Renegotiating the narrative: EQ students’ attitudes and engagement in relation to the language of the Socioeconomic Equity ‘EQ’ Project and inequity

The Socioeconomic Equity (EQ) Project is a comprehensive programme of support for students from decile 1-3 secondary schools in Health Sciences at the University of Otago. It is underpinned by Māori values and was established in 2019 to increase the number of students from lower socioeconomic communities progressing through health professional study and ultimately into the health workforce. Students from lower socioeconomic backgrounds and/or low decile schools are significantly underrepresented in tertiary study. They are more likely to experience socioeconomic and educational disadvantage, be the first in family to enter university study, and have English as an additional language. A student’s school decile does not reflect individual socioeconomic status but those who attend low decile schools have lived awareness and understanding of the diverse challenges of these communities. Socioeconomic status, inequality and inequity are sensitive and subjective topics to engage with but engagement is essential — for EQ student outcomes and funding, but also to actively effect change to broad and systemic societal inequity. Acknowledgement of socioeconomic disadvantage and discrimination in policy and practice reflects the University’s commitment to equity through health professional graduates that represent, and are more responsive to, the communities they serve. This research examines how we talk about inequity, acknowledge unfair advantage, and authentically address its outcomes as a community. It explores how we frame our desire for a ‘fair society’ despite increasing disparity and wide-ranging inequity. This research project specifically explores how we address inequity within a tertiary education context, through the narratives of students from decile 1-3 secondary schools supported by the EQ Project in their health sciences study at the University of Otago. It investigates EQ students’ attitudes and engagement in relation to the language of the EQ Project and inequity — the current ‘EQ narrative’ as EQ students experience it. It aims to challenge existing assumptions of language and cultural appropriateness by premising the lived knowledge of EQ students within a new co-constructed ‘renegotiated narrative’ of communication and engagement.

Name thesis:degree_name

Master of Professional Practice

Level thesis:degree_level

Masters

Grantor

Otago Polytechnic | Te Pūkenga - NZ Institute of Skills and Technology

Year dc:date.issued

2023

Author dc:creator

• Rangi, Ana

• Otago University
• Otago (N.Z.)
• New Zealand
• Aotearoa
• health education
• tertiary education
• Māori students
• language and education
• student feedback
• culturally inclusive pedagogy
• equity of participation
• Māori values and protocols
• student engagement
• school to work transition
• health professionals
• education policy
• narratives

Statement dc:rights

• Attribution-NonCommercial-NoDerivatives 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by-nc-nd/4.0/

Language dc:language.iso

en

DOI

https://doi.org/10.34074/thes.6103

OAI identifier oai:identifier

oai:researchbank.ac.nz:10652/6103