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Published: 10 December 2022
Last updated: 28 January 2023

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1

Tomkinson, Bland. "Equity and access." Perspectives: Policy and Practice in Higher Education 25, no. 1 (January 2, 2021): 1. http://dx.doi.org/10.1080/13603108.2021.1862996.

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2

Posselt, Julie Renee, Ozan Jaquette, Rob Bielby, and Michael N. Bastedo. "Access Without Equity." American Educational Research Journal 49, no. 6 (December 2012): 1074–111. http://dx.doi.org/10.3102/0002831212439456.

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3

Harrison, Lisa, Ellis Hurd, and Kathleen Brinegar. "Equity and access to STEM education." Middle School Journal 51, no. 3 (April 21, 2020): 2–3. http://dx.doi.org/10.1080/00940771.2020.1735847.

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4

Orfield, Gary. "Money, Equity, and College Access." Harvard Educational Review 62, no. 3 (September 1, 1992): 337–73. http://dx.doi.org/10.17763/haer.62.3.q153011101064242.

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In this article, Gary Orfield explores the nature of the relationship between money and access to college, particularly for minority and poor students. Decades after a massive federal government commitment to making a college education available to all, Orfield contends, minority and low-income access is declining, and financial aid is going to middle-class students who could manage without it. Orfield relates how the goal of making higher education accessible to all got sidetracked as he chronicles the policy debate over student aid through the 1980s and early 1990s. He tells a story of political opportunism, insufficient outreach, bureaucratic insensitivity, and a failure to distinguish cultural differences with regard to borrowing — a story of institutions and faculties protecting themselves through tuition increases without seriously debating social consequences. It is not, however,a story of declining interest in, or aptitude for, college among low-income and minority students. Orfield shows a substantial link between dollars and college attendance, and examines policies that have clearly made things worse for those most in need of assistance — policies that are nevertheless maintained because of political deadlock. He concludes that hard choices must be made if college access is to be restored without greatly increased expenditures, and he then delineates those choices.
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5

Winkelmes, Mary-Ann. "Equity of Access and Equity of Experience in Higher Education." National Teaching & Learning Forum 24, no. 2 (February 2015): 1–4. http://dx.doi.org/10.1002/ntlf.30014.

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6

Milliard, Asa G. "Chapter XI: Equity, Access, and Segregation." Teachers College Record: The Voice of Scholarship in Education 92, no. 5 (April 1991): 199–213. http://dx.doi.org/10.1177/016146819109200512.

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7

Groundwater‐Smith, S. "Educational Broadcasting: access and equity." Journal of Educational Television 16, no. 3 (January 1990): 163–73. http://dx.doi.org/10.1080/0260741900160304.

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8

LE, ANH T., and PAUL W. MILLER. "Participation in Higher Education: Equity and Access?*." Economic Record 81, no. 253 (June 2005): 152–65. http://dx.doi.org/10.1111/j.1475-4932.2005.00240.x.

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9

HAMP‐LYONS, LIZ. "Access, Equity and … Plagiarism?" TESOL Quarterly 43, no. 4 (December 2009): 690–93. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00192.x.

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10

Nugroho, Rossi Adi, and Binti Azizatun Nafi'ah. "Internet Access Equity Policy Is the Internet Access Equity Policy Through USO Funds effective?" IJID (International Journal on Informatics for Development) 8, no. 1 (June 22, 2019): 8. http://dx.doi.org/10.14421/ijid.2019.08102.

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Indonesia has a disparity in internet access caused by differences in regional factors, especially in geographically difficult areas to reach. The disparity in internet access is narrowed by the existence of programs through USO funds. However, the researchers found that the equalization program for internet access using USO funds had not been effective, especially in the education sector. This paper aims to provide an evaluation of USO-funded programs. This paper uses qualitative descriptive methods with review literature data collection techniques accompanied by qualitative critical analysis techniques. The important finding of this study is that the internet access equalization program has not been effective as evidenced by the ineffectiveness of this program in the education sector. Researchers suggest optimizing the internet access equalization program through USO funds to improve the quality of education.
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11

Bull, Barry L. "Philosophical Considerations about Equity in Higher Education." International Journal of Chinese Education 1, no. 1 (2012): 9–18. http://dx.doi.org/10.1163/221258612x644539.

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Abstract The principle of equity traditionally means that equals should be treated equally and unequals should be treated unequally. Applied to higher education, that principle implies that institutions should grant access to aspiring students based on their demonstrated motivation and ability to take advantage of such education. However, neither a standard inherent-desert nor a social-value argument succeed in providing a moral justification for the equity principle for access to higher education. Therefore, it is argued that the principle of equality in access to higher education, according to which no aspiring student may be denied such access, is more morally justified than the principle of equity in access.
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12

Templeton, Nathan R., Shinhee Jeong, Elsa Villarreal, and Supritha Kannan. "Editorial overview: mentoring for equity and access." Mentoring & Tutoring: Partnership in Learning 30, no. 4 (July 18, 2022): 377–80. http://dx.doi.org/10.1080/13611267.2022.2092995.

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13

Masmali, Abdullah. "Equity and Technology Use in Education." Advances in Social Sciences Research Journal 7, no. 7 (July 31, 2020): 512–19. http://dx.doi.org/10.14738/assrj.77.8698.

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With the rapid adoption of technology in the education sector, a paradigm shift from traditional learning methods to digital learning has been experienced. This article focuses on the importance of ensuring equity in the use of technology among learners, as it relates to their right to access educational technology. While the issue of digital transformation in education is a shared responsibility among educators, this article discusses it from a comprehensive perspective. Supposedly, equity in educational technology access is an issue addressed by researchers in different school settings, including researchers in science in K-12 settings. This article describes how assessment and evaluation could make a difference among learners when it comes to enhancing their capacity to access and use technology in learning. The article concludes with some recommendations for educational technology policymakers to ensure that all students have the same opportunity in accessing educational technology in a bid to avoid a digital divide among learners.
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14

Yu, Kai, and Hubert Ertl. "Equity in Access to Higher Education in China." Chinese Education & Society 43, no. 6 (November 2010): 36–58. http://dx.doi.org/10.2753/ced1061-1932430602.

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15

Martin, Jennifer, and Fiona Oswin. "Mental Health, Access, and Equity in Higher Education." Advances in Social Work 11, no. 1 (March 18, 2010): 48–66. http://dx.doi.org/10.18060/240.

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This paper tackles the difficult and often not openly discussed This paper tackles the difficult and often not openly discussed topic of access and equity in higher education for people with mental health difficulties. Recent legislative and policy developments in mental health, disability, anti-discrimination and education mean that all students who disclose a mental health condition can expect fair and equitable treatment. However the findings of an exploratory study at an Australian university reveal that just under two thirds of the 54 students who reported mental health difficulties did not disclose this to staff due to fears of discrimination at university and in future employment. Students who did disclose felt supported when staff displayed a respectful attitude and provided appropriate advice and useful strategies for them to remain engaged in university studies when experiencing mental health difficulties.
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16

Mora, José‐Ginés. "Equity in Financing and Access to Higher Education." Higher Education in Europe 22, no. 2 (January 1997): 145–54. http://dx.doi.org/10.1080/0379772970220204.

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17

Maiztegui‐Oñate, Concepcíon, and Rosa Santibáñez‐Gruber. "Access to education and equity in plural societies." Intercultural Education 19, no. 5 (October 2008): 373–81. http://dx.doi.org/10.1080/14675980802531432.

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18

Magalhães, António, Alberto Amaral, and Orlanda Tavares. "Equity, Access and Institutional Competition." Tertiary Education and Management 15, no. 1 (March 2009): 35–48. http://dx.doi.org/10.1080/13583880802700040.

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19

De Gayardon, Ariane. "Free Higher Education: Mistaking Equality and Equity." International Higher Education, no. 91 (September 2, 2017): 12. http://dx.doi.org/10.6017/ihe.2017.91.10053.

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Free higher education is seeing a revival of popularity globally at a time whenstudents and their families are asked to contribute ever more toward the cost of college.However, contrary to popular belief, free-tuition higher education is not necessarilyassociated with better access to, or equity within, tertiary education. This article takes acloser look at the realities behind “free” higher education, more specifically in itsrelationship with access.
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20

De Gayardon, Ariane. "Free Higher Education: Mistaking Equality and Equity." International Higher Education, no. 91 (September 2, 2017): 12–13. http://dx.doi.org/10.6017/ihe.2017.91.10127.

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Free higher education is seeing a revival of popularity globally at a time whenstudents and their families are asked to contribute ever more toward the cost of college.However, contrary to popular belief, free-tuition higher education is not necessarilyassociated with better access to, or equity within, tertiary education. This article takes acloser look at the realities behind “free” higher education, more specifically in itsrelationship with access.
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21

Wang, Margaret C. "Serving students with special needs: Equity and access." Prospects 25, no. 2 (June 1995): 287–97. http://dx.doi.org/10.1007/bf02336465.

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22

Sayers, Dennis. "Educational Equity Issues in an Information Age." Teachers College Record: The Voice of Scholarship in Education 96, no. 4 (June 1995): 767–74. http://dx.doi.org/10.1177/016146819509600406.

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Equity in access to educational resources faces new challenges in our age of rapid technological change, threatening to produce a society of information “haves” and “have-nots” through schools where disparity in access to educational technology is already glaring. These challenges occur at a time when efforts toward the privatization of the “information superhighway” and of public schools themselves have dominated the discourses on public policy. An alternative direction is proposed for equity of access to global learning networks as a catalyst for genuine educational reform that preserves the legacies of Brown v. Board of Education of Topeka, Kansas, and Lau v. Nichols.
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23

Villanueva Alarcón, Idalis, Robert Jamaal Downey, Louis Nadelson, Yoon Ha Choi, Jana Bouwma-Gearhart, and Chaz Tanoue. "Understanding Equity of Access in Engineering Education Making Spaces." Social Sciences 10, no. 10 (October 13, 2021): 384. http://dx.doi.org/10.3390/socsci10100384.

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The goal of our exploratory study was to examine how management and staff in engineering education making spaces are enacting equitable access amongst their users (e.g., students). We examined six different making space types categorized by Wilczynsky’s and Hoover’s classification of academic makerspaces, which considered scope, accessibility, users, footprint (size), and management and staffing. We reviewed research memos and transcripts of interviews of university makerspace staff, student staff, and leaders/administrators during two separate visits to these places that took place between 2017 and 2019. We inductively and deductively coded the data, and the findings suggested that equity of access was situational and contextual. From the results, we identified four additional considerations needed to ensure equitable access for engineering education making spaces: (a) spaces designed and operated for multiple points of student entry; (b) spaces operated to facilitate effective student making processes and pathways; (c) threats to expanded access: burdens and consequences; and (d) elevating student membership and equity through a culture of belonging. Together, the findings point toward a need for developing a more nuanced understanding of the concept of access that far supersedes a flattened definition of access to just space, equipment, and cost.
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24

Young, Jamaal, Mary Margaret Capraro, Robert Capraro, and Marti Cason. "Every Student Can't Succeed If Every Voice is Not Heard: Equity Perspectives from STEM Educators." Teachers College Record: The Voice of Scholarship in Education 120, no. 13 (April 2018): 1–23. http://dx.doi.org/10.1177/016146811812001302.

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The Every Student Succeeds Act (ESSA) provides numerous provisions to support science, technology, engineering, and mathematics (STEM). These provisions do not necessarily address persistent achievement and opportunity gaps. We contend that if states, districts, and local schools capitalize on the autonomy provided in the ESSA, access, equity, and achievement in STEM can be attainable to traditionally underserved populations of learners. The purpose of this article is to review the enumerated provisions pertinent to STEM and, based on these provisions, present recommendations to support access, equity, and achievement in STEM content areas. Our review indicates that the ESSA presents provisions in five areas related to STEM education: (1) standards, (2) assessments, (3) accountability, (4) teacher effectiveness, and (5) well-rounded education. Using these five areas as an organizational framework, we provide recommendations to support enduring challenges related to equity, access, and achievement in STEM education. These recommendations are based on current high-yield practices used to support equity, access, and achievement in STEM content.
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25

Rawat, M. S. "Access and Equity: The Changed Agenda of Higher Education." Journal of the World Universities Forum 2, no. 2 (2009): 111–28. http://dx.doi.org/10.18848/1835-2030/cgp/v02i02/56572.

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26

Adwere-Boamah, Joseph. "Equity of Access to Higher Education: An Uncheerful Prospect." Journal of the World Universities Forum 8, no. 4 (2015): 19–26. http://dx.doi.org/10.18848/1835-2030/cgp/v08i04/56875.

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27

Burton, Larry D. "Access, Equity, and Support in PK-12 Christian Education." Journal of Research on Christian Education 30, no. 1 (January 2, 2021): 1–3. http://dx.doi.org/10.1080/10656219.2021.1928417.

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28

McCowan, Tristan. "Three dimensions of equity of access to higher education." Compare: A Journal of Comparative and International Education 46, no. 4 (July 2, 2015): 645–65. http://dx.doi.org/10.1080/03057925.2015.1043237.

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29

Wexler, Alice. "#BLACKLIVESMATTER: Access and Equity in the Arts and Education." Art Education 71, no. 1 (December 18, 2017): 20–23. http://dx.doi.org/10.1080/00043125.2018.1389588.

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30

CARDAK, BULY A., and CHRIS RYAN. "Participation in Higher Education in Australia: Equity and Access." Economic Record 85, no. 271 (December 2009): 433–48. http://dx.doi.org/10.1111/j.1475-4932.2009.00570.x.

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31

Willis, Sue. "Computers in education: The dilemmas of equity and access." Australian Educational Researcher 14, no. 2 (June 1987): 27–52. http://dx.doi.org/10.1007/bf03219288.

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32

Acedo, Clementina. "Expanding access to education with equity in South Asia." PROSPECTS 40, no. 3 (September 2010): 307–9. http://dx.doi.org/10.1007/s11125-010-9159-1.

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33

Pepin, Craig. "Students First: Equity, Access, and Opportunity in Higher Education." Journal of Assessment and Institutional Effectiveness 11, no. 1-2 (October 1, 2021): 120–23. http://dx.doi.org/10.5325/jasseinsteffe.11.1-2.0120.

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34

Whatley, Melissa, Suzanne LaVenture, and Nadine Russell. "Centering Equity in Community College Virtual International Exchange." Journal of International Students 12, S3 (September 9, 2022): 17–37. http://dx.doi.org/10.32674/jis.v12is3.4621.

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Using data from two community colleges in the US southeast, this study uses an equity-focused research lens to address two complementary purposes. First, it situates community college virtual exchange programs within a pre-existing program typology to explore how well these programs are represented. Second, it examines demographic characteristics of community college students who participate in virtual exchange and compares them to students who study abroad to provide insight into the extent to which community college virtual exchange programs improve access to international education. Results indicate that while community college virtual exchange programs often fit well within the typology, broad, open-access exchanges were not as well-described, nor were programs that were not explicitly connected to a cost. Regarding access, findings suggested that some demographic groups, particularly Black students, were less likely to access virtual exchange. Institutional structures related to a student’s degree program offer a potential explanation for this finding.
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35

McNamee, Peter J., and Graham S. Maxwell. "Access and Equity: A Case Analysis of Local Implementation under the Higher Education Equity Programme." Higher Education Research & Development 12, no. 2 (January 1993): 207–23. http://dx.doi.org/10.1080/0729436930120207.

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36

Arunachalam, P. "Higher Education Sector in India: Issues and Imperatives." Journal of Global Economy 6, no. 4 (October 31, 2010): 266–86. http://dx.doi.org/10.1956/jge.v6i4.66.

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Higher education in India is undergoing rapid changes. The challenges ahead are multifaceted and multidimensional. Though the data show a massive growth in the number of students' enrollment in colleges/universities, holistic view reveals that still only a meager of the total population has access to higher education. Globalization and privatization are imposing new challenges but the nations are still entangled in solving the basic problems of accessibility to higher education for all. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become race-exclusive and gender-neutral.
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37

Roegman, Rachel, and Thomas Hatch. "The AP lever for boosting access, success, and equity." Phi Delta Kappan 97, no. 5 (January 25, 2016): 20–25. http://dx.doi.org/10.1177/0031721716629653.

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38

Talaue, Frederick Toralballa. "Social Equity and Access to a Philippine STEM School." Theory Into Practice 53, no. 1 (January 2, 2014): 33–40. http://dx.doi.org/10.1080/00405841.2014.862120.

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39

Jones, Adele M. E. "Afghanistan on the educational road to access and equity." Asia Pacific Journal of Education 28, no. 3 (September 2008): 277–90. http://dx.doi.org/10.1080/02188790802267423.

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40

E. Oghenekohwo, Jonathan, and Young D. Torunarigha. "Education and Development: Dynamics of Access, Equity, and Social Justice in Nigeria." International Journal of Education and Literacy Studies 6, no. 2 (April 30, 2018): 10. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.10.

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Widening access to education as social justice is basic in any discourse on educational investment, growth and development in developing country such as Nigeria. Presently, there is disconnect between educational development expectations and public policy frameworks designed to drive the united nations sustainable development goals(SDGs) in 2030 through access, equity and social justice in educational provision in developing countries. This paper focuses on education and development deficits in the light of the challenges of ensuring access, equity and social justice as envisaged in the SDGs 169 targets. The paper adopted a qualitative research method as it is analytical in framework. Among other things, this study showed the elements of exclusions and inequalities which are prevalent in public policies that are meant to achieve sustainable development goals through education. The paper sustains that inequalities, corruption, leadership deficit and weak institutions among others constitute major obstacles to access and social justices in educational delivery in Nigeria. Also, financial and information poverties respectively were found to have accounted for sustained deprivation indexes in access to educational development which compromise access, equity and social justice for sustainable development in developing countries. Recommendations are made on ways to mitigate exclusionary factors on access, equity and social justice in educational development in developing countries.
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41

De Wit, Hans, and Elspeth Jones. "Inclusive Internationalization: Improving Access and Equity." International Higher Education 94 (June 11, 2018): 16–18. http://dx.doi.org/10.6017/ihe.2018.0.10561.

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In higher education, we are faced with two main paradoxes. First, while we may be striving to increase internationalization and global engagement, in many countries isolationist and nationalist trends result in a disconnect between local and global. Second, while credit and degree mobility is increasing globally, this billion-dollar industry reaches only a small student elite, leaving 99 percent of the world’s student population behind. An inclusive approach must address the issue that current internationalizationpolicies and practices leave out the great majority of students in the world. Internationalization for all should be the starting point for institutional strategies, reflecting an awareness that all students must be engaged in this agenda to prepare for their future lives as citizens and as professionals.
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42

De Wit, Hans, and Elspeth Jones. "Inclusive Internationalization: Improving Access and Equity." International Higher Education 94 (June 11, 2018): 16. http://dx.doi.org/10.6017/ihe.2018.94.10521.

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In higher education, we are faced with two main paradoxes. First, while we may be striving to increase internationalization and global engagement, in many countries isolationist and nationalist trends result in a disconnect between local and global. Second, while credit and degree mobility is increasing globally, this billion-dollar industry reaches only a small student elite, leaving 99 percent of the world’s student population behind. An inclusive approach must address the issue that current internationalizationpolicies and practices leave out the great majority of students in the world. Internationalization for all should be the starting point for institutional strategies, reflecting an awareness that all students must be engaged in this agenda to prepare for their future lives as citizens and as professionals.
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43

Tillman, Linda C. "Achieving Racial Equity in Higher Education: The Case for Mentoring Faculty of Color." Teachers College Record: The Voice of Scholarship in Education 120, no. 14 (November 2018): 1–18. http://dx.doi.org/10.1177/016146811812001401.

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Racial equity, providing equal opportunities and equal access to all members of an organization, is an important topic in higher education. The imperative for racial equity is particularly important for faculty of color, who often encounter challenges with respect to recruitment and hiring, promotion and tenure, and access to mentoring relationships that can help to facilitate their career success. Racial equity is directly related to several issues in higher education: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color. Higher education administrators are important to the process of facilitating a campus culture that values, promotes, and practices racial equity.
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44

Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.

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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.
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45

Williamson, Jo E. "Digital Equity in Schools." International Journal of Cyber Ethics in Education 1, no. 1 (January 2011): 12–24. http://dx.doi.org/10.4018/ijcee.2011010102.

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Technology is often touted as a means for providing new opportunities for learning, economic development, and participation in digital-age citizenry—especially for those who have limited access to high-quality learning environments and who have historically been marginalized in decision-making processes. Unfortunately, these opportunities for advancement are inextricably linked to the possibility of continued disenfranchisement and oppression. Lack of access to technology—or an absence of informed guidance regarding its use—can actually magnify the inequities in students’ education and further limit their opportunities. For these reasons, two of the most fundamental issues of cyber ethics in education are eliminating digital divides and promoting digital equity. In order to review the most recent trends in digital equity for elementary, secondary, and post-secondary education, this article analyzes 42 peer reviewed journal articles published in 2009-10 for trends in research and scholarly thought.
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46

Childs, Ruth, Kathryn Broad, Kelly Gallagher-Mackay, Yael Sher, Kerry-Ann Escayg, and Christopher McGrath. "Pursuing Equity in and Through Teacher Education Program Admissions." education policy analysis archives 19 (August 30, 2011): 24. http://dx.doi.org/10.14507/epaa.v19n24.2011.

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This case study investigated equity in teacher education admissions. Through document analysis and structured interviews with ten past or current members of the admissions committee in a large initial teacher education program in Ontario, we developed an understanding of equity in teacher education admissions as encompassing two foci: equity in admissions—that is, equity of access for applicants to the program—and equity through admissions—that is, equity of educational opportunity and outcomes for the children in the schools where the teachers trained by the programs will eventually teach. Our analysis illustrates the importance of recognizing both foci and the tensions between them
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47

Ben-David, Iris, and Yaakov Iram. "Access to Higher Education: The Israeli Case." International Higher Education, no. 77 (September 1, 2014): 27–28. http://dx.doi.org/10.6017/ihe.2014.77.5686.

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Israeli higher education has exhibited a high level of academic achievement. However, access to higher education is at the middle level compared with the OECDs and has presented a middle rate of improvement. Stratification is still evident, especially, for minority students and for students from low socio-economic strata. Equity issues for previous schooling levels nurture stratification in higher education. We argue that there is a need for a holistic equitable school policy reform.
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48

Willems, Julie, Helen Farley, and Chris Campbell. "The increasing significance of digital equity in higher education." Australasian Journal of Educational Technology 35, no. 6 (December 29, 2019): 1–8. http://dx.doi.org/10.14742/ajet.5996.

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Digital equity is a complex and multifaceted concept. It includes not only access to hardware, software, and connectivity to the Internet but also meaningful, high-quality, and culturally relevant content in local languages, and the ability to create, share, and exchange knowledge. Participatory citizenship in the digital era involves the right to access and participate in higher education. Indeed, it is a key civil rights issue of the modern world. This editorial provides the context in which the articles in this special issue are located.
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Shapiro, Beppie J., and Taletha M. Derrington. "Equity and Disparity in Access to Services." Topics in Early Childhood Special Education 24, no. 4 (October 2004): 199–212. http://dx.doi.org/10.1177/02711214040240040201.

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Currie, Jan, and Linda Barker. "Equity and access: English language learning among Australian adult migrants." Studies in Continuing Education 11, no. 2 (January 1989): 117–34. http://dx.doi.org/10.1080/0158037890110203.

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