Access the full text.
Sign up today, get DeepDyve free for 14 days.
Shalva Tabatadze (2017)
Minority Education in Georgia: Is It Delivering What Is Expected?Diaspora, Indigenous, and Minority Education, 11
I. Davies, H. Blalock (1967)
Toward a Theory of Minority-Group RelationsBritish Journal of Sociology, 18
ASHE Higher Education Report, 32
International Journal of Multilingual Education, 2
P. Lehmuller, D. Gregory (2005)
Affirmative Action: From Before Bakke to After GrutterNASPA Journal, 42
D. Anda (1984)
Bicultural Socialization: Factors Affecting the Minority ExperienceSocial Work, 29
S. Schwartz, Vincent Tinto (1987)
Leaving College: Rethinking the Causes and Cures of Student Attrition, 73
B. Downe-Wamboldt (1992)
Content analysis: method, applications, and issues.Health care for women international, 13 3
W. Tierney (1997)
The Parameters of Affirmative Action: Equity and Excellence in the AcademyReview of Educational Research, 67
International Journal of Multilingual Education, 3
Shalva Tabatadze (2015)
Teachers’ approaches to multicultural education in Georgian classrooms, 9
International Journal on Education and Research, 2
P. Schmidt (2001)
Debating the Benefits of Affirmative Action.The Chronicle of higher education, 47
I. Froumin, A. Smolentseva (2014)
Issues of transformation in post-socialist higher education systemsEuropean Journal of Higher Education, 4
W. Duggleby (2005)
What About Focus Group Interaction Data?Qualitative Health Research, 15
Thomas Greenbaum (1993)
handbook for focus group research
A. Gennep (1960)
The rites of passage
Kakha Gabunia (2014)
THE LANGUAGE SITUATION IN CONTEMPORARY GEORGIA 2. CAUCASIAN AND NON-CAUCASIAN LANGUAGESIndian Journal of Medical Ethics
A. Astin (1999)
Student involvement: A developmental theory for higher education.Journal of College Student Personnel, 25
A. Astin (1993)
What Matters In College
E. Simpson, Karen Wendling (2005)
Equality and Merit: A Merit-Based Argument for Equity Policies in Higher EducationEducational Theory, 55
D. Morgan (1988)
Focus groups for qualitative research.Hospital guest relations report, 2 3
Ximena Zúñiga, E. Williams, Joseph Berger (2005)
Action-Oriented Democratic Outcomes: The Impact of Student Involvement With Campus DiversityJournal of College Student Development, 46
Robert Rhoads, Victor Sáenz, Rozana Carducci (2004)
Higher Education Reform as a Social Movement: The Case of Affirmative ActionThe Review of Higher Education, 28
K. Inkelas (2003)
Diversity's Missing Minority: Asian Pacific American Undergraduates' Attitudes toward Affirmative ActionThe Journal of Higher Education, 74
Shalva Tabatadze (2015)
TEXTBOOKS FOR MINORITY SCHOOLS OF GEORGIA; PROBLEMS AND CHALLENGESIndian Journal of Medical Ethics
Lisa Portugal (2006)
Diversity Leadership in Higher EducationAdvancing Women in Leadership Journal
P. Gurin, Eric Dey, Sylvia Hurtado, G. Gurin (2002)
Diversity and Higher Education: Theory and Impact on Educational OutcomesHarvard Educational Review, 72
Harry Brighouse (1997)
Two Philosophical Errors Concerning School ChoiceOxford Review of Education, 23
A. Onwuegbuzie, W. Dickinson, N. Leech, A. Zoran (2009)
A Qualitative Framework for Collecting and Analyzing Data in Focus Group ResearchInternational Journal of Qualitative Methods, 8
PurposeThe purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.Design/methodology/approachThe 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.FindingsResearch 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 implicationsThe 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/valueThe 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.
Journal of Applied Research in Higher Education – Emerald Publishing
Published: Jul 3, 2017
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.