Posted in Research
|Year of publication:||2022|
|Equity group:||Regional and remote, Disability, Aboriginal and/or Torres Strait Islander, Culturally and linguistically diverse, Low socioeconomic status, Women in non-traditional areas|
|Author:||Beni Cakitaki, Michael Luckman, Professor Andrew Harvey|
This report examines student equity stratification by field of education and institution. The study analysed patterns of course and institutional stratification for six equity groups, including Indigenous students, students from non-English speaking backgrounds (NESB), students from low socioeconomic status (SES) backgrounds, students from regional and remote areas, students with disability, and female students.
This report examines student equity stratification by field of education and institution. Unequal representation within selective institutions and disciplines carries consequences for individuals, universities, professions, and the broader society. For individuals, access to selective institutions and disciplines is typically correlated with higher incomes, and perceptions of a better fit between qualifications and employment. For universities, raising student diversity within selective courses is important for both equity and learning quality. At the broader professional and societal levels, research suggests diverse graduate cohorts are critical for maximising economic efficiency and social cohesion (Wakeling, 2010).