The Australian Centre for Student Equity and Success acknowledges Indigenous peoples as the Traditional Owners of the lands on which our campuses are situated. With a history spanning 60,000 years as the original educators, Indigenous peoples hold a unique place in Australia. 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.

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First in Family

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First in Family
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109 items found
‘I don’t understand it’: First in family graduates recognising and mobilising capitals for employment
This article explores how employability was experienced and enacted by First-in-Family participants.
Aspirations, equity and higher education course choice: The path travelled
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
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
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
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
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
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
New study informs influencers as to the importance of timely career pathway discussions with students.
Going-it alone: the university progression of women nursing students who are the first person in their intimate relationship to go to university
Edith Cowan university authors have published the findings from their qualitative longitudinal study with female university undergraduate students.
Influencers: the importance of discussions with parents, teachers and friends to support vocational and university pathways
Educational and career aspirations can be shaped by the expectations of significant others, including parents, teachers and peers. This study examined career discussions with significant others and how discussions about university or vocational education supported post-high school pathways. This research informs influencers as to the importance of timely career pathway discussions.