Bridging socio-cultural incongruity: conceptualising the success of students from low socio-economic status backgrounds in Australian higher education

Abstract

This article examines the conceptual frames that might be used to consider the success and achievement of students from low socio-economic status in Australian higher education. Based on an examination of key literature from Australia, New Zealand, the United Kingdom and North America, it is argued that Australia should avoid adopting either a deficit conception of students from low socio-economic backgrounds or a deficit conception of the institutions into which they will move. Further, rather than it being the primary responsibility of the student or of the institution to change to ensure the success of these students, it is argued that the adjustments necessary to ensure achievement for students from low socio-economic backgrounds in Australian higher education would be most usefully conceptualised as a ‘joint venture’ toward bridging socio-cultural incongruity.