Abstract
The Australian Government’s policy to transform higher education by 2020 includes plans to significantly raise the levels of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture emerges of the importance of students’ relationships with academics. Whilst positive relationships help students to remain engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government to increase participation in higher education by students from under-represented groups, this research identifies some challenges and possibilities for both universities and academics.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
