بازتولید نابرابری در دسترسی به آموزش عالی پیامد سیاست بومی گزینی

نوع مقاله : مقاله پژوهشی (توسعه ای)

نویسنده

دانشیار، گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران.

10.48301/kssa.2023.363907.2306

چکیده

دسترسی به آموزش عالی در بیشتر کشورها به‌طور قابل‌توجهی افزایش یافته است اما این فرصت‌ها در بسیاری از موارد به‌طور مساوی بین گروه‌های مختلف توزیع نشده است. هدف‌ پژوهش حاضر، تحلیل پیامدهای سیاست بومی‌گزینی در کنکور سراسری و نقش آن در بازتولید نابرابری دسترسی عادلانه به فرصت‌های آموزشی است. روش پژوهش توصیفی- تحلیلی است. داده‌های پژوهش مبتنی بر آمارهایی است که سازمان‌های مرتبط با جمعیت و پذیرش‌دانشجو جمع‌آوری و منتشر کرده است که با روش تحلیل ثانویه، تحلیل شده است. در این روش، داده‌های از آمار و اطلاعات منتشرشده توسط سازمان‌های مرتبط با موضوع جمع‌آوری شدند و بر اساس اهداف تحقیق مجدداً مورد تحلیل قرار گرفتند. یافته‌های پژوهش حاکی از آن است که سیاست بومی‌گزینی در افزایش احتمال دسترسی استان‌های محروم ناموفق بوده و استان‌هایی که در طول 5 سال مطالعه این تحقیق، بیشترین و کمترین شانس دسترسی را داشتند، بدون تغییر جایگاه خود را حفظ کرده‌اند. همچنین در بسیاری از استان‌ها، سطح علمی داوطلبان عامل تعیین‌کننده‌ای در پذیرش آن‌ها نیست. در کنکور سراسری سال 1395 رتبه علمی داوطلبان استان کردستان و استان گیلان به‌ترتیب 10 و 22 است و رتبه آنها در پذیرش نهایی به‌ترتیب به 27 و6 تغییر یافته است. سرانجام، سیاست بومی‌گزینی در سه رشته پرطرفدار پزشکی در کنکور سراسری 1401 ‌نه‌تنها منجر به توزیع عادلانه فرصت‌ها نشده است بلکه نابرابری را به‌طور قابل‌توجهی بازتولید کرده است چنان‌چه در برخی موارد، احتمال پذیرش داوطلبان بومی در استان‌های خود، هشت برابر داوطلبان بومی استان­های دیگر است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Indigenous Selection Policy: Reproduction of Inequality in Access to Higher Education

نویسنده [English]

  • Yahya Maroofi
Associate Professor, Educational Science Department, University of Kurdistan, Sannandaj, Iran.
چکیده [English]

Although access to higher education has increased significantly in most countries, these opportunities have not been equally distributed among different groups in many cases. The current research intended to analyze how indigenous selection in national entrance exams reproduces inequality in access to higher education. The research method was descriptive-analytical. The research data was based on the statistics collected and published by the organizations related to the population or student admission, which were analyzed by the secondary analysis method. The findings indicated that the policy of indigenous selection was unsuccessful in increasing the access chances of deprived provinces. The provinces with the highest and the lowest access chances maintained their position without any changes during the 5-year study period in the present research. In addition, in many provinces, the academic level of candidates was not a determining factor in their acceptance; in the national entrance exam of 2016, Kurdistan and Gilan provinces candidates' academic ranks were 10 and 22 while their ranks in the final admission changed to 27 and 6, respectively. Finally, the indigenous selection policy in the three most popular fields of medicine did not lead to a fair distribution of opportunity but reproduced inequality significantly. In some cases, the acceptance chance of indigenous candidates in their provinces was eight times that of the indigenous candidates of other provinces.

کلیدواژه‌ها [English]

  • Indigenous selection policy
  • Inequality of opportunity
  • Access
  • Higher education
  • National exam
  • Provinces

مراجع

Abdolahzadeh, N., Bolandhematan, K., & Shirbagi, N. (2021). Reproduction of Educational Inequality during the Corona Pandemic. Journal of Social Problems of Iran, 12(1), 169-204. https://doi.org/10.22059/ijsp.2021.84970
Abdullahi, M. S. (2022). Investigating the quality of technical and vocational education in Iran. I. C. R. Center. https://rc.majlis.ir/fa/report/show/1754134
Bazrafshan Moghadam, M., Mahdavishakib, A., & Khojaste Bujar, M. (2014). A survey on managers’, experts’ and students' viewpoints towards carrying out native selection for admission of Universities Students and Higher Education Institutions. Educational Measurement and Evaluation Studies, 4(5), 81-113. https://jresearch.sanjesh.org/art icle_14886.html?lang=en
Bennett, C., Booth, C., Yeandle, S., & Reeves, D. (2001). Mainstreaming equality in the committees of the Scottish parliament. Scottish Parliament. http://archive2021.parliament.scot/ S1_EqualOpportunitiesCommittee/Reports/eo03-mer.pdf
Blaug, M. (1996). Great Economists of the World: Biographies, Thoughts and Works of 220 Great Economists of the World (H. Golriz, Trans.). Ney. https://www.gisoom.com/b ook/1103529
De Oliveira, J. F., Cabrito, B. G., & Santuário, A. A. (2019). Access to Higher Education in Portugal, Brazil, and Mexico: Tensions Between, and Challenges to, Democratization and Quality. In A. M. De Albuquerque Moreira, J-J Paul, & N. Bagnall (Eds.), Intercultural Studies in Higher Education: Policy and Practice. Springer International Publishing. https://doi.org/10.1007/978-3-030-15758-6_6
Eggins, H. (2014). Drivers and barriers to achieving quality in higher education. SensePublishers Rotterdam. https://doi.org/10.1007/978-94-6209-494-9
Fereydoni, S. (2020). Pathology of Indigenous Selection policies in student admission. Higher Education Research and Planning Institute. https://irphe.ac.ir/files/site1/files/Book/ 8_Books/13.pdf
Harrison, N. (2018). Using the Lens of ‘Possible Selves’ to Explore Access to Higher Education: A New Conceptual Model for Practice, Policy, and Research. Social Sciences, 7(10), 209. https://doi.org/10.3390/socsci7100209
Institute for Research and Planning in Higher Education. (2017). Iran's higher education statistics at a glance, academic year 2016-2017. Institute for Research and Planning in Higher Education. https://irphe.ac.ir/files/Statistic/files/Amar1Negah/1399-1400.pdf
Institute for Research and Planning in Higher Education. (2022). Iran's higher education statistics at a glance, academic year 2021-2022. Institute for Research and Planning in Higher Education. https://irphe.ac.ir/files/Statistic/files/Amar1Negah/1399-1400.pdf
Jamali, E., & Baghi Yazdel, R. (2016). Investigation of the Challenges of Indigenous Selection in University Entrance Exams in Iran. Iranian Higher Education, 8(2), 1-30. http://i hej.ir/article-1-874-en.html
Janparvar, M., Saleh Abadi, R., & Ahmadabadi, A. (2014). The pathology of national identity caused by the admission of native students in universities. Iranian Sociological Studies, 4(12), 41-60. https://ssi.ctb.iau.ir/article_523104.html
Karimian, J. (2021). Policy making in education. Ketab Rahbord. https://ketabnak.com/reade r/120815
Khandagh, N., & Kosari, A. (2018). Indigenous Selection Impact of Higher Education on Social Cohesion in Iran. National Studies Journal, 19(75), 67-84. https://www.rjnsq.ir/arti cle_95492.html?lang=en
Madandar Arani, A., & Sarkar Arani, M. R. (2018). Education and development, new issues of education economy (4 ed.). Nashre Ney. https://nashreney.com/product/%D8%A 2%D9%85%D9%88%D8%B2%D8%B4-%D9%88-%D8%AA%D9%88%D8%B3 %D8%B9%D9%87/
Malechwanzi, J. M., Shen, H., & Mbeke, C. (2016). Policies of access and quality of higher education in China and Kenya: A comparative study. Cogent Education, 3(1), 1201990. https://doi.org/10.1080/2331186X.2016.1201990
Marginson, S. (2017). The World-Class Multiversity: Global commonalities and national characteristics. Frontiers of Education in China, 12(2), 233-260. https://doi.org/10. 1007/s11516-017-0018-1
McCaston, M. K. (2005). Tips for collecting, reviewing, and analyzing secondary data. Care. https://cyfar.org/sites/default/files/McCaston,%202005.pdf
Mehralizadeh, Y., Rajabi, E., & Elhapour, H. (2012). A Pathological Investigation Of University Admission Policy In Iran) Content Analysis Of Website And Public Mass Media. Journal of Iranian Higher Education 4(4), 119-158. http://ihej.ir/article-1-622-fa.html
Najjari, M., & Hassani, M. (2019). Analysis Inequality of Higher Education Access Opportunities (Case Study: Townships of West Azerbaijan). Journal of Educational Planning Studies, 7(14), 76-96. https://doi.org/10.22080/eps.1970.2126
 National Organization For Eucational Testing. (2016). Selection of national exam statistics of 2016. National Organization For Eucational Testing.
National Organization For Eucational Testing. (2022). Guide to choosing the subject of the national exam 1401 experimental group of experimental sciences. National Organization For Eucational Testing. https://www8.sanjesh.org/download/1401/sar/cs/NOTE_CS_T ajrobi1401_v1.pdf
Nogueira, J. F. F. (2013). The politics of access to higher education in Argentina and Brazil: A comparative analysis [Doctoral, University of California, Los Angeles]. Los Angeles, California. https://escholarship.org/uc/item/7439s321
Parsa, O. A. (2017). Results of cost and income statistics of urban households in 2016. S. C. o. Iran. https://www.amar.org.ir/Portals/0/Files/fulltext/1396/n_aahvdkhsh_96.pdf
Reay, D., Crozier, G., & Clayton, J. (2010). ‘Fitting in’ or ‘standing out’: working‐class students in UK higher education. British Educational Research Journal, 36(1), 107-124. http s://doi.org/10.1080/01411920902878925
Sadeghi Moghadam, M. H., Banaei Oskoei, M., & Ghasmati Tabrizi, A. (2019). Approvals of the Supreme Council of the Cultural Revolution (1984 December 18- 2018 March 20). Supreme Council of Cultural Revolution. https://sccr.ir/Files/10712.pdf
Salehi Omran, E., & Alishavandi, A. (2013). Admission Policies of Indigenous Students and its Relationship with the National Solidarity. National Studies Journal, 13(2), 53-74. https://www.rjnsq.ir/article_100397.html?lang=en
Schutt, R. K. (2006). Investigating the social world: The Process and Practice of Research (5 ed.). Sage Publications. https://www.amazon.com/Investigating-Social-World-Pr actice-Research/dp/141292734X
Sohrabzadeh, M., Mohammadi Rozbahanei, K., & Hoseinezadeh, S. S. (2020). Assessment of Socio-cultural and Political Impact of Continuation to Run Natively Selection of Students in Higher Education from the Perspective of Higher Education Experts (Experts and Deputies of Universities Affiliated to the Ministry of Science and Ministry of Health). Educational Measurement and Evaluation Studies, 10(29), 145-165. http s://doi.org/10.22034/emes.2020.39885
Tavakoli, H. (2012, August 5). Continuation of the localization policy in entrance exam. Mehr News Agency. https://www.kanoon.ir/Article/6414
Tofighi Darian, J. (2017, December 20-21). Upcoming policies and strategies for the development of higher education in Iran. The third graduate conference of Sharif University of Technology, Tehran, Iran. https://conf96.alumsharif.org/index.php/asac-2017-prog ram/asac-main-subjects/higher-education-challenges-and-opportunities
United Nations Educational, Scientific and Cultural Organization. (2015). Online, Open And Flexible Higher Education For The Future We Want. From Statements To Action: Equity, Access, And Quality Learning Outcomes. Unesco. https://static1.squarespac e.com/static/5b 99664675f9eea7a3ecee82/t/5c8958299b747a021ed71032/1552504 873511/parismessage13072015final.pdf
United Nations Development Programme. (2022). Human Development Index, 2017. Our world in data. https://ourworldindata.org/grapher/human-development-index?time=2017
Vahidmanesh, A. (2017). Essays On Inequality and Education [Doctoral, Virginia Tech]. Blacksburg, Virginia. https://vtechworks.lib.vt.edu/server/api/core/bitstreams/1f79e3d6-cc5f-42 f3-a576-bf8297c8ce57/content
Yousefi, H., Nasiri, H., & Zeraatkish, Y. (2021, December 20). The proposed priorities of the higher education system and research in the seventh development plan. Islamic Council Research Center. https://rc.majlis.ir/fa/report/show/1679649
Zeraatkish, Y. (2022, February 28). Investigating the consequences of localization in student admission. Islamic Council Research Center. https://rc.majlis.ir/fa/report/show/171 2231
فصلنامه علمی کارافن
دوره 20، شماره 2
علوم انسانی
شهریور 1402
صفحه 209-231

فایل ها

سابقه مقاله

  • تاریخ دریافت: 13 مهر 1401
  • تاریخ بازنگری: 27 آذر 1401
  • تاریخ پذیرش: 10 بهمن 1401

هم رسانی

ارجاع به این مقاله

آمار