Successful university students from low socio-economic backgrounds’ perspectives on their academic success: a capital-based approach

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.

KEYWORDS:

• student success
• socio-economic status
• capital
• Australia
• higher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 We would like to acknowledge that student success can be viewed subjectively and can be measured in many ways (e.g., retention, wellbeing, post-graduate opportunities). Yet, as we set out to identify suitable participants for recruitment based on non-identifiable demographic information, an objective measurement such as WAM was deemed as an appropriate means to measure success.

2 The letters Jesse is referring to are the grading system at the university, as follows: High Distinction (HD) (80% and above); Distinction (D) (70%-79%); Credit (C) (60%-69%); and Pass (P) (50%-59%).

Additional information

Funding

This project was made possible by the Deakin’s 2022 HEPPP program with funds provided to the Equity-first Students as Partners Microgrant initiative via the Office of the Dean of Students, Deakin University.