Inclusive teaching for university students from low socioeconomic status backgrounds: Recent national research findings

University staff teach and support all students, including those from low socioeconomic status (low SES) backgrounds. A recent national Australian study determined the teaching approaches and strategies that best contribute to low SES student success. This seminar shared the findings of most relevance to teachers and their work with low SES and other students. The findings were presented from the conceptual framework of 'bridging socio-cultural incongruity' (Devlin, 2011) rather than from a deficit perspective. The findings relate to enabling student contributions and choice, making expectations clear and accessible, scaffolding learning, effectively guiding student learning and reflecting on practice. Professor Marcia Devlin (University of Ballarat) presented this seminar to the Cockatoo Club at La Trobe University on 24 October 2014, sharing the findings of the recent Office of Teaching and Learning Project "Inclusive teaching for university students from low socioeconomic status backgrounds". For the full report visit www.lowses.edu.au