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The discourse around students from low SES backgrounds often adopts a deficit conception in which these students are seen as a "problem" in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education (Pitman 2014) and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across six Australian universities as part of a national study reveals that, contrary to the conception of these students as a "problem", students from low socioeconomic backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low socioeconomic backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low socioeconomic backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low socioeconomic backgrounds.

<p class="abstract">Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LSES students what had helped them succeed. Twenty-six staff experienced in effectively teaching and supporting LSES students were also interviewed about what approaches they used in their work. Analysis of the study’s findings indicates a strong theme related to the use of technology in effectively teaching and supporting LSES students. In particular, the use of a range of resources and media, facilitating interactive and connected learning, enabling personalised learning and assuring high academic standards were found to contribute to student success. The implications of these findings are discussed with a specific focus on promoting effective teaching practice and informing related policy. At a time when the diversity of the student cohort in Australian higher education institutions is increasing, the findings reported in this paper are both timely and critical for educators and institutions.</p>

The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous student equity in higher education. Undertaking independent evaluation of existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some of the ways in which success has been, and can be, achieved, despite the challenges that face Indigenous students. In other words, it may be possible to articulate some aspects of what works for some Indigenous people in relation to higher education. A focus on articulating strategies that Indigenous individuals and communities might adopt in relation to higher education should be developed alongside the management of systemic problems through a range of means. The “success-focused” approach would provide one of a suite of approaches that may be helpful in addressing Indigenous student equity.

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