Glenda Crosling

Managing and Supporting Student Diversity in Higher Education

Acknowledgements Preface About the authors Chapter 1: Setting the context Abstract: Introduction International trends supporting widening participation in higher education Theoretical perspectives underpinning social inclusion Opportunities and challenges Strategies for improving access and retention How students from diverse backgrounds succeed in higher education: an overview Using participatory research and the students voice to inform decision-making An introduction to the cases Summary Chapter 1: discussion topics Chapter 2: Finding the way to higher education: Miranda and Rochelle Abstract: Introduction Mirandas story Educational experiences Managing study Managing Support Reflections and future plans Rochelles story Educational experiences Managing study Support Reflections and future plans Implications for managing and supporting student diversity: transition to higher education and the first year experience Summary Chapter 2: discussion topics Chapter 3: This time its different: Sesh and Shannon Abstract: Introduction Seshs story Shannons story Implications for managing and supporting student diversity: student retention Summary Chapter 3: discussion topics Chapter 4: The international experience: Lam and Zelin Abstract: Introduction Lams story Zelins story Implications for managing and supporting student diversity: international students Summary Chapter 4: discussion topics Chapter 5: Coming to education later in life: Alex Carole and Virginia Abstract: Introduction Alex Caroles story Virginias story Implications for managing and supporting student diversity: mature age students Summary Chapter 5: discussion topics Chapter 6: Finding my voice at last: Lillian, Marie, and Harriet Abstract: Introduction Lillians story Maries story Harriets story Implications for managing and supporting student diversity: encouraging transformative learning Summary Chapter 6: discussion topics Chapter 7: Helping students to succeed Abstract: Introduction How the students from diverse backgrounds succeeded in higher education Overall implications of the cases for managing and supporting student diversity Summary Chapter 7: discussion topics References Index

Setting the context

This chapter sets out the key terms and concepts used in this book, and outlines the international background for social inclusion and widening participation in higher education policies and practices. We introduce some theoretical perspectives underpinning the concept of social inclusion, exploring related opportunities, challenges and strategies for improving access and retention, before providing an overview of existing ideas about how students from diverse backgrounds succeed in higher education. We then explain the participatory research project from which the book’s cases are drawn. As with each subsequent chapter, this chapter concludes with some discussion topics, to stimulate thinking about the best ways to support the participation and success of students from non-traditional backgrounds in higher education.

This time it’s different: Sesh and Shannon

This chapter provides further perspectives on the impact of family background and geography on access to higher education. In it we present the stories of Sesh and Shannon, a woman and a man who both initially commenced university as school leavers but did not proceed to graduation. Their comments show how their subsequent experiences led to their current, successful enrolment as mature, self-reliant learners, proceeding without the assistance of university support services. We use their stories to focus on the implications for retention of students from diverse backgrounds. We consider whether Sesh and Shannon could have been assisted to continue during their earlier attempts at study, and what this means for your own practice.

Finding the way to higher education: Miranda and Rochelle

This chapter highlights the impact of family background and geography on access to higher education. We introduce Miranda and Rochelle, two women who completed their studies as mature age, off-campus (distance education) students living in rural locations at some distance from their university. Their comments draw attention to the different ways that disrupted early schooling experiences affected these women’s sense of themselves as learners, and inform their commitment to completing their studies once they enter higher education. Following their stories, we consider the implications for managing the transition to higher education and supporting the first year experience of students enrolling from pathways such as these.

The international experience: Lam and Zelin

Lam and Zelin are two young women, from Hong Kong and mainland China respectively, who travelled overseas to study as international students. Their stories foreground the kinds of issues faced by many students studying in the current globalised educational environment, including grappling with English as a second language and adapting to a different society and culture. While Lam and Zelin did not experience the socio-economic difficulties faced by some of the students in other chapters, the international context presented comparable challenges that they needed to overcome in order to succeed in their study. Like some of the other students, factors relating to gender also played a part in their educational background. Their stories highlight issues relating to the management and support of international students in higher education, which we consider in the final part of the chapter.

Finding my voice at last: Lillian, Marie, and Harriet

In this chapter we focus on the experiences of three women, Lillian, Marie and Harriet, to consider the transformative impact of higher education on their life directions and sense of identity. All were in their forties when they commenced the study that changed them. Marie and Harriet are from migrant families that valued education. Both had completed degrees previously but experienced a number of disruptive events in their lives, and considerable anxiety during their study. The study that led to Lillian’s successful enrolment was her first experience of university education. From their accounts of their study experiences, we consider some of the ways that teaching and professional staff can provide a climate for transformative learning in higher education.

Coming to education later in life: Alex Carole and Virginia

Alex Carole and Virginia are two women who commenced university study in their forties, when their life circumstances, including the support of their husbands, made it possible. Both grew up under apartheid in South Africa, though on different sides of the colour bar. Alex Carole is of Indian origin while Virginia is white. Both demonstrate a determined and organised approach to their study, valuing the opportunity to pursue it, and showing resilience in overcoming obstacles they faced. Their graduation had a powerful impact on them. Their stories provide an opportunity to consider ways of teaching and supporting adult learners to take advantage of their maturity and experience while responding to their particular needs.