This study generated theory on how select cohorts of low socio-economic status (SES) students in Australia, who enrol in a university undergraduate course through an alternative pathway program, 'deal with' the experience of being a student during their transition to, and throughout, their university journey. This qualitative, longitudinal study captures a significant period of change in Australian higher education history, and focusses on equity issues that have historically had an impact on higher education outcomes . .Two prominent findings encompassing the academic and social concerns of students were the prevalence of 'imposter syndrome' and the need for a sense of belonging.
|Award date||11 Nov 2020|
|Publication status||Unpublished - 2020|