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<p>Widening participation and inclusion are receiving increasing attention in higher education, including through employability strategies aimed at ensuring that&#xa0;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.</p>

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“They want people who are not me”: low socioeconomic status students' WIL experiences

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月17日

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  • Lisa Williams,
  • Kathy Jordan,
  • Tricia McLaughlin

摘要

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.