Afro-descendant peoples and systemic barriers in Higher Education

Abstract

This article analyzes theoretical perspectives that address the systemic barriers faced by Afro-descendant students in the university context. This is a literature review, part of a Cultivation and Nurturing of Wisdom and Knowledge (CCRISAC) that will be developed on the systemic barriers faced by Afro-descendant students in university education in Nicaragua. Using a hermeneutic approach, a content analysis was conducted of books, scientific articles, laws, policies, and institutional regulations that address or examine this issue. The main barriers identified are discrimination and prejudice based on negative stereotypes (explicit and implicit), lack of representation of their idiosyncrasies and worldview in the curricula, which impacts access to support services, tutoring, and scholarship programs, limited role models in their fields of interest, and access to academic opportunities, among others. It was determined that addressing these barriers requires a comprehensive and sustained approach that involves public policies, adequate resources, and a firm commitment to educational equity. This way, new generations of Afro-descendant students can access, remain in, and complete a successful university life, as well as demonstrate this through high academic performance.