Inclusion and growing inequalities. Some impacts of COVID-19

Abstract

The article addresses the issue of how in the 21st century the extraordinary massification of higher education improves and at the same time reproduces inequalities at this educational level. To that end, the study carries out an updated literature review. A crucial objective is to identify and analyze some agreements and divergences on the subject. In addition, the document emphasizes the development of several conceptual hypotheses: the relevance of social class as a key marker of inequality in tertiary education; and the inclusion in access understood as incorporation of disadvantaged classes propositions discussed in the literature reviewed. Furthermore, the article synthesizes evidence about the significant growth in enrollment, and takes up a central problem: Has the proportion of disadvantaged students increased? This document also presents a preliminary examination of a critical issue: the impacts of the COVID-19 pandemic in the raise of inequalities in higher education. One key conclusion is that in the 21st century, a paradoxical worldwide trend strengthened: democratization in access along with growing social inequalities (especially, institutional stratification and drop-out). This trend combined with even more adverse impacts of COVID-19, still insufficiently researched.