Class, Race, Disability and Mental Health in Higher Education: Questioning the Access, Success and Progression of Disadvantaged Students

Universities have to create plans to close the gaps in access, success, and participation of disadvantaged students in higher education, setting targets for the Global Majority, working class, disabled, and students with mental health conditions. Mike Seal's book examines the terminology, theoretical debates, and positions related to these gaps, identifies their causes, and evaluates proposed initiatives. It highlights the continuing structural and individual discrimination in terms of class, race, and disability and the denial of the extent to which higher education is a cause of mental health issues and negative well-being. The book argues that widening participation agendas should recognize the changing nature of academic life through a more inclusive, holistic approach and that universities need to redefine their purpose and relationships with the communities they serve.

Format: Hardback
Length: 256 pages
Publication date: 16 June 2022
Publisher: Bloomsbury Publishing PLC

Universities across the globe are mandated to develop comprehensive plans aimed at eradicating disparities in access, success, and participation among disadvantaged students in higher education. These plans must establish specific targets related to the Global Majority, working class, disabled, and students with mental health conditions. In his insightful book, Mike Seal delves into the intricate realm of terminology, theoretical debates, and positions related to these gaps. He meticulously identifies the root causes of these disparities and assesses proposed initiatives. Seal challenges the prevailing assumption that higher education is inherently beneficial, dismissing those who may question its value. Furthermore, the book sheds light on the persistent structural and individual discrimination based on class, race, and disability, as well as the denial of the extent to which higher education contributes to mental health issues and negative well-being. It uncovers unexamined "assimilation models" in higher education that compel these students to abandon their culture and communities, despite their deep desire to contribute back to these communities being a significant extrinsic motivation.

The book begins by positing that contemporary international higher education perpetuates existing privileges. It then proceeds to argue that widening participation agendas must embrace the evolving nature of academic life through a more inclusive and holistic approach. Seal emphasizes the importance of incorporating an informed understanding of how students position themselves within academia and how their identity and academic status are facilitated and developed through the support of the university. To achieve this, universities must redefine their purpose and the nature of their relationships with the communities they purport to serve.

In conclusion, this book serves as a valuable resource for educators, policymakers, and stakeholders seeking to address the gaps in access, success, and participation among disadvantaged students in higher education. By challenging prevailing assumptions and promoting inclusive practices, we can work towards creating a more equitable and inclusive academic landscape for all students.

Dimension: 234 x 156 (mm)
ISBN-13: 9781350247383