Supporting students from equity groups: experiences of staff and considerations for institutions
本文通过焦点小组访谈澳大利亚一所大型地区大学的学术和学生支持人员，探讨了扩招政策下教职员工支持低社会经济背景学生的经历及其对工作量和福利的影响。
In light of widening participation initiatives internationally, including those in Australia, much has been written about equity policies in education. There is a growing body of research related to the outcomes of such policies and the experiences of non-traditional students, including those from low socio-economic status (LSES) backgrounds and students who are First Generation and/or First in Family, as well as other equity groups. This paper presents data related to a less researched effect of widening participation: the experiences of and impact on academic staff and those providing support services to students. We focus particularly on students from LSES backgrounds. Qualitative data were collected through focus groups with academic and student support staff in a large regional Australian university, with several themes emerging. In this paper, we investigate staff experiences related to diversity in student cohorts, drawing on Bourdieu’s concept of capital. Results show that the academics are supportive of LSES students and sensitive to the range of student backgrounds in their courses, including differences in cultural capital and students experiencing extreme hardship, but the support provided is affected by staff gender. It is evident that staff endeavour pedagogically and pastorally to support students, often at personal cost. There are workload and welfare implications evident for staff, institutions and funding.