Page 19 - RUICHSS 2023 Proceeding
P. 19
University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka
emphasising the importance of considering combinations of underrepresented
characteristics, referred to as "intersectionality."
Furthermore, underrepresentation can manifest at various levels of higher
education, including study programmes, faculties or departments, and higher
education institutions and systems. This definition complements the previously
mentioned London Communiqué (2020), which emphasises that the student body
in higher education should reflect the diversity of populations but does not fully
encompass the concept of underrepresentation.
Disadvantaged students are characterised as students who often encounter specific
challenges in higher education, setting them apart from their peers. These
challenges can take various forms, including disabilities, low family income, little
or no family support, being an orphan, experiencing frequent school moves, mental
health issues, pregnancy, or having limited time to study due to the need to work
or fulfill caregiving duties. The extent of disadvantage may vary, with some
experiencing it permanently, intermittently, or only for a limited period. It is crucial
to note that disadvantaged students may or may not belong to an underrepresented
group, making "disadvantaged" and "underrepresented" distinct terms and not
synonymous.
Vulnerable students are individuals who face the risk of disadvantage and, in
addition, have specific (protection) needs. This vulnerability may arise due to
various factors, such as suffering from an illness (including mental health
conditions) or having a disability. Other vulnerabilities include being minors,
having their residence permit dependent on academic performance (and therefore
subject to individual teachers' decisions), or being at risk of discrimination. These
students are vulnerable because they might encounter challenges in ensuring their
personal well-being or safeguarding themselves from harm or exploitation. As a
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