The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.
First in Family
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New report released | Investigating the relationships between First-in-Family status, equity groups, and university access
2025
Investigating the relationships between First-in-Family status, equity groups, and university access
2025
A Small Grants Research Program final report. The study compared the university enrolment patterns of First-in-Family (FiF) students, defined as students without university-educated parents, with that of non-FiF students.
‘I don’t understand it’: First in family graduates recognising and mobilising capitals for employment
Olivia Groves, Sarah O'Shea, Janine Delahunty
,
2022
This article explores how employability was experienced and enacted by First-in-Family participants.
Aspirations, equity and higher education course choice: The path travelled
Felicia Jaremus, Kristina Sincock, Sally Patfield, Elena Prieto, Leanne Fray, Jennifer Gore
,
2022
This NCSEHE funded research report led by Dr Felicia Jaremus examined which students realise their childhood aspirations, for what higher education courses, and why.
Aspirations, equity and higher education course choice: The path travelled
Felicia Jaremus, Kristina Sincock, Sally Patfield, Elena Prieto, Leanne Fray, Jennifer Gore
,
2022
NCSEHE-funded research led by Dr Felicia Jaremus examined which students realise their childhood aspirations, for what higher education courses, and why.
Proactively supporting students’ mental wellbeing: Guidelines and recommendations for staff and universities
Nicole Crawford
,
2021
A concise set of Guidelines for staff and Recommendations for universities on supporting students' mental wellbeing, informed by NCSEHE Equity Fellowship research by Nicole Crawford.
STEM Pathways: The impact of equity, motivation and prior achievement
Julie McMillan, Sheldon Rothman, Sarah Buckley, Daniel Edwards
,
2021
Research shows strong academic performance of women in STEM degree could translate to improved career outcomes by resolving access and post-graduation barriers.
STEM Pathways: The impact of equity, motivation and prior achievement
Julie McMillan
,
2021
This study, developed with the support of a National Centre for Student Equity in Higher Education (NCSEHE) Research Grant, is framed around three core research questions: How do the STEM pathways of equity groups and non-equity groups differ? What factors facilitate equity group students participating in university STEM courses? Do the factors influencing young people’s university STEM participation differ between equity groups and non-equity groups?
Fostering High University and Vocational Expectations during Adolescence through Discussions
Emmy Thamakaison
,
2021
This article summarises a recent study by NCSEHE Fellows Catherine Drane and Lynette Vernon (Edith Cowan University)
Influencers: the importance of discussions with parents, teachers and friends to support vocational and university pathways
Lynette Vernon, Catherine F. Drane
,
2021
New study informs influencers as to the importance of timely career pathway discussions with students.
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