Academic and diversity consequences of affirmative action in Brazil

Childs, Porsha; Stromquist, Nelly P.

doi:10.1080/03057925.2014.907030

Cited by 28 publications

(42 citation statements)

References 20 publications

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“…It should be noted that the race-based quota policy is set according to the proportion of mulatos and pretos represented in each state. Because the Brazilian government does not prioritize any of these categories, universities choose those that are more aligned with their own goals and necessities (Childs & Stromquist, 2015).…”

Section: Quotas´ Law Brazilmentioning

confidence: 99%

“…In relation to the academic outcomes of the beneficiaries of this policy, research shows that there is no difference in academic outcomes when comparing students admitted through the quota mechanism and those who accessed by the traditional way (Tannuri-Pianto & Francis, 2012). Childs and Stromquist (2015) also concluded that there is no decrease in the quality of institutions that promote the policy. Finally, the policy has had a positive impact on the promotion of a "black" identity of students of color (Tannuri-Pianto & Francis, 2011) and the strength of the policy in situating racial discrimination as a relevant topic of public discussion (Telles & Paixao, 2013).…”

Section: Quotas´ Law Brazilmentioning

confidence: 99%

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Social justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region

Villalobos

Treviño

Wyman

et al. 2017

EPAA

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During the first decade of the 21st century, Latin America experienced an intense economic growth that increased access in the school system. In this context, the paper analyzes four different programs from Bolivia (Intercultural Community Indigenous Universities), Brazil (Quotas´ Law), Chile (Follow up and Effective Access to Higher Education Program) and Ecuador (Scholarship Program based on Quotas) aimed at improving the participation of marginalized students in the university from three different perspectives. First, conceptually, the paper analyzes the governance of these programs in terms of what are the institutional arrangements that define who is responsible for solving this source of inequality in higher education. Second, the study looks at the concepts of equality, fairness, merit, need and diversity behind the different initiatives presented, using the social justice debate. Thirdly, the paper uses the framework of analysis of different types of access programs to study the scope, components and arrangements of the policies. The results show a high level of heterogeneity in the characteristics and focuses of the programs, which allows to deepen the discussion on the role of access to higher education in the region.

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Section: Quotas´ Law Brazilmentioning

confidence: 99%

Section: Quotas´ Law Brazilmentioning

confidence: 99%

Social justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region

Villalobos

Treviño

Wyman

et al. 2017

EPAA

View full text Add to dashboard Cite

show abstract

“…While Childs and Stromquist (2015), Cardoso (2008), and Queiroz and Santos (2007) found that quota students have comparable grades to those of nonquota students, except in selective majors, Francis and Tannuri-Pianto (2012) found that quota students have lower grade point averages than do nonquota students. These studies allow for only limited generalization: Francis and Tannuri-Pianto (2012) and Cardoso (2008) analyzed only students in the University of Brasília; Childs and Stromquist (2015) examined three universities-the University of Brasília, the Federal University of Bahia, and the State University of Campinas-and Queiroz and Santos (2007) examined students in the Federal University of Bahia. Waltenberg and Carvalho (2013) were the only ones to examine performance at a national level by using the 2008 data set for the Exame Nacional de Desempenho dos Estudantes (ENADE; National Survey of Student Performance).…”

Section: Introductionmentioning

confidence: 99%

“…There is a dearth of research about the relationship of affirmative action and students' academic performance in Brazil, with only a few studies addressing this relationship to some extent (Childs and Stromquist 2015;Francis and Tannuri-Pianto 2012;Queiroz and Santos 2007;Cardoso 2008;Waltenberg and Carvalho 2013). While Childs and Stromquist (2015), Cardoso (2008), and Queiroz and Santos (2007) found that quota students have comparable grades to those of nonquota students, except in selective majors, Francis and Tannuri-Pianto (2012) found that quota students have lower grade point averages than do nonquota students.…”

Section: Introductionmentioning

confidence: 99%

Performance of Students Admitted through Affirmative Action in Brazil

Valente¹,

Berry²

2017

Lat. American Res. Rev.

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Following the implementation of the Lei das Cotas (Affirmative Action Law) in Brazil, there has been debate as to whether students who were admitted through affirmative action perform at the same level as students admitted through traditional methods. This article examines the results of the Exame Nacional de Desempenho dos Estudantes (ENADE) from 2009 to 2012 to determine whether there is a relationship between students' performance at the university level and the manner of their admittance. We find that students admitted to public universities under affirmative action perform at similar levels to students who were not, whereas quota students in private universities perform slightly better than students admitted through traditional methods.Com a implementação das Lei das Cotas no Brasil, tem se debatido se estudantes admitidos através de ação afirmativa demonstram o mesmo nível acadêmico dos estudantes admitidos através de métodos tradicionais. Este artigo analisa os resultados do Exame Nacional de Desempenho dos Estudantes (ENADE) durante o período de 2009 á 2012 para determinar se existe uma relação entre o desempenho dos alunos no âmbito universitário e as modalidades da sua admissão. Nossa análise revela que os estudantes que foram admitidos em universidades públicas através de ações afirmativas têm o mesmo desempenho acadêmico de estudantes que não se beneficiam de ações afirmativas, enquanto alunos cotistas em universidades privadas têm um desempenho ligeiramente melhor do que alunos admitidos através de métodos tradicionais.

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“…While some research supports that quota-admits can achieve similar academic success when compared to their peers (Cardoso, 2008;Childs & Stromquist, 2015;Ribeiro, 2016;Valente & Berry, 2017;Velloso, 2009;Ribeiro, 2016), few studies have compared the academic achievement of students in the aggregate (Valente & Berry, 2017;Waltenberg & Carvalho, 2013). Others have focused on institutional effects (Francis & Tannuri-Pianto, 2012b;Pedrosa, Dachs, Maia, Andrade, & Carvalho, 2007) or the impact of the law on a particular level of students, such as law students (Ribeiro, 2016).…”

Section: Statement Of Problemmentioning

confidence: 99%

What Factors Influence Affirmative-Action Students' Achievement in Brazilian Federal Universities?

Gillespie¹

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Completing this dissertation would not have been possible without the encouragement, support, and expertise of many individuals. I hesitate to make a list because I may carelessly leave out someone important, and if I did, please forgive me. Dr. Baez, thank you for your advice, knowledge, and reassurance throughout this process. Your support has been paramount to getting me where I am. You introduced me to Dr. Saunders, who has been a patient, caring, and an invaluable asset to my quantitative woes throughout this process. Thank you, Dr. Saunders. To my other incredible committee members, Dr. Goonen, and Dr. Eric Dwyer: thank you for graciously sharing your time and imparting your knowledge with me. To say my family has had a role in this accomplishment is an understatement. There were many difficult times in which I contemplated walking away. But during those times, Joe Gillespie, my husband, was always there to remind me why I wanted to do this and to reassure me that I could. His unconditional support and love ensured that I stayed the course. There were many weekends where he would take our beautiful children to play so that I could write. My children, Julia and Elena, and my nieces, Vanessa, Daniella, Mary Grace, Valentina, and Lia, have also been my inspirations. My parents, Chia and Sergio Martinez, have always been wonderfully resilient and made education a priority in our home. We were often reminded that we would graduate from college-it was not a question of if, but when. I dedicate this degree to them and all of my family. To my siblings, Pri, Fe, and Mari: thank you for supporting me in this long journey. It would be remiss of me to not acknowledge my encouraging in-laws, Amelia and Alton McCoy.

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Academic and diversity consequences of affirmative action in Brazil

Cited by 28 publications

References 20 publications

Social justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region

Social justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region

Performance of Students Admitted through Affirmative Action in Brazil

What Factors Influence Affirmative-Action Students' Achievement in Brazilian Federal Universities?

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