A systematic review of the nature and use of affirmative action in higher education

Abstract

Affirmative action policies in higher education play a pivotal role in addressing historical inequalities, fostering diversity, and promoting equitable access to academic opportunities. These policies target marginalized groups, such as racial minorities and economically disadvantaged populations, aiming to mitigate systemic barriers and enhance inclusion within higher education institutions globally. This manuscript provides a systematic review of affirmative action in higher edu‐cation, synthesizing research conducted between 2014 and 2023. It explores the origins, motivations, implementation strategies, and outcomes of these policies while addressing the arguments for and against their use. The review draws upon studies from diverse regions, including the United States, Brazil, India, and South Africa, to offer a comprehensive understanding of how affirmative action operates within varied socio‐political and educational contexts. Adhering to the PRISMA methodology, the study systematically selected 15 peer‐reviewed articles from reputable databases such as ERIC, Google Scholar, JSTOR, and Wiley. The findings highlight the transformative potential of affirmative action in increasing access and success for underrepresented groups while also acknowledging the controversies it generates, par‐ticularly regarding meritocracy, fairness, and societal perceptions. This review contributes to the discourse on equity and inclusion in higher education by identifying existing research gaps and proposing directions for future studies. It underscores the importance of affirmative action as a tool for fostering social mobility and creating an educational landscape that values diversity and addresses structural inequities.