# data[].attributes.body
Carrington, B., Tymms, P., & Merrell, C. (2008). Role Models, School Improvement and the 'Gender Gap'—Do Men Bring out the Best in Boys and Women the Best in Girls? British Educational Research Journal, 34(3), (pg. 315–327.) https://doi.org/10.1080/01411920701532202

classroom computer [online image]
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology/

Fairley, J. G. (1970). Nui Dat, Vietnam. 1970-06. Aboriginal serviceman Corporal Vincent Roberts of Rockhampton, Qld, a ... [online image] https://www.awm.gov.au/collection/C235365

Fulcher, M., & Coyle, E. F. (2011). Breadwinner and caregiver: A cross‐sectional analysis of children's and emerging adults’ visions of their future family roles. British Journal of Developmental Psychology, 29(2), (pg. 330–346.)
https://doi.org/10.1111/j.2044-835X.2011.02026.x

Greenberg, J. (1948). Australia, land of tomorrow [online image]. Courtesy Museum Victoria http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/post-war-migration-poster/index.html

Haynes, A. (2017). "Sex-Ins, College Style": Black Feminism and Sexual Politics in the Student YWCA, 1968-1980. Moloney, B., & Nelson, J (Eds). Women's Activism and "Second Wave" Feminism: Transnational Histories. 1(1), (pg. 37-63)
https://ebookcentral.proquest.com/lib/monash/reader.action?docID=4793535&ppg=47

Hicks, D. G (1995-2021). First handled calculator [online image]
https://www.hpmuseum.org/

Migration Heritage Centre New South Wales. (2010). 1945-65 New Australia
http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime-history/1945-1965/index.html

Riseman, N. (2012). Equality in the ranks: the lives of Aboriginal Vietnam veterans. Journal of Australian Studies, 36(4), (pg. 411–426.)
https://doi.org/10.1080/14443058.2012.727448

Seaton, E. K., & Yip, T. (2009) School and neighbourhood context, perception of racial discrimintation and psychological well-being among african american adolescents. Journal of youth and adolescence, 38 (2), (pg. 153-163)
https://doi.org/10.1007/s10964-008-9356-x

Steffen, D.C. (1970). Women's liberation movement in Washington, DC [online image]. https://www.vox.com/2018/3/20/16955588/feminism-waves-explained-first-second-third-fourth

Tatnall, A., & Davey, B. (2004). Streams in the history of computer education in australia. In J. Impagliazzo, & J. A. N. Lee. (Eds.) History of computing in education IFIP advances in information and communication technology (pp. 83-90). Springer. https://doi.org/10.1007/1-4020-8136-7_9

Unesco. (2013). Education transforms lives.
https://en.unesco.org/gem-report/education-transformslives#:~:text=Education%20empowers%20girls%20and%20young,chances%20of%20leading%20healthy%20lives.

(1952). John, Matthew, Elizabeth and Henrick van Well, from the Netherlands, outside the Holden Immigration Accomodation Centre [online image]. https://slwa.wa.gov.au/exhibitions/s/migration/item/533

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1970's was the introduction of computers in schools

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1970's was the introduction of computers in schools

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The computers that were first introduced into schools were PC so they were large and chunky, which made them difficult to move.

PC's had to be shared between classes, as schools only had access to a few computers, in comparison to present day where nearly every student has there own laptop or tablet.

However the introduction of Apple in 1977 "in the late 10970's the number of microcomputers in victorian schools grew rapidly without any central direction from education authorities" (Tatnall & Davey 2004, pg. 87).

The way in which computers were used in class evolved as the computers advanced as they were able to be used in more ways, originally computers were seen as mathematical tools but they grew into a resource for a variety of curriculums.

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1971 introduction of the hand held pocket calculator

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1971 introduction of the hand held pocket calculator

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The impact of HEC's on working class families, from different generations:

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The impact of HEC's on working class families, from different generations:

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Before free university became an option many families couldn’t afford to send their child to university meaning they were unable to further their education. For example Brian and Fiona both had the same socioeconomic status but Fiona was able to attend university even though her parents could not afford it as HEC’s provided her with financial support, whereas Brian wasn’t able to attend university and as it was the 50’s options such as HEC’s weren’t available to him.

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The Vietnam war saw racial tension occur in Australia particularly for the indigenous population that fought for a nation that didn't recognise them as human beings (Riseman, 2011). It is important to view that the relationships and associations our parents and grandparents had with non-white individuals was at a time of cultural divide and unrest.

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1964 'The Feminine Mystique" Published and sparked the beginning of second wave feminism 

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1964 'The Feminine Mystique" Published and sparked the beginning of second wave feminism 

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Betty Friedan's novel 'The Feminine Mystique' initiated social change among the sexes. The social expectations and institutional injustices experienced by women throughout history were challenged and combatted through women's marches and advocacy for monumental change. Roe vs Wade in 1970's America legalised abortion and created significant influence for women's rights as history progresses. The presence of second wave feminsim targeted the 'interlocking structures of oppression' and 'targeted events and discourses that clearly expressed mutually constitutive relations of racism, sexism and poverty' (Haynes, 2017, pg. 38). This shift of gender issues in seen through the contrasting experiences Melissa and Fiona had compared to their mothers as second wave feminism sort to challenge the messages girls received in schools.

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1989 the Higher Education Contribution Scheme (HEC's) was introduced

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1989 the Higher Education Contribution Scheme (HEC's) was introduced

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The introduction of HEC's meant that individuals could attend university, without needing to pay fees until they earned a large enough income, meaning individual with lower incomes were able to get a university education

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The end of WW2 saw an influx of European immigrants in Australia. According to the Migration Heritage Centre in NSW, more than 2 million European's migrated to Australia between 1945-1965. This was not only due to the financial fragility and physical stress the war imposed on European citizens but the beginning of the Cold War and continued political unrest placed Australia as a land of hope. As seen through the experiences of many of the family members going to school in the 50's, many Greeks, Italians and Germans attended Australia schools and brought a new wave of cultural influence. According to Barry, 'we had a very diverse population, we had a lot of Italian and Greek migrants coming in to work in the factories and we had a lot of repatriated people after the second world war... like German kids.'

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How opportunities offered to individuals supported their interests 

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How opportunities offered to individuals supported their interests 

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It is clear that financial support was a clear determinant of whether or not you could afford to achieve your goals. Although it is still possible to achieve your dreams without a stable financial backing, it is clearly viewed through the educational experiences of these families that opportunities for success become increasingly accessible and become easier to obtain when the previous generation develops financial stability. Brian’s inability to afford university limited his opportunities to continue his education, however his professional progress put his family in a better position than he had growing up on a veteran’s pension, ultimately presenting more opportunities to his children.

The intersection of gender and socioeconomic status made it increasingly difficult for Jill to leave factory work from the age of 14. The societal attitude towards women’s education coupled with a demand for money limited Jill’s educational options despite a deep interest in pursuing her scholastic career. Jan’s career as a teacher involved many systematic barriers that prevented long success in the profession. Despite the encouragement women received to become teachers along with the grooming they experienced to become wives and mothers in school, women had to resign from teaching once falling pregnant. This contradictory policy limited many women financially as without support from a husband they could not progress in their career as well as motherhood. Opportunities have changed as time has progressed with Melissa receiving maternity leave during her career, ultimately supporting her goals and interests.

Although it is clear the financial stability in the home formulates a less stressful and more accessible educational environment, emotional support in the family has been viewed as another determinant of education accessibility. Sue and Lesely experienced a similar support and encouragement from their families to pursue any interests they had despite their lack of financial allowance. Patrick also came from a working class family with a similar level of encouragement but at this time students were given alternative opportunities in order to afford the acquisition of education such as HECS.

The influence of media and technology proved to be the biggest initiator of cultural change throughout history and is one of the largest contributors to generation differences. It was brought to light in Jan’s interview that all she knew or was aware of was what she was shown and exposed to. Her white middle class community that focused on women become nurturers did not allow for exposure to other interests and opportunities to take place. Jan reflected that she does not know how her life course would have altered if she had access to social media and cross global communication growing up, would she have entered a different profession? Would she have a different outlook on cultures growing up? Would she feel a injustice for women if she didn’t recognise social expectations as normal? Fiona grew up in a time of technological innovation and change in which she was able to experience computers and other digital technologies, providing new opportunities for critical thinking whereas Melissa and Patrick learnt to adapt to the influx of digital technology during their university years. Ultimately the presence of technology and media and lack of presence formulated a large difference in opportunity for those of many different social factors.

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The presence of generation trends and cultural influences on education

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The presence of generation trends and cultural influences on education

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Throughout history education adapts and reshapes according to the social, political and cultural influences of the time. New information and social practices force generations to adapt and think differently and this is clearly evident in the educational and cultural experiences between our grandparents and parents. Trends and normalities within different generations have arguably impacted the average age of finishing school, the resources available to students and the cultural influences that students experience evolve.

The age of which students leave school reflect largely on what the social norms and requirements were within that period. In the 50’s and 60’s the average age for students to leave school was 16 to 17, with the legal requirement to attend school only being 14. This is a result of the views on education and its lack of value in regards to finding a job as well as stereotypes on females that had them finishing early to take on household tasks. Individuals were able to get reasonable paying jobs without a high school education and for many further studies courses, finishing school wasn’t necessary, as seen through Lesley who was able to do a nursing course without completing year 12 and Tom who was able to work his way up in the banking profession. In the 80’s and 90’s most students completed the entirety of schools and for those who wanted to leave the legal requirement to leave school was 16. This demonstrates how the value of education changed and the way in which it was viewed among students, as evidently shown in the attitudes and experiences of our parents Mark, Fiona, Melissa and Patricks, they felt needed to complete school in order to go to university and get a good job.

A common trend between our family members was that most of them grew up with similar experiences to their peers and friends, demonstrating how similarities in location can provide a network of like-minded individuals who are brought up in the same way in a community of similar experience. This is depicted through Barry who left school at the same time as his friends in a state of social envy, demonstrating a sense of community influence. Contrastingly, Brian lived in a predominantly working class community but attended school at Melbourne High where he experienced a different lifestyle and financial backing than his peers but lived in an area where all children came from similar household situations.

Cultural influence and awareness has been developing over generations and is viewable through the views and experiences across these generations. Through increase in diversity within schools students learn to embrace different cultures and formulate a more inclusive community as students that experienced racial and ethnic diversity in their neighbourhood and schools can be directly related to “increased perceptions of cultural discrimination” (Seaton & Yip, 2009, pg. 153). In the 50’s and 60’s diversity within schools were limited as the majority of our grandparents came from heavily white populated schools with minimal diversity. Students weren’t able to gain awareness of different cultures as the integration of different ethnicities was limited so they were unable to learn about differences and similarities between each other in order to find camaraderie between cultures, which attributed to the racism within the generation as they didn’t truly understand the cultures around them. Despite the influx of European immigrants after the Second World War, the conditioning of white communities impacted children like Sue who wasn’t properly educated on her ethnic peers and as a result demonstrated a dislike towards them calling them “sweaty” and “smelly”.  The 80’s and 90’s showed minimal diversity, however there was an increase in diversity in comparison to their parent’s time in school showing a slow progression of awareness and integration. According to Fiona, despite the diversity within her school, students were not taught to integrate cultures and become familiar and enlightened about her peers customs and beliefs. Similarly Melissa felt that her school didn’t provide any conversations on race and ethnicity so she wasn’t able to learn about her peers’ culture. This formulated a ‘culture shock’ for her when she went traveling and interacted with people of colour with a British accent, as she hadn’t been exposed to that type of diversity within her schooling. Although the education failed to bring awareness to diversity, it did demonstrate the influence that one's heritage and culture can have on education, as our parents indicated how much easier it was for people with white heritage to attend school in comparison to other cultures and minorities due to systematic and individual racism. Patrick expressed the heartache that his indigenous peers went through in order to attend school, as they were separated by their families and sent to live with foster families, whereas Patrick was able to live at home and see his family everyday. Patrick reflected on his experience at a school camp where his Indigenous friend Gerald Hood cried to him about missing his family and foster family while in the school camp. This emphasises the difficulties that racial minorities experience and highlights the barriers to their education compared to our parents and grandparents.

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The presence of gender in society creates significantly different educational experiences among males, females and non-binary individuals. It is clear that the role of gender in society has progressed throughout history with feminist movements shifting both the role genders serve in society and the opportunities presented to each gender.

A binary gender narrative clearly dominated society throughout history as only in recent contemporary times has the world expanded its view that only men and women can exist in everyday practices. Not only is this binary narrative evident in the educational experiences of the grandparents and parents, but gender roles and purposes were taught and emphasised throughout their schooling. Throughout Jill’s education she felt as though there was a clear tone set that the girls in school were being ‘trained to become wives’. Her home economics class included cleaning the school Principal’s flat in which the class learnt how to make a bed, dust, vacuum, cook and sew. This demonstrated a clear purpose for the students attending this all girls school, that their future revolved around maintaining a household. Sue interpreted her education in a similar way that higher education wasn’t as strongly encouraged for the girls as the boys. Compared to the boy’s experiences with gendered subjects such as wood work, a push towards employment was emphasised as male students were given the opportunity to learn profitable skills to reinforce the culturally accepted ‘breadwinner’ role. This gendered tone transitioned in the 70’s and 80’s with Melissa and Fiona highlighting that home economics and woodwork were taught under the guise of ‘electives’ where students had a choice. However, the culturally ingrained gender roles enforced in the 50’s heavily influenced this decision. Despite this element of choice and supposedly equal opportunity among genders, a 2011 study demonstrated that children continue to view gender roles and expectations according to the messages taught in the 1950's curriculum as many children reported that 'a man and a woman should have specialised family roles' (Fulcher & Coyle, 2011, pg. 341).

The value of education between genders was noticeably different in the 50’s through the overall meanings and messages emphasised in the classroom however the importance of education differed significantly depending on the household. Jan’s experiences at school encouraged her to pursue the career she was most interested in; teaching. Although teaching was a career that women were predominantly encouraged to pursue, Jan knew that it was what she really wanted to do. Therefore, her education was ultimately supported by both her family and at an institutional level. Students at teaching college received 7 pound a week, clearly promoting their education whereas in Jill’s household experience ‘education was not important for girls.’ Lesley’s career in nursing prompted a similar degree of support as Jan due to the nurturing and feminine nature of the career. Despite wanting to leave school in year 10, Barry always knew he could stay in school if he wanted to, showcasing the societal support boys received throughout their schooling. This altered as time progressed as according to Fiona, she did not feel any gender enforced barriers when working to become a Vet.

The role of representation and its culturally significant impact is an interesting factor. According to Patrick, his career aspirations were influenced by the male role models he encountered. A male hairdresser sparked an interest in that particular trade growing up but ultimately the male teachers he looked up to influenced his pursuit of teaching. The influence of role models is emphasised in a research article, as there is a strong recruitment of male teachers to ensure equal representation in a field that has been stereotyped as feminin (Carington et al, 2005). According to Jill, she did not know anyone around her that she wanted to be like, and strongly demonstrates the influence of gender representation.

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The influence of socioeconomic status on education 

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The influence of socioeconomic status on education 

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The impact of an individual’s socioeconomic status can be measured in their home life, community and school. Class and wealth can therefore greatly influence the level of education that one receives as access to resources and facilities are determined by affordability. This has seen to influence the age at which many individuals leave their education, and the career opportunities presented.

Individuals who come from working class families found it difficult to continue their education as many of them finished early or couldn’t afford university. The low socioeconomic status of families often meant their children attended state schools with low incomes and minimal resources in comparison to private schools. Often students from lower socioeconomic backgrounds were confronted with financial demands and pressures that made access to education increasingly challenging. Jill was forced out of school by her father who viewed school as a “waste of money” and was made to work in a factory despite her want for education, whereas Sue voluntarily left school to provide for her family and help them to “survive”. Individuals from the middle class displayed a higher exposure to educational opportunities due to lack of financial worry. Many of these individuals such as Jan, Lesley, Melissa and Mark attended higher education such as university due to this socioeconomic stability. Families with a higher socioeconomic status had a larger range of schools to choose from allowing them to pick a school that could benefit their child’s education.

The sociocultural status of an individual’s location can determine their access to education as well as the quality of education they receive. Many poorer communities lack school facilities, which make accessing education difficult. Whilst living in the country, Lesley’s options for a quality high school education were limited do to a lack of funding in her community, therefore in order to get a good education she would have been forced to attend boarding school, similarly Brian had to travel 30 minutes to get to his school due to the lack of schooling facilities in his community. Areas of low socioeconomic status like housing commissions are often exposed to crime, violence and drug use that create a multitude of hardships for students living in unstable homes that make access to education increasingly difficult. Through her own teaching experience, Melissa has viewed how the influence of drugs and negligence in many impoverished communities that impair the development of many children and removes their chance to learn. Melissa highlights the systematic flaws in DHS and other child safety operations as children still come to school without food, support and love. This has seen a shift in the role of schools in many locations depending on their socioeconomic status as with the presence of these barriers according to Melissa ‘most days the tenth thing you do is teach.’

Unesco (2013) states that “educated men and women are more likely to be employed and hold jobs that are secure and provide good working conditions and pay” (pg.14), meaning that one’s level of education can influence their socioeconomic status when they are older, as it can allow them to find a better job. The ability to attain wealth and progressively alter one’s socioeconomic status to become exposed to new opportunities can be viewed through the experiences of Brian, David and Lesley. Brian grew up in a working class family with parents that left school at age 12. However, Brian became able to strive for a more stable career in accounting through attending night school, which ultimately allowed his children to grow up without financial worry. Lesley and David both grew up in middle class families and through financial support growing up were able to achieve sales and nursing degrees to acquire steady incomes that allowed them to have luxuries like holiday’s as well as the money to send their children to private schools.

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D.O.B: 01/04/1948
Gender: Was a female, and found education for girls wasn't encouraged, as it was there role to get married and have children.
Family Unit: eldest of 3
Cultural heritage: comes from a white australian family
Location: lived in mordialloc when it was a working class suburb.
Schooling level: completed year 11 but failed, so she quit school to provide for her family, instead of retaking year 11.
Occupation: worked at office works
Socioeconomic status: Low socioeconomic status as she lived with a single parent income, she finished school in order to help her mother "survive" financially.
interest level in school: she liked learning but gave up after failing year 11.

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D.O.B: 10/05/1948
Gender: Is a male, didn't believe there was any difference between males and females throughout his education
Family Unit: He is the third youngest of 8 children
Cultural heritage: comes from a white australian family
Location: live in country Warrnambool.
Schooling level:  finished year 10
Occupation: first worked as a bank clerk and then as a shift worker
Socioeconomic status: grew up in a working class family as there were many children and many mouths to feed.
interest level in school: not interested at all, finished school so he could get a job.

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D.O.B: 17/03/1947
Gender: Is female, but didnt feel her gender impacted her education as she "only wanted to be a nurse" which was a female specific role.
Family Unit: Is the eldest of 3
Cultural heritage: comes from a white australian family
Location: Originally lived in country South Australia before moving to Caulfield
Schooling level: Finished year 11 and completed a nursing course.
Occupation: Nursing
Socioeconomic status: came from a middle class family, “didn’t have a fancy house but had a good house in a nice area”, and she could afford to go to private school
interest level in school: not very interested, she stayed until she meet the nursing requirements.

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D.O.B: 27/09/46
Gender: is a male and found that females didn't have access to subjects need to get high paying jobs
Family Unit: is the youngest of 2
Cultural heritage: comes from a white australian family
Location: live in middle class community of Brighton
Schooling level: attempted year 12 but failed, but he was able to obtain further education ( sales/ business course) through his job
Occupation: first worked a factory job while he completed his sales and business course, before working as a sales representative.
Socioeconomic status: Came from a middle class family, with enough money to attend a private school
Interest level in school: Wasn't extremely interested, but felt he needed a education

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D.O.B: 02/06/1972
Gender: Is a male, went to an all boys school so didn't experience any discrimination against females within his schooling career.
Family Unit: Eldest of 2
Cultural heritage: comes from a white australian family
Location: lived in Hampton
Schooling level: completed year 12 and went to university.
Occupation: worked as a sales rep and then as a sales rep manager
Socioeconomic status: grew up in a middle class family, who could afford to go on holidays and to put him through private school.
interest level in school: not very interested but he wanted to get a good job so he stayed in school and went to university.

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D.O.B: 24/06/1970
Gender: Male
Family Unit: Middle child. Has two brothers.
Cultural heritage: White Australia
Location: Ferntree Gully however moved to Rye in high school.
Schooling level: Attend University and completed a Bachelor of Education. Completed HSC.
Occupation: Teacher
Socioeconomic status: Working class family. Was able to go to school, afford community sport and always had food on the table. Didn't go on holidays as much as other children but was always happy within his household.
Interest level in school: Was interest in the social side of school. Describes his attitude to school as a 'fear of missing out' which resulted in him rarely missing a day of school. However, due to presence of role models in teaching sparked his interest in higher education.

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D.O.B: 23/07/1969
Gender: Female
'always encouraged to try everything'
Family Unit: Has an older sister. Lots of female cousins and grew up in a big extended family.
Cultural heritage: White Australian
Location: Boronia
Predominately white middle class community.
Schooling level: Attend University and completed a Bachelor of Education. Completed HSC.
Occupation: Teacher
Socioeconomic status: Middle class. 'We never missed out on anything'. Growing up in a stable income home where they were able to participate in sports and go on holidays, Melissa felt a 'huge culture shock' when she taught in many low socioeconomic areas.
Interest level in school: Describes herself as a very social student and really enjoyed her educational experience. Always loved being around children and knew she wanted to teach, therefore she was interested in making the most of her education.

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D.O.B:  06/09/1947
Gender: Female
'my father didn't think education was important for girls'
Also describes her experiences at school as 'being trained to become a wife'
Family Unit: Has one younger sister, however at 9 years old they were separated during their parent's divorce. Describes her family situation as 'unhappy' and 'toxic'. Lived with her Dad and step family during her schooling.
Cultural heritage: White Australian
Location: Brunswick
Schooling level: Left school a few days after turning 14 as this was the legal age of leaving school. Returned to night school to learn typing in order to obtain an office job however financial issues kept her from pursuing that career.
Occupation: After leaving school she worked in a factory with her step mother. Although she obtained the qualifications for office work later on in life she was unable to utilise it as her father needed her to stay in the factory. After having children she worked as a bread representative.
Socioeconomic status: Working class family. Cost of divorce required her to contribute to the cost of the home.
Interest level in school: Loved school and wished she continued. Had planned to stay in school with a group of her friends however she was removed from school despite her love for learning.

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D.O.B: 28/11/1946
Gender: Male
Family Unit: Middle child of two brothers
Cultural heritage: White Australian
Location: Kingsbury. Grew up in a housing commission area.
Schooling level: Left school at year 10. Left as his friends left school the year prior and he felt as though he 'wanted to get started' after watching his friends afford a freeing social life.
Occupation: After leaving school he worked for a print production company however after having children he began work on the wharf in order to earn more money.
Socioeconomic status: 'we were poor growing up but I never knew'. Grew up working class however Barry articulated they had everything they needed, food always on the table and they were always happy. Barry was always told 'you don't have to leave school'. Even in a state of low income he was always encouraged to learn for as long as he liked. Growing up in a housing commission area he was raised with many children in the area that kept each other entertained.
Interest level in school: Very creative student. Loved to joke around and was very social.

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D.O.B: 31/10/1941
Gender: Female
Felt an overall tone of gender expectations throughout her schooling 'this is the direction you're going in and this is the direction they're going in'.
Family Unit: Only child
Cultural heritage: White Australian
Location: Beaumauris
Schooling level: Didn't need to complete Matriculation to enter teacher's college, therefore finished at year 11. Completed teacher's college
Occupation: Teacher
Socioeconomic status: Middle class family. Being an only child didn't put too much financial pressure on the family therefore if Jan wanted to attend University her parents 'could have afforded it'.
Interest level in school: Was a focused student in order to become a teacher. Was never interested in any other profession therefore she did not take much interests in subjects tailored for other professions.

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D.O.B: 26/08/1975
Gender: is a female, who didn't feel that her gender impacted her level of education, as she had equal opportunity to the males.
Family Unit: youngest of 2
Cultural heritage: Comes from a white australian family
Location: moved houses frequently, due to her dads work so she lived in both country areas and suburban areas.
Schooling level: completed year 12 and went to university.
Occupation: works at a pathology lab
Socioeconomic status: came from a working class family, as her father had gambling issues and they couldn't afford to "own a house until I was out of high school”
interest level in school: very interested, she loved to learn.

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D.O.B: 21/01/1941
Gender: Male
felt as though the girls attending Melbourne high's sister school had the same opportunities as the boys.
Family Unit: Eldest son with two younger brothers and a sister
Cultural heritage: White Australian
Location: Grew up in Bentleigh, a predominately white working class community
Schooling level: Left school at just before Matriculation (year 11) at Melbourne High School. Attended night school later on in life to complete English Matriculation.
Occupation: Accountant. Also worked as a taxi driver while raising children for extra money.
Socioeconomic status: Working class family. Lived on a veteran's pension
Interest level in school: Wasn't overly interested in his studies however wanted to attend a quality school therefore he would travel 30mins by train to attend school outside of his area. At this time Bentleigh have a range of schools to choose from