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This chapter focuses on policy efforts to improve college access in India and Brazil, which utilize affirmative action in higher education for historically marginalized groups. We compare structural factors impacting access to higher education for marginalized groups in India and Brazil, placing these factors in their respective historical contexts. We apply the concepts of intersectionality and interest convergence from critical race theory (CRT) not only to draw attention to how race, caste, and socioeconomic status converge to affect access for historically marginalized groups but also to further an understanding of how elites can maintain their hegemony even in the face of policies intended to achieve social justice.

Walter R. Allen is Allan Murray Cartter Professor in Higher Education, Graduate School of Education and Information Studies at the University of California, Los Angeles. He is also distinguished professor of sociology and director of CHOICES, a longitudinal study of college attendance among African Americans and Latinos in California. Allen's research interests include higher education, race and ethnicity, family patterns, and social inequality. He has been a consultant to courts, communities, business, and government. Allen's more than 100 publications include: Towards a Brighter Tomorrow: College Barriers, Hopes and Plans of Black, Latino/a and Asian American Students in California (2009); Till Victory is Won: The African American Struggle for Higher Education in California (2009); Everyday Discrimination in a National Sample of Incoming Law Students (2008); Higher Education in a Global Society: Achieving Diversity, Equity and Excellence (2006); Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education (1999); College in Black and White: African American Students in Predominantly White and Historically Black Public Universities (1991); and The Colorline and the Quality of Life in America (1989).

Institutions of higher and tertiary education are routinely recognized for their development of human capital to foster critical discoveries and applications of knowledge that grow industries, jobs, and other stabilizers of international and national economies and productive environments. In the time between the conference proceedings that first prompted the conversations presented in this book and our present-day economic circumstances that dwindle the coffers for individual as well as global economies daily, tertiary education has undergone some important transformations.