A disparity in access to higher education exists between rural and urban regions of the world. Equal access to higher education for students from rural areas is a priority for government leaders in Kyrgyzstan and Tajikistan. This study addressed the problem of lower-than-expected enrollment of students from rural areas at branches of the International Mountainous University (IMU, pseudonym) located in rural regions of Kyrgyzstan and Tajikistan. The purpose of this qualitative case study was to investigate the experiences and perceptions of 10 IMU students about gaining access to higher education. Informed by the theory of habitus, the research questions focused on perceptions of (a) the experience of gaining access and (b) sacrifices related to gaining access to higher education. Transcripts of individual, open-ended interviews were analyzed using elemental coding and verified through member checking. Four themes emerged: (a) academic barriers, (b) information and communication barriers, (c) support, and (d) material and nonmaterial sacrifices. Findings led to the development of a white paper recommending that IMU establish partnerships with high schools, develop parent outreach programs, and introduce inclusive admissions practices. Positive social change may result from providing IMU with program and policy recommendations that support the institution's vision of increased access to education for rural residents of Kyrgyzstan and Tajikistan.

Youth Futures is a community-based intervention intended to improve post-secondary education (PSE) access rates among high school youth from low-income families, who tend to be under-represented in higher education (Berger, Motte, & Parkin, 2009; Norrie & Zhao, 2011). The bilingual (French and English) program spans seven months and consists of mentoring by university students, leadership training, workplace training and skill development activities, paid summer employment, and exposure to college and university settings. This thesis examined the outcomes of the Youth Futures program through three distinct studies. First, a quasi-experimental study was conducted to investigate short-term outcomes among program participants (N = 44, mean age of 16 years old at baseline) in comparison to a group of their peers (N = 40, mean age of 16 years old at baseline). Second, a qualitative study was conducted with a purposeful sample of program participants (N = 20, mean age of 17 years old) to explore their first-hand experiences through semi-structured, open-ended interviews. Third, program alumni (N = 79, mean age of 19 years old) were briefly interviewed via telephone to investigate longer-term outcomes, including employment experience and enrolment and persistence in PSE. Overall, no evidence was found to suggest that exposure to the Youth Futures program contributed to increased access to PSE among participants. Some characteristics of the Youth Futures sample recruited in the three studies raised questions about whether participants were at risk of not accessing PSE in the absence of the intervention (Berger et al., 2009; Childs, Finnie, & Mueller, 2015; Finnie, Childs, & Wismer, 2011). Findings indicated several program improvement strategies that may be useful in modifying the Youth Futures program to ensure that students in need of the intervention receive tailored programming and that the timing of the intervention is effective. Experts have called for a stronger evidence base in this area to facilitate sound decision-making about which potential program models to establish or expand and how to match students to the programs that best address their particular needs (Barnett et al., 2012; Brock, 2010; Le, Mariano, & Faxon-Mills, 2016; Shultz & Mueller 2006; Tierney & Hagedorn, 2007).

This thesis will address the impacts of Chilean neoliberal education reforms on students access to primary and secondary education. Across three body chapters, I will conduct a historical, policy, and comparative analysis, as well as case study on the Mapuche population within Chile, to exemplify neoliberal reforms' impact on students across differing socioeconomic statuses. Ranging from the 18th century to 2017, this thesis will provide a comprehensive image of how Chile's national education system has transformed from Catholic, missionary schools with majority state influence during heightened colonial practices to increasingly decentralized and marketized institutions during the 1980s. Through a series of analyses, I hypothesize neoliberal education reform has negatively impacted vulnerable students' access to education through exacerbating discriminatory, financial elements at the hands of the rise of privatized education. To support this, I will initially analyze neoliberal dictator Augusto Pinochet's education policies and reforms starting in 1980. To fully understand these lingering impacts, I also analyze 2005 socialist president Michelle Bachelet's education reforms as a method to further understand which 1980 neoliberal education policies were preserved during the restoration of democracy in Chile during the 1990s and early 2000s. The thesis closes with a final case study of the Mapuche population, the largest indigenous population in Chile. With the use of the methodological frameworks deployed in chapter two and chapter three, I attempt to expose the disproportionate impacts of neoliberal education policies on the Mapuche even as modern education and government administrations attempt to transform the education system away from oppressive and discriminatory policies implemented during the 1980s. Riddled throughout the entire thesis are discussions of social movements advocating for greater education equity, amplifying the call for increased attention on justice for students, teachers, and families. / Master of Arts / This thesis will address the impacts of Chilean neoliberal education reforms on students' access to primary and secondary education. Chile is widely known as the "neoliberal experiment" state, making it a prime region to study how neoliberal reforms have impacted the development of the country. I will argue the creation and maintenance of neoliberal education policies have negatively impacted students' access to education, especially focusing on disproportion impacts on students of differing socioeconomic statuses and demographics. The thesis is split into three main chapters, which cover from the 18th century to around 2017. Across these chapters, I will analyze the beginnings of the education system in Chile, studying the main factors that ultimately shaped it into its current system. The second chapter will take on a narrower focus and will examine the main similarities and differences between Augusto Pinochet's 1980s neoliberal dictatorship and early 2000s socialist president Michelle Bachelet's education policies and restructurings. To demonstrate how impactful neoliberal education reforms, the thesis will close with a case study of the Mapuche in Chile. The Mapuche are the largest indigenous population in Chile, and the case study of them aims to show the uneven effects of neoliberal policy creation and preservation within Mapuche education structures. Overall, I work to shed light on the negative elements in education and academic environments, which are drawn out or amplified through neoliberal restructurings.

There are more and more foreigners living every year in the Czech Republic. Their lives, working opportunities and overall social integration are significantly affected by their education and the access to it. This diploma thesis brings essentially an overview of possibilities of education in four areas: the learning of the Czech language and the access to university, high school or higher vocational school education; the acquisition of social, cultural and legal awareness, as well as other paths for gaining qualification or retraining. However, foreigners are commonly faced with deterrents when coming from a foreign educational system to the Czech one: nostrification of their documents, bureaucracy, language barriers and financial difficulties. The research part of the thesis has shown that there are some differences between two large minorities - the Americans and the Ukrainians - as to their access to education and motivation to learn. Furthermore, it has ascertained that their integration also hinges upon whether they are coming to the Czech Republic with a secure goal (job, studies, Czech partner or family) and what their financial background is.

A tese tem por objetivo investigar padrões de associação entre origens sociais e destinos educacionais no Brasil. Conceitualmente a análise baseia-se na agenda de pesquisa em modelos de progressão educacional, e na agenda comparativa internacional que dela deriva. Apresentamos uma revisão da literatura nacional e internacional sobre modelos de progressão educacional e, a partir dos microdados do Censo Demográfico entre 1960 e 2010, descrevemos a evolução da distribuição de oportunidades educacionais e da associação entre origens sociais e destinos educacionais entre os jovens ao longo do processo de modernização da sociedade brasileira. Os achados evidenciam desigualdades persistentes no nível médio e crescentes na entrada do ensino superior. A partir destes achados aprofundamos o olhar sobre essas transições em períodos recentes utilizando a PNAD, de modo reunir evidências sobre a associação entre progressão educacional, participação no mercado de trabalho e expansão do sistema de ensino superior. Ao fim, partindo de um estudo de caso, buscamos investigar o impacto de reformas educacionais recentes sobre a acessibilidade ao ensino superior público no Brasil, e evidenciar padrões de desigualdades de oportunidades educacionais entre carreiras no ensino superior / This thesis aims at examining patterns of association between social origins and educational destinations in Brazil. In conceptual terms, the analysis is based on the educational transitions models literature, and its international comparative research agenda. Firstly, we review the national and international debate on this field. Secondly, we identify the main trends in the distribution of educational opportunities in Brazil between 1960 and 2010, based upon a rigorous analysis of six census datasets, in order to measure the association between social origins and educational destinations amongst youngsters during the modernization process of the Brazilian society. The findings show persistent inequalities on secondary level and increasing inequalities at university level. Thirdly, we take a closer look at those transitions based on household survey datasets (PNADs), bringing evidence on the associations between educational progression, participation in the labor market and the expansion of higher education system. Finally, based on a case-study, we try to explore the impact of recent reforms on the accessibility to public tertiary education, as well as identify patterns of stratification between fields of study

O presente trabalho é resultado de investigação sobre o acesso da mulher no ensino superior na Universidade Federal do Rio Grande do Sul (UFRGS), no período de 1970 a 2015/1. A análise do percurso histórico trilhado pelas mulheres em sua luta pelo direito à educação revela que elas permaneceram por um longo tempo à margem dos processos educacionais, sobretudo no que se refere ao ensino superior no Brasil, historicamente caracterizado como um espaço de formação exclusivamente masculino. Inúmeras barreiras, sobretudo políticas, sociais e culturais, tiveram de ser rompidas para que as mulheres pudessem aceder a esse nível de ensino que, num primeiro momento, restringiu a presença feminina a áreas específicas, contribuindo, dessa forma, para a disseminação e reforço de concepções errôneas e estereotipadas, em parte ainda vigentes, de que a capacidade intelectual feminina se reduz a determinadas áreas do saber, principalmente àquelas relacionadas às Ciências Humanas e Sociais. A pesquisa empírica consistiu na coleta, tabulação, representação gráfica e análise dos dados sobre alunos e alunas ingressantes na UFRGS no período de 1970 a 2015/1, obtidos junto à Pró-Reitoria de Graduação (PROGRAD), objetivando confrontar entre si, em termos de acesso ou presença feminina ao longo do período elencado, as oito grandes áreas do conhecimento em que são classificados os cursos de graduação da UFRGS, bem como refletir sobre as desigualdades de gênero verificadas nessas diferentes áreas do ensino superior, com atenção também para os possíveis fatores que mantêm homens e mulheres restritos a determinadas áreas do saber. A análise detalhada dos dados revelou que, apesar do crescimento do número de mulheres ingressantes no ensino superior, o acesso da mulher na UFRGS não se deu de forma homogênea, isto é, de forma ampla e de maneira a contemplar todas as áreas do saber. Com efeito, as mulheres ainda permanecem minoria em algumas áreas tradicionalmente ditas “masculinas”, como, por exemplo, as áreas de Ciências Exatas e Tecnológicas. Dessa forma, foi possível perceber que a trajetória escolar diferenciada para meninos e meninas, que foi sendo historicamente construída e reforçada ao longo do tempo, imprime, ainda hoje, fortes marcas na educação superior. / This work is the result of research on women's access to higher education at the Federal University of Rio Grande do Sul (UFRGS), in the period from 1970 to 2015/1. The analysis of the historical path trodden by women in their struggle for the right to education reveals that they remained for a long time on the sidelines of educational processes, especially with regard to higher education in Brazil, historically characterized as an exclusively male training space. Many barriers, especially political, social and cultural rights, had to be broken so that women could access that level of education that, at first, restricted the female presence in specific areas, thereby contributing to the spread and strengthening erroneous and stereotypical conceptions, in part still in force, that female intellectual capacity is reduced to certain areas of knowledge, especially those related to human and social sciences. The empirical research consisted of the collection, tabulation, graphical representation and analysis of data on students and freshmen students at UFRGS from 1970 to 2015/1, obtained from the Pró-Reitoria de Graduação (PROGRAD), aiming to confront each other in terms access or female presence along the part listed period, eight major areas of knowledge that are classified undergraduate courses at UFRGS and reflect on gender inequalities observed in these different areas of higher education, with attention also to the possible factors that keep men and women restricted to certain areas of knowledge. Detailed analysis of the data revealed that despite the growing number of freshmen women in higher education, women's access UFRGS did not occur homogeneously, that is, broadly and in order to cover all areas of knowledge. Indeed, women still remain in some areas traditionally minority said "male", for example, areas of exact science. Thus, it was revealed that the differentiated school life for boys and girls, which has historically been built and strengthened over time, prints, still, strong brands in higher education.

A tese tem por objetivo investigar padrões de associação entre origens sociais e destinos educacionais no Brasil. Conceitualmente a análise baseia-se na agenda de pesquisa em modelos de progressão educacional, e na agenda comparativa internacional que dela deriva. Apresentamos uma revisão da literatura nacional e internacional sobre modelos de progressão educacional e, a partir dos microdados do Censo Demográfico entre 1960 e 2010, descrevemos a evolução da distribuição de oportunidades educacionais e da associação entre origens sociais e destinos educacionais entre os jovens ao longo do processo de modernização da sociedade brasileira. Os achados evidenciam desigualdades persistentes no nível médio e crescentes na entrada do ensino superior. A partir destes achados aprofundamos o olhar sobre essas transições em períodos recentes utilizando a PNAD, de modo reunir evidências sobre a associação entre progressão educacional, participação no mercado de trabalho e expansão do sistema de ensino superior. Ao fim, partindo de um estudo de caso, buscamos investigar o impacto de reformas educacionais recentes sobre a acessibilidade ao ensino superior público no Brasil, e evidenciar padrões de desigualdades de oportunidades educacionais entre carreiras no ensino superior / This thesis aims at examining patterns of association between social origins and educational destinations in Brazil. In conceptual terms, the analysis is based on the educational transitions models literature, and its international comparative research agenda. Firstly, we review the national and international debate on this field. Secondly, we identify the main trends in the distribution of educational opportunities in Brazil between 1960 and 2010, based upon a rigorous analysis of six census datasets, in order to measure the association between social origins and educational destinations amongst youngsters during the modernization process of the Brazilian society. The findings show persistent inequalities on secondary level and increasing inequalities at university level. Thirdly, we take a closer look at those transitions based on household survey datasets (PNADs), bringing evidence on the associations between educational progression, participation in the labor market and the expansion of higher education system. Finally, based on a case-study, we try to explore the impact of recent reforms on the accessibility to public tertiary education, as well as identify patterns of stratification between fields of study

O presente trabalho é resultado de investigação sobre o acesso da mulher no ensino superior na Universidade Federal do Rio Grande do Sul (UFRGS), no período de 1970 a 2015/1. A análise do percurso histórico trilhado pelas mulheres em sua luta pelo direito à educação revela que elas permaneceram por um longo tempo à margem dos processos educacionais, sobretudo no que se refere ao ensino superior no Brasil, historicamente caracterizado como um espaço de formação exclusivamente masculino. Inúmeras barreiras, sobretudo políticas, sociais e culturais, tiveram de ser rompidas para que as mulheres pudessem aceder a esse nível de ensino que, num primeiro momento, restringiu a presença feminina a áreas específicas, contribuindo, dessa forma, para a disseminação e reforço de concepções errôneas e estereotipadas, em parte ainda vigentes, de que a capacidade intelectual feminina se reduz a determinadas áreas do saber, principalmente àquelas relacionadas às Ciências Humanas e Sociais. A pesquisa empírica consistiu na coleta, tabulação, representação gráfica e análise dos dados sobre alunos e alunas ingressantes na UFRGS no período de 1970 a 2015/1, obtidos junto à Pró-Reitoria de Graduação (PROGRAD), objetivando confrontar entre si, em termos de acesso ou presença feminina ao longo do período elencado, as oito grandes áreas do conhecimento em que são classificados os cursos de graduação da UFRGS, bem como refletir sobre as desigualdades de gênero verificadas nessas diferentes áreas do ensino superior, com atenção também para os possíveis fatores que mantêm homens e mulheres restritos a determinadas áreas do saber. A análise detalhada dos dados revelou que, apesar do crescimento do número de mulheres ingressantes no ensino superior, o acesso da mulher na UFRGS não se deu de forma homogênea, isto é, de forma ampla e de maneira a contemplar todas as áreas do saber. Com efeito, as mulheres ainda permanecem minoria em algumas áreas tradicionalmente ditas “masculinas”, como, por exemplo, as áreas de Ciências Exatas e Tecnológicas. Dessa forma, foi possível perceber que a trajetória escolar diferenciada para meninos e meninas, que foi sendo historicamente construída e reforçada ao longo do tempo, imprime, ainda hoje, fortes marcas na educação superior. / This work is the result of research on women's access to higher education at the Federal University of Rio Grande do Sul (UFRGS), in the period from 1970 to 2015/1. The analysis of the historical path trodden by women in their struggle for the right to education reveals that they remained for a long time on the sidelines of educational processes, especially with regard to higher education in Brazil, historically characterized as an exclusively male training space. Many barriers, especially political, social and cultural rights, had to be broken so that women could access that level of education that, at first, restricted the female presence in specific areas, thereby contributing to the spread and strengthening erroneous and stereotypical conceptions, in part still in force, that female intellectual capacity is reduced to certain areas of knowledge, especially those related to human and social sciences. The empirical research consisted of the collection, tabulation, graphical representation and analysis of data on students and freshmen students at UFRGS from 1970 to 2015/1, obtained from the Pró-Reitoria de Graduação (PROGRAD), aiming to confront each other in terms access or female presence along the part listed period, eight major areas of knowledge that are classified undergraduate courses at UFRGS and reflect on gender inequalities observed in these different areas of higher education, with attention also to the possible factors that keep men and women restricted to certain areas of knowledge. Detailed analysis of the data revealed that despite the growing number of freshmen women in higher education, women's access UFRGS did not occur homogeneously, that is, broadly and in order to cover all areas of knowledge. Indeed, women still remain in some areas traditionally minority said "male", for example, areas of exact science. Thus, it was revealed that the differentiated school life for boys and girls, which has historically been built and strengthened over time, prints, still, strong brands in higher education.

Submitted by Gustavo Gomes (gustavolascasas@gmail.com) on 2013-09-03T14:31:29Z No. of bitstreams: 2 Diferenciais de ingresso escolar segundo o tempo de resid??ncia em Minas Gerais.pdf: 4959031 bytes, checksum: b861c3505a8d5013dd2ec74b226fcba4 (MD5) license_rdf: 23599 bytes, checksum: 9e2b7f6edbd693264102b96ece20428a (MD5) / Approved for entry into archive by Roger Guedes (roger.guedes@fjp.mg.gov.br) on 2013-09-03T15:37:06Z (GMT) No. of bitstreams: 2 Diferenciais de ingresso escolar segundo o tempo de resid??ncia em Minas Gerais.pdf: 4959031 bytes, checksum: b861c3505a8d5013dd2ec74b226fcba4 (MD5) license_rdf: 23599 bytes, checksum: 9e2b7f6edbd693264102b96ece20428a (MD5) / Made available in DSpace on 2013-09-03T15:37:06Z (GMT). No. of bitstreams: 2 Diferenciais de ingresso escolar segundo o tempo de resid??ncia em Minas Gerais.pdf: 4959031 bytes, checksum: b861c3505a8d5013dd2ec74b226fcba4 (MD5) license_rdf: 23599 bytes, checksum: 9e2b7f6edbd693264102b96ece20428a (MD5) Previous issue date: 2001 / Funda????o Jo??o Pinheiro / Esta disserta????o analisou os diferenciais de efici??ncia no ingresso escolar para os residentes em Minas Gerais, em 1991, separados em tr??s grupos, conforme o status migrat??rio: natural, migrante antigo e migrante recente; de cinco ??reas, definidas de acordo com a Taxa L??quida de Migra????o (TLM) do munic??pio de enumera????o. A efici??ncia no ingresso escolar foi obtida a partir da taxa de cobertura escolar, aplicandose o Modelo PROFLUXO, de Philip Fletcher, utilizando-se os microdados do Censo Demogr??fico de 1991. Procurou-se responder: como se comporta o ingresso escolar dos tr??s grupos, de ??reas diferentes; o que se pode inferir sobre o fen??meno migrat??rio, ?? luz das caracter??sticas educacionais dos tr??s grupos; como se comporta o modelo PROFLUXO em ??reas desagregadas. / This thesis analyzes the school access differentials to the residents in Minas Gerais in 1991, separated in three groups, in accord to the migration status: natural, old migrant and recent migrant; of five different areas, defined by the Migration Net Ratio of the enumeration county. The appliance of Philip Fletcher???s ???PROFLUXO Model???, using the Demographic Census of 1991 microdata, determines the efficiency of school access. The thesis tried to answer three questions: how do the school access work in different groups of different areas; what can be said of the migratory phenomenon, by the educational characteristics of the three groups; how does the PROFLUXO Model work in desegregated areas. / Educa????o

O presente trabalho é resultado de investigação sobre o acesso da mulher no ensino superior na Universidade Federal do Rio Grande do Sul (UFRGS), no período de 1970 a 2015/1. A análise do percurso histórico trilhado pelas mulheres em sua luta pelo direito à educação revela que elas permaneceram por um longo tempo à margem dos processos educacionais, sobretudo no que se refere ao ensino superior no Brasil, historicamente caracterizado como um espaço de formação exclusivamente masculino. Inúmeras barreiras, sobretudo políticas, sociais e culturais, tiveram de ser rompidas para que as mulheres pudessem aceder a esse nível de ensino que, num primeiro momento, restringiu a presença feminina a áreas específicas, contribuindo, dessa forma, para a disseminação e reforço de concepções errôneas e estereotipadas, em parte ainda vigentes, de que a capacidade intelectual feminina se reduz a determinadas áreas do saber, principalmente àquelas relacionadas às Ciências Humanas e Sociais. A pesquisa empírica consistiu na coleta, tabulação, representação gráfica e análise dos dados sobre alunos e alunas ingressantes na UFRGS no período de 1970 a 2015/1, obtidos junto à Pró-Reitoria de Graduação (PROGRAD), objetivando confrontar entre si, em termos de acesso ou presença feminina ao longo do período elencado, as oito grandes áreas do conhecimento em que são classificados os cursos de graduação da UFRGS, bem como refletir sobre as desigualdades de gênero verificadas nessas diferentes áreas do ensino superior, com atenção também para os possíveis fatores que mantêm homens e mulheres restritos a determinadas áreas do saber. A análise detalhada dos dados revelou que, apesar do crescimento do número de mulheres ingressantes no ensino superior, o acesso da mulher na UFRGS não se deu de forma homogênea, isto é, de forma ampla e de maneira a contemplar todas as áreas do saber. Com efeito, as mulheres ainda permanecem minoria em algumas áreas tradicionalmente ditas “masculinas”, como, por exemplo, as áreas de Ciências Exatas e Tecnológicas. Dessa forma, foi possível perceber que a trajetória escolar diferenciada para meninos e meninas, que foi sendo historicamente construída e reforçada ao longo do tempo, imprime, ainda hoje, fortes marcas na educação superior. / This work is the result of research on women's access to higher education at the Federal University of Rio Grande do Sul (UFRGS), in the period from 1970 to 2015/1. The analysis of the historical path trodden by women in their struggle for the right to education reveals that they remained for a long time on the sidelines of educational processes, especially with regard to higher education in Brazil, historically characterized as an exclusively male training space. Many barriers, especially political, social and cultural rights, had to be broken so that women could access that level of education that, at first, restricted the female presence in specific areas, thereby contributing to the spread and strengthening erroneous and stereotypical conceptions, in part still in force, that female intellectual capacity is reduced to certain areas of knowledge, especially those related to human and social sciences. The empirical research consisted of the collection, tabulation, graphical representation and analysis of data on students and freshmen students at UFRGS from 1970 to 2015/1, obtained from the Pró-Reitoria de Graduação (PROGRAD), aiming to confront each other in terms access or female presence along the part listed period, eight major areas of knowledge that are classified undergraduate courses at UFRGS and reflect on gender inequalities observed in these different areas of higher education, with attention also to the possible factors that keep men and women restricted to certain areas of knowledge. Detailed analysis of the data revealed that despite the growing number of freshmen women in higher education, women's access UFRGS did not occur homogeneously, that is, broadly and in order to cover all areas of knowledge. Indeed, women still remain in some areas traditionally minority said "male", for example, areas of exact science. Thus, it was revealed that the differentiated school life for boys and girls, which has historically been built and strengthened over time, prints, still, strong brands in higher education.