# data[].attributes.body
Lucy

http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/4125.0~Sep%202017~Main%20Features~Education~5
- More women aged between 25-29 hold a bachelor degree or above in comparison to men in the same age group.

- However, women are more likely to have less engagement in their tertiary studies (only part-time or not at all). These statistics could be partly explained through childcare responsibilities (with 25% of women aged between 20-24 had one or more children).

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Lucy

Gerber, T. P & Cheung, S. Y 2008, ‘Horizontal Stratification in Postsecondary Education: Forms, Explanations, and Implications’, Annual Review of Sociology, vol. 34, pp. 299-318.

- Women are completing majors more highly concentrated in education, humanities, arts and health whereas men are more likely to be studying engineering, mathematics, science and business.
- Agency is not the only factor in play in these decisions of study and subsequent work; the socialisation of young men is different to that of young women who are taught to value the altruistic gains in social fields in comparison to the economic wealth leading to status that men are taught to aspire to.

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Billy
- Less inclusion for individuals with dissabilities in high school
- Therefore more difficult to
- Many high schools aren't accomodating to people with

Inclusion of people with intellectual disabilities in university. Results of the promentor program (2017, Siglo Cero)
- Addresses how lack of acceptance/social inclusion can lead to barriers around people with disabilities joining/staying in uni
- University is a time where many people are forming social connections - often more difficult
- Proposed more support for societies/groups that include people with dissabilities

Miller, R, Wynn, R, & Webb, K 2018, ''This really interesting juggling act': How university students manage disability/queer identity disclosure and visibility', Journal Of Diversity In Higher Education
- Individuals with disabilities are less represented and on the University campuses, therefore have less peer and organisational access to benefits that help them while they complete their university degrees
-

Under the radar : the mental health of Australian university students, 2017, Orygen. The National Centre of Excellence in Youth Mental Health, Parkville Vic.
- There are roughly 1.4 million students studying in Australia - a quarter of which are expected to face some kind of mental health issues in one calendar year of university.
- Study that discusses mental health as a potential 'disability' that students may face - and looks at the way said mental health issues affect their studies:
1. Student's with mental health issues have a higher rate of dropout due to university stress
2. Difficulty concentrating/focusing on work

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Lucy

Williams, C. L 1992, ‘The Glass Escalator: Hidden Advantages for Men in the “Female” Professions’, Social Problems, vol. 39, no. 3, pp. 253-267.

- Women in male dominated fields of work face gender-based stereotypes about their competence and undermine their work performance. This could result in less females wanting to enter male dominated fields of work meaning they are less likely to enter the male dominated fields at a tertiary level.

- Women are more likely to be seen in fields such as school teaching, social work and librarianship with higher representation in these fields in university also.
- Possible social isolation if females study in fields dominated by males.

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Lucy

Wyn, J, Cuervo, H, Crofts, J & Woodman, D 2017, ‘Gendered transitions from education to work: The mysterious relationship between the fields of education and work’, Journal of Sociology, vol. 53, no. 2, pp. 492–506.

- Women are completing university at a higher rate than males however, they are seeing lower returns from the workforce. There is the assumption that there is close relationship between tertiary education completion and subsequent work however this is not always the case.
- Young women are often facing challenges in which they have to ‘choose’ between a career or parenthood, leading to difficult transitions from education to work. This could be a factor in young women’s choices of field of study in order to have a position in the work force that accounts for the flexibility when raising a family.

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Indigenous people comprise 2.7% of Australia’s working age population but only 1.6% of domestic university enrolments

Underrepresented among teaching staff
- Only 0.7% of all teachers in Australia are Aboriginal

Lack of training for teachers
- More than 25% of surveyed Australian teachers feel that they need more professional development for Aboriginal education

Lack of infrastructure/funding
- For every dollar spent by the government on primary education for a child in the Northern Territory, only 47 cents are spent educating a child in a remote community

Geographical Reasons
- Compared with non-Indigenous children, a larger proportion of Indigenous children live in remote parts of Australia.
- Less likely to leave their home town for education because of bonds and commitment to community.

May be 'first in family'
- Many high-achieving Indigenous students would be the first in their families to attend university or even to complete secondary school. First-in-family students face unique challenges because they tend not to have the family or community experience to guide them.

Social and racial isolation
- While universities connect with Indigenous school students through campus visits and mentoring programs the lack of a sizeable cohort of Indigenous university students is likely to make the prospect of choosing university even more daunting.
- More broadly, the lack of a sizeable Indigenous middle class means that socially mobile Indigenous people “may become stranded in a racially bound social capital wasteland”

https://www.aare.edu.au/data/publications/1999/par99618.pdf

http://theconversation.com/why-many-high-achieving-indigenous-students-are-shunning-university-79749

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Lucy

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James

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cindy

Davies, E 2017, Language Barriers,  <http://www.edureporter.com.au/language-barriers/>.
Language Barriers faced by Refugee students:
- limited understanding of the Australian education and training system due to low english literacy
-Limited opportunities to use and develop interpersonal skills with peers
- Younger age groups of refugees are significantly more likely to speak, read and write english in comparison to older age groups

Ganesh, K 2015, Linguistic similarities of Aboriginal and Torres Strait Islander and International students from non-english backgrounds in higher education: implications for access and success, <https://eds-b-ebscohost-com.ezp.lib.unimelb.edu.au/eds/detail/detail?vid=0&sid=bedf0cc1-5850-41f9-99a7-a05fc78f231d%40sessionmgr103&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=rmitplus211240&db=edsaed> P. 90-98.
- Both these cohorts have to negotiate their studies at Australian universities in English and their levels of proficiency in English plays an important on in determining their success and failure.
-However, both groups may struggle to understand english first and then the subject through english
-For these students who want to enter into universities, they are required to have high levels of academic language proficiency. Hence, this creates barriers for some of the students. An example illustrating this:
Although there was a significantly larger enrolment of Indigenous students between 2006 and 2011,  this does not amount to a representation proportionate to the
Indigenous population

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Cindy