongst disadvantaged group of students, impacting about 650 disadvantaged students every year. Moreover, we find that this program usually benefits lower-performing disadvantaged students more than top-performing disadvantaged students (in terms of the ranking of their assigned schools), thus unintentionally creating an incentive to under-perform. On the contrary, we show, theoretically by employing choice functions, that (i) both MR and JSA result in no in-group blocking pairs, and (ii) JSA is weakly group strategy-proof, ensures that at least one disadvantaged is not worse off, and when reservation quotas are carefully chosen then no disadvantaged student is worse-off. We show that each of these properties is not satisfied by DISC. In the general setting, we show that there is no clear winner in terms of the matchings provided by DISC, JSA, and MR, from the perspective of disadvantaged students. We however characterize a condition for markets, that we term high competitiveness, where JSA dominates MR for disadvantaged students. This condition is verified, in particular, in certain markets when there is a higher demand for seats than supply, and the performances of disadvantaged students are significantly lower than that of advantaged students. Data from NYC DOE satisfy the high competitiveness condition, and for this dataset our empirical results corroborate our theoretical predictions, showing the superiority of JSA. We believe that the discovery program, and more generally affirmative action mechanisms, can be changed for the better by implementing the JSA mechanism, leading to incentives for the top-performing disadvantaged students while providing many benefits of the affirmative action program.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: South Africa needs to ensure equal opportunity for all to higher education, and given that it also needs to correct the drastic imbalances brought about by apartheid, affirmative action is seen as a strategy to pursue both goals. Affirmative action is comprised of programs and policies that grant favorable treatment on the basis of race or gender to government-defined “disadvantaged” individuals. However, affirmative action is not without its own challenges and difficulties. The main question that this thesis addresses is “what are the tensions between applying affirmative action policies in South African higher education institutions and the demands of a knowledge economy within a globalised world?” I argue that though universities need to be more demographically representative and broaden access to previously disadvantaged individuals by adjusting entry requirements, they cannot compromise on their quality of graduates by adjusting their exit criteria in line with racial representivity. That would undermine the very worth of higher education as a social good, the dignity of the individual graduate, as well as the economic growth of the country. Accusations that affirmative action is merely “reverse discrimination” are refuted by an appeal to Rawls’s Principle of Difference which holds that policies of inequality can be socially just. Drawing on Charles Taylor and Wally Morrow, I posit that within a democracy, affirmative action should be seen as a shared rather than a convergent good for broadening access to quality education. But whereas broadening formal access seems like a legitimate and necessary step to address the inherited inequities, the broadening of epistemological access would undermine the very aims of quality education. Furthermore, I argue that formal access should be driven by the politics of difference, but that epistemological access that ensures educational success should be driven by the politics of equal dignity. In order to see how some of these concepts and policies of affirmative action play out in an actual institution, I look at the University of Cape Town (UCT). Here the main debates relating to its affirmative action policy are whether demographic representivity is the only outcome for evaluating the success of affirmative action, and whether “disadvantaged” individuals should be selected on criteria other than race. It also considers whether its affirmative action policies could compromise its functioning and ability to supply quality qualifications to the required number of disadvantaged individuals. There is no easy and simple answer to whether affirmative action in fact promotes equal opportunity to higher education and equips all South African graduates with the necessary skills for a knowledge economy. It would be therefore important to do further research on what nonrace based affirmative action policies might entail while keeping in mind the shifts in the global economy and the need for academic rigor. Furthermore, more longitudinal research needs to be done on the complex consequences of affirmative action, on both an individual level with issues of identity and career mobility, and on a broader socio-economic level with issues of economic growth and social welfare. / AFRIKAANSE OPSOMMING: Suid-Afrika moet hom beywer tot die daarstelling van gelyke geleenthede vir almal tot hoëronderwys, en gegewe dat daar ’n behoefte is om drastiese ongelykhede van apartheid reg te stel, word regstellende aksie gesien as a strategie om beide doelstellings na te streef. Regstellende aksie bestaan uit programme en beleide wat daarop gemik is om begunstigde behandeling te dien aan “voorheen benadeelde” individue, soos deur die staat gedefineer, op grond van ras en geslag. Maar regstellende aksie is nie sonder sy eie uitdagings en swaarhede nie. Die hoofvraag wat hierdie tesis addreseer, is: “Watter gespannenhede is daar tussen die uitvoering van regstellende aksie beleide in Suid-Afrikaanse Hoëronderwys instellings en die eise van ’n kennis-ekonomie binne ’n geglobaliseerde wêreld?” Ek argumenteer dat, ofskoon daar ’n behoefte is vir universiteite om meer demografies verteenwoordigend te wees en hul toegang tot voorheen benadeelde individue te verbreed deur toelatingsvereistes te wysig, kan hulle nie kompromeer op hul gehalte van gegradueerdes deur uitgangskriteria in lyn met ras verteenwoordiging nie. Dit sal juis die waarde van hoëronderwys as ’n sosiale goedheid, die waardigheid van die individule gegradueerde asook die ekonomiese groei van die land ondermyn. Aantygings dat regstellende aksie bloot “wedergekeerde diskriminasie” is, word weerlê deur ’n verwysing na Rawls se Beginsel van Verskil wat stel dat beleide van ongelykhede maatskaplike regverdiging kan hê. Gegrond op Charles Taylor en Wally Morrow, postuleer ek dat, binne ’n demokrasie, regstellende aksie beskou moet word as ’n gedeelde eerder as ’n konvergente goedheid om gehalte onderwys verder toeganklik te maak. Maar waar verbrede formele toegang gesien kan word as ’n wettige en nodige stap om geërfde ongelykhede aan te spreek, sal die verbreding van epistemologiese toegang juis die doelstellings van gehalte onderwys ondermyn. Verder voer ek aan dat formele toegang aangedryf moet word deur die politiek van verskil, maar dat epistemologiese toegang wat opvoedkundige sukses verseker, aangedryf moet word deur die politiek van gelyke waardigheid. Ten einde te sien hoe van hierdie konsepte en beleide van regstellende aksie hulself uitspeel in eintlike inrigtings van onderwys, kyk ek na die Universiteit Kaapstad (UK). Hier draai die debat aangaande regstellende aksie beleid om of die demografiese verteenwoordiging die enigste uitkoms is ter evaluering van die sukses van regstellende aksie, en of “benadeelde” individue geselekteer moet word op grond van kriteria anders as ras. Dit (UK) oorweeg ook of sy regstellende beleide sy funksionering en vermoë om gehalte kwalifikasies aan die verlangde getal benadeelde individue kompromiteer. Daar is geen eenvoudige en maklike antwoord betreffende regstellende aksie en of dit gelyke geleenthede tot hoëronderwys promoveer en alle Suid-Afrikaanse gegradueerders toerus met die nodige bevoegdhede vir ’n kennis-ekonomie nie. Dit sal derhalwe belangrik wees om verdere navorsing te doen oor wat nie-rasgebaseerde regstellende aksie kan behels terwyl in gedagte gehou word die skuiwe in die globale ekonomie en die behoefte aan akademiese kwaliteit. Verder moet veel meer longitudinale navorsing gedoen word oor die ingewikkelde gevolge van regstellende aksie op beide die individuele vlak met kwessies van identiteit en beroepsmobiliteit en op breër sosio-ekonomiese vlak met kwessies van ekonomiese groei en maatskaaplike welsyn.

Este trabalho tem como objetivo analisar o impacto da política de cotas raciais implantadas na Universidade Tecnológica Federal do Paraná por meio da Lei n°12.711/2012, a partir de uma perspectiva de gênero e raça. Esta lei dispõe sobre o ingresso de cotistas nas universidades federais e nas instituições federais de ensino médio e técnico. A pesquisa discute os conceitos de raça e de etnia e sua construção histórica, de desigualdades e de discriminação racial, relacionando os conceitos com a categoria gênero e realizando uma relação entre direitos humanos e políticas públicas, sendo estas aqui apresentadas enquanto estratégias de garantia de direitos. Para a construção desta dissertação, partiu-se do pressuposto que as relações de gênero são socialmente e culturalmente construídas e assim contribuem para que cursos nas áreas científica e tecnológica continuem sendo percebidos como masculinos, com diferenças de acesso considerando homens e mulheres brancas (os) e negras (os). A seleção dos cursos levou em consideração a divisão sexual presente nos cursos superiores, haja vista que as engenharias e as licenciaturas das áreas de Matemática, Física e Química permanecem com um corpo discente predominantemente masculino. A pesquisa foi realizada a partir dos dados do sistema acadêmico de egressas e egressos das engenharias e licenciaturas, cotistas e não cotistas para análise do perfil de alunas e alunos autodeclarados pardos (as) e pretos (as) e de seu desempenho acadêmico, de 2013 quando foi instituída a lei nº 12.711/212 até 2015. Em seguida, foi realizada pesquisa qualitativa por meio de uma amostra intencional, ou seja, de mulheres cotistas raciais que se auto declararam pretas e pardas para complementação dos dados quantitativos, por meio de questionário e entrevista. / This work aims to analyze the impact of racial quotas policy implemented at the Federal Technological University of Paraná by means of Law No. 12,711 / 2012, from a gender and race perspective. This law provides for the entry of shareholders in federal universities and federal institutions of secondary and technical education. The research discusses the concepts of race and ethnicity and its historical construction, inequality and racial discrimination, relating to the concepts with the gender category and making a link between human rights and public policies, which are presented here as strategies of rights protection. The construction of this work started with the assumption that gender relations are socially and culturally constructed and thus contribute to courses in scientific and technological areas, that continue to be perceived as masculine, with differences in access considering white and black men and women. The selection of courses taking in consideration, sexual division present in higher education, given the fact that the engineering and degrees in the fields of Mathematics, Physics and Chemistry remain with a student body predominantly masculine. The survey was conducted from the data of the academic system graduates and graduates of engineering and degrees, shareholders and nonshareholders, for profile analysis of students and as brown and black self-declared students and their academic performance, in 2013 when it was established as Law No. 12.711/212 by 2015. Then, qualitative research through a sample was performed, that is, racial shareholders women who declared themselves black and brown to complement the quantitative data through questionnaire and interview.