'Low income doesn't mean stupid and destined for failure' : challenging the deficit discourse around students from low SES backgrounds in higher education
- Authors: McKay, Jade , Devlin, Marcia
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 20, no. 4 (Apr 2016), p. 347-363
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- Description: The discourse around students from low socio-economic 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, T. 2014. "More Students in Higher ed, But it's no more Representative." The Conversation 28: 1-4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a 'problem', students from low SES 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 SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.
Effective University leadership and management of learning and teaching in a widening participation context: Findings from two national Australian studies
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
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- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
Effective university teaching: views of Australian university students from low socio-economic status backgrounds
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Description: C1