Successful University Students from Low Socio-Economic Backgrounds' Perspectives on Their Academic Success: A Capital-Based Approach

Autor/inn/en	Macaulay, Luke; Webber, Wendy; Fraunholz, Bardo
Titel	Successful University Students from Low Socio-Economic Backgrounds' Perspectives on Their Academic Success: A Capital-Based Approach
Quelle	In: Higher Education Research and Development, 42 (2023) 8, S.1986-1999 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macaulay, Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2023.2197191
Schlagwörter	College Students; Low Income Students; Socioeconomic Background; Student Attitudes; Academic Achievement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Collegestudent; Sozioökonomische Lage; Schülerverhalten; Schulleistung; Ausland; Australien
Abstract	In this paper we explore perspectives of academically successful students from low socio-economic status (LSES) backgrounds in an Australian university regarding their success. In response to initiatives arising from the Australian Government's 2008 "Review of Australian Higher Education," university cohorts have increasingly diversified. This diversification of student cohorts has been especially apparent for students from LSES backgrounds, who were found to be underrepresented in higher education. Previous researchers have investigated how traditional cultural norms within the field of higher education, and deficit perspectives of LSES background students, place these students at a disadvantage. Utilising a capital-based approach, we were interested in understanding students' awareness of their strengths, and how they utilised and exchanged resources (i.e., capital) to leverage these strengths for success. It was indicated by participants that whilst they entered the field of higher education with little formal 'know-how', through a strong sense of identity and motivation they developed strategies to succeed. Of significance, these processes occurred with little institutional assistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01