Making the most of the mosaic: facilitating post-school transitions to higher education of disadvantaged students

Abstract

Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students' education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking a 'second chance' education. Challenges faced by students in their transitions to higher education are made more complex because of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation, especially relating to 'academic' and 'vocational' education and training, and the horizontal stratification of regional, rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students' situations, starting at the school level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up of higher education places are discussed in the context of discursive constructions of 'disadvantage' and 'choice' in late modernity. Research highlights the need to facilitate students' post-school transitions by developing student resilience, institutional responsiveness and policy reflexivity through transformative education.

Increasing participation of rural and regional students in higher education

“…In particular, the study focused on students' plans to engage in further study and/or training. Given the higher rates of trades and vocational, in contrast to academic, training by rural students (Abbott-Chapman, 2011;Franklin, 2010), we were particularly interested in the effects of the Aspire UC Schools Outreach Program on all forms of higher education pathways. Of equal interest were possible gender differences in students' future plans, given that girls are more likely to aspire to higher education (ACER, 2008) and be encouraged by their parents to do so (Baxter et al, 2011).…”

Participation in higher education in Australia among under-represented groups: What can we learn from the Higher Education Participation Program to better support Indigenous learners?

“…The Centre for the Study of Higher Education (2008) revealed that the participation in higher education of people from LSES backgrounds and Indigenous people has been assisted by the wide range of programs, services and facilities being provided by Australian universities to help increase the participation and successful course completion of members of disadvantaged groups, both direct-from-school and mature-age (Abbott & Chapman, 2011;Ryan et. al.…”

The academic outcomes of first-in-family in an Australian university: An exploratory study.

“…In this case, degrees in nursing, liberal arts and education were targeted as they are often pathways for social mobility (Abbott-Chapman, 2011). It should be noted that these degrees often attract females (Blackmore, 1999).…”