They want people who are not me. Low socioeconomic status students' WIL experiences.

Autor/inn/en	Williams, Lisa; Jordan, Kathy; Mclaughlin, Tricia
Titel	They want people who are not me. Low socioeconomic status students' WIL experiences.
Quelle	In: Higher education, 91 (2026) 3, S. 1181-1198Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-025-01464-6
Schlagwörter	Soziale Lage; Lehre; Studium; Hochschule; Studentenschaft; Student; Ausland; Australien
Abstract	Widening participation and inclusion are receiving increasing attention in higher education, including through employability strategies aimed at ensuring that students from all backgrounds have the opportunity to succeed. However, both international and Australian evidence suggests that despite ongoing efforts by policymakers and higher education providers to embrace diversity and inclusion, students from low socioeconomic status (SES) backgrounds continue to face unequal graduate employment outcomes and disadvantage post-graduation. While work integrated learning (WIL) is widely recognized as a powerful strategy to enhance employability, low SES students continue to face significant hurdles in accessing and participating in WIL placements. This paper reveals rich insights into the challenges and opportunities these students face in sourcing and transitioning into WIL placements. Drawing on a contemporary capital model of employability, this qualitative multiple-case study explores the placement experiences of four low SES students at a large urban Australian university, purposefully selected from a separate survey of over 200 students. Findings reveal that cultural capital significantly shapes low SES students' WIL placement and workplace transition experiences. Specifically, low SES students face heightened self-doubt and feelings of cultural mismatch within professional environments, often needing to adjust behavior to align with dominant unspoken workplace norms. This paper offers recommendations for policymakers, higher education institutions, and industry partners to bridge these gaps, ensuring no student is left behind in their workplace transition. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4