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.

Back to Research

Low socioeconomic status

/home/acses/acses.edu.au/www/wp/app/themes/acses/img/component5.svg
Low socioeconomic status
Filters
Clear all
Equity Group
Equity Initiatives Framework Classification
Lead organisation
Publication Type
Focus
Year published
125 items found
The great social divide: The reality of career advice for our disadvantaged youth
Research has found found that students who attend private schools and students from middle to high socioeconomic status (SES) backgrounds have greater access to career information and are more likely to be directed toward university pathways when compared to students from low SES backgrounds, who are commonly directed towards VET and TAFE pathways.
Ditch the widgets. Start investing in their amazing futures
This article by Daniel Edwards says that the support for equity students could be better recognised in funding agreements by switching the focus from "activity-based" to "mission-directed".
The costs of and economies of scale in supporting students from low socioeconomic status backgrounds in Australian higher education
This Australian-first study has calculated the costs to universities of supporting students from low socioeconomic (SES) backgrounds.
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.
‘One student might get one opportunity and then the next student won’t get anything like that’: Inequities in Australian career education and recommendations for a fairer future
Drawing on NCSEHE-funded research, this AER paper explores the career education experiences of high school students from low SES backgrounds.
A novel approach to mapping changes in student attitudes towards science and mathematics in reaction to changes to their learning environment
This project set out with the intent of exploring the potential of an innovative research method for use in the evaluation of university outreach programs in STEM fields. Based on the central research question: “Can novel research methods provide access to useful and usable evaluative data on student attitudes towards their school subjects particularly in response to changes in their learning program?”
Exploring benefits and challenges of online Work Integrated Learning for equity students
This project explored the benefits and challenges of online WIL for students from equity groups in Australia and the US, as reported by students and educators. We conducted a questionnaire for students who had participated in online WIL at any time over the past ten years and interviewed students and educators who had participated in online WIL in Australia or the US.
“Shining a Light” on Mature-Aged Students In, and From, Regional and Remote Australia
This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia.
Housing matters: Understanding the housing experiences of undergraduate regional, rural and remote students living outside the family home
The study sought to identify constraining and enabling factors for RRR tertiary students’ educational participation in relation to housing, and to identify specific housing challenges faced by students who experience multiple forms of disadvantage.
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?