Diversity and Inclusion in Higher Education from a Child Poverty Perspective

A Case Study of Children from Foster Homes

Abstract

　 Children placed in foster homes are often described as a “typically excluded group.” Expanding educational opportunities for these children has been recognized as a policy issue, contributing to the promotion of diversity in higher education in Japan. However, the disadvantages faced by children from foster homes in terms of university enrollment are evident at every stage―pre-entry, during their studies, and post-graduation.

　 This study examines the challenges experienced by these individuals based on a field study conducted at Private University X, which actively accepts students from foster homes. The findings highlight three key issues related to policies and methods of inclusion in higher education, as outlined in the General Principles of Policy on Child Poverty.