BEYOND ACCESS

GUIDELINES FOR THE ADMISSION AND RETAINMENT OF STUDENTS FROM RACIAL MINORITY GROUPS IN LIBRARY SCIENCE PROGRAMS

Abstract

Affirmative action policies have expanded access to higher education for Black students in Brazil, contributing to the democratization of education. However, university admission alone does not guarantee effective conditions for support, belonging, and academic persistence. This study aims to propose guidelines for the support and retention of racial quota students in Library and Information Science programs at Brazilian public universities. The research adopts a qualitative, bibliographic, and documentary approach based on an analytical section of a doctoral study conducted with racial quota students. The findings reveal experiences marked by microaggressions, racism, financial difficulties, isolation, and feelings of not belonging within academic environments. Based on the narratives analyzed, guidelines were developed focusing on institutional support, student retention, anti-racist education, combating institutional racism, and strengthening representation. The study concludes that the democratization of higher education requires institutional actions committed to racial equity and the construction of more inclusive academic environments.