Abstract
Diversity and inclusion have a prominent place on the agenda of higher education institutions. As higher education institutions strive for equal opportunities, they increasingly develop diversity policies. In order to have effective policies, knowledge about inequalities in higher education institutions is crucial. Yet, this knowledge has not previously been brought together into a coherent overview. The aim of this review is therefore to provide a coherent overview of inequalities in higher education by using the concept of inequality practices, so that (1) knowledge gaps for further research can be identified and (2) recommendations can be made for more effective diversity interventions. We identify fourteen inequality practices along the analytical distinction of numbers, institutions, and knowledge (production). Our review shows that the (in)visibility of difference plays a central role in experiencing inequalities. Different social groups experience different inequality practices depending on the (in) visibility of their identity aspects. Yet, precisely because of the (in)visibility of identity aspects they might also experience different consequences of the same inequality practices. This difference in consequences can also be explained by intersectionality. Finally, we provide recommendations to become more inclusive in diversity research and practices by (specifically) paying attention to invisible differences (sexuality, gender identity, disability) and intersectionality.
How to Cite
Essanhaji, Z. & Van den Brink, M., (2021) “Naar het inclusiever (her)maken van het hoger onderwijs: een review naar ongelijkheidspraktijken”, Tijdschrift Sociologie 2, 173–212. doi: https://doi.org/10.38139/TS.2021.14
