Supporting Students from Equity Groups: Experiences of Staff and Considerations for Institutions

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  • Author(s): Macqueen, Suzanne (ORCID Macqueen, Suzanne (ORCID 0000-0003-4453-4015); Southgate, Erica (ORCID Southgate, Erica (ORCID 0000-0003-1104-8029); Scevak, Jill (ORCID Scevak, Jill (ORCID 0000-0002-8257-9583)
  • Language:
    English
  • Source:
    Studies in Higher Education. 2023 48(2):356-367.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Foreign Countries; Higher Education; College Students; Equal Education; Educational Policy; Inclusion; Low Income Groups; Minority Group Students; Student Participation; Student Diversity; Cultural Capital; Resilience (Psychology); Coping; Gender Differences
    • Subject Terms:
      Australia
    • Accession Number:
      10.1080/03075079.2022.2137124
    • ISSN:
      0307-5079
      1470-174X
    • Abstract:
      In light of widening participation initiatives internationally, including those in Australia, much has been written about equity policies in education. There is a growing body of research related to the outcomes of such policies and the experiences of non-traditional students, including those from low socio-economic status (LSES) backgrounds and students who are First Generation and/or First in Family, as well as other equity groups. This paper presents data related to a less researched effect of widening participation: the experiences of and impact on academic staff and those providing support services to students. We focus particularly on students from LSES backgrounds. Qualitative data were collected through focus groups with academic and student support staff in a large regional Australian university, with several themes emerging. In this paper, we investigate staff experiences related to diversity in student cohorts, drawing on Bourdieu's concept of capital. Results show that the academics are supportive of LSES students and sensitive to the range of student backgrounds in their courses, including differences in cultural capital and students experiencing extreme hardship, but the support provided is affected by staff gender. It is evident that staff endeavour pedagogically and pastorally to support students, often at personal cost. There are workload and welfare implications evident for staff, institutions and funding.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1378274