Purpose
The purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.
Design/methodology/approach
The study analyzed the effectiveness of the quota system from the perspective of the “minority rights protection” and “diversity” paradigms. The study used content analysis, focus group discussions, and interviews research methods.
Findings
Research revealed several important patterns: the problems of minority education are associated with academic achievements as well as social integration; although the importance of diversity is evident in the Government of Georgia, the benefits of diversity are not realized fully through affirmative action policies in institutions of HE. The authors have argued that the shift from the “minority rights protection” to the “diversity” paradigm is necessary to solve minority students’ existing problems and to benefit from the positive effects of diversity on academic and democratic outcomes for all students.
Practical implications
The findings of this study have practical importance. They can be used for the implementation of the affirmative action policy in HE admissions system of Georgia.
Originality/value
The paper is based on original research conducted in Georgia and the study contributes to the development of the field of multicultural and minority education in Georgia.
Purpose
This study aims to explore gender equality in school textbooks in Georgia.
Design/methodology/approach
The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions.
Findings
The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues.
Originality/value
The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society.
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