UBIS Colloquium - A Comparative Analysis of Educational and Socio-economic Disparities: Marginalized Saharan Graduates vs. African Diaspora Graduates in Europe - UBIS University of Business Innovation and Sustainability

UBIS Colloquium – A Comparative Analysis of Educational and Socio-economic Disparities: Marginalized Saharan Graduates vs. African Diaspora Graduates in Europe


In this insightful study, Dr. Craig Soaries explores educational and socio-economic disparities among marginalized Saharan college graduates in Kenya and Ghana compared to the experiences of successful African Diaspora graduates from a prestigious European university in Spain. This research delves into the complex network of social factors contributing to these disparities.

Addressing Global Educational Inequities:

Dr. Soaries’ work builds on the foundation of scholars like Dei (2010) and Tierney & Sabharwal (2017), shedding light on the profound educational inequities faced by African scholars on a global scale. These disparities often arise from limited access to resources, insufficient exposure to Western educational standards, and broader societal challenges.

The Study’s Innovative Approach: Comparing Saharan Graduates and African Diaspora Graduates in Europe:

Dr. Soaries employs a comparative analysis to examine the educational and socio-economic outcomes of two distinct groups:

  1. Marginalized Saharan College Graduates in Kenya and Ghana: This group includes graduates from sub-Saharan African colleges who face various challenges, such as resource constraints, language barriers, and economic disparities.
  2. Successful African Diaspora Graduates in Spain: Comprising individuals who completed their higher education in leading European universities with English-based curricula, offering more exposure to Western educational systems and resources.

Key Research Questions:

The study explores essential questions:

  • What are the primary educational and socio-economic disparities between these two groups?
  • Are there common social factors contributing to the success of African Diaspora graduates in Spain?
  • How do these disparities relate to Anthony Giddens’ theory of structuration (1984), or are other social theories at play?

The Significance of Dr. Soaries’ Research:

Dr. Soaries’ research is significant for various stakeholders, providing insights for the discussion on global educational inequities and valuable information for policymakers, educators, and those dedicated to creating more equitable opportunities for all.

Exploring the Role of Giddens’ Theory of Structuration:

An intriguing aspect of Dr. Soaries’ presentation is the exploration of Anthony Giddens’ theory of structuration (1984). The theory suggests that social structures are both the medium and outcome of individual actions, emphasizing the dual influence of individuals on society and society on individuals.

Dr. Soaries’ investigation into the applicability of Giddens’ theory to the social conditions and linkages shaping the experiences of the two groups adds an academic dimension to the discussion, providing a theoretical foundation for understanding the disparities.


This study offers a thought-provoking exploration of a critical issue—educational and socio-economic disparities among African graduates. By comparing marginalized Saharan graduates to successful African Diaspora graduates in Europe, Dr. Soaries’ research provides fresh insights and examines the potential role of social theories like Giddens’ structuration in shaping their experiences. The research has the potential to drive meaningful discussions and contribute to the global quest for educational equity, leaving a lasting impact on the academic discourse.

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