This book examines how the higher education sector has approached marginalised student and staff populations. The author highlights how universities were historically, and largely remain, the domain of the privileged, and demonstrates how institutions have implemented systems to enhance access for people marginalised because of their gender, race, sexual identity, disability and/or social class. These efforts have resulted in a numerical 'marginalised majority', but have not transferred to equity in terms of student grades, course completions and graduations, or marginalised academics'...