The Indian higher education system today faces a daunting challenge of expansion in the face of globalised competition and all this has in turn made the access to higher education even more difficult. With tertiary education at the disposition of the privileged few, and majority percentage excluded from the educational stream, the prospects of youth getting employment are affected. The job and economic insecurity with unfulfilled career ambitions among the disadvantaged group leads to aimlessness and unrest, fear and frustrations. "Education for all" being one of the millennium development goals, social equity at all the levels of education is an imperative. Through higher education, social exclusion needs to be reduced in order to avoid social inequality. Social equity in education proposes that students from different social groups should have a similar range of outcomes as there should be no reason to accept disparities in educational outcomes between members of social, racial or ethnic groups based on their different social circumstances or preconceptions about their potential abilities. For socially equitable education, the goal should be to close the gaps in educational attainment measured between such groups. Equity is complementary to social justice and has strong ethical moral imperatives. Equity in Higher Education refers to creating opportunities for equal access and success in higher education among historically underrepresented student populations, such as ethnic minority and low-income students. This book offers an international and comparative view on equity in higher education, ranging from policies to practices, mainly based on research results and empirical evidence, aiming at questioning the concept and its uses which are not only social constructions but also political ones. Far from being a neutral or technical concept, equity is heavily infused with values which must be traced, analysed and made critical to understand its impacts, backlashes and unintended outcomes on higher education systems, institutions, academics and students. The book is addressed to an international audience and in particular to higher education scholars and professionals. Those who are involved in higher education assessment, members of professional bodies and organizations in the higher education field, students in education, but also policy makers and the public opinion at large will profit from the works of a selected group of scholars coming from a variety of countries. A sense of disquietude seems ever present when discussing new digital practices. The transformations incurred through these can be profound, troublesome in nature and far-reaching.