ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part is concerned with how culturally sanctioned stereotypes and misconceptions influence the higher education (HE) experiences of minoritized groups. It asks the question of who has been deemed the ideal HE candidate within different contexts. The part focuses on how particular social identifications impact different student groups, recognizing both the intersectional and socially constructed nature of these descriptors. It is concerned with the experiences of students who identify as ‘women’ in Nigeria, particularly those with caring responsibilities. The part considers the experiences of students with albinism, regarded as a ‘disability’ in Tanzania, recognizing how gender and ‘disability’ intersect and inform engagement in HE. It focuses on the prejudices and misconceptions experienced by male trainee nurses in Ghana, examining the historically entrenched nature of gendered norms and the everyday ways gender stereotypes are reproduced within this context.
