Renegotiating the narrative: EQ students’ attitudes and engagement in relation to the language of the Socioeconomic Equity ‘EQ’ Project and inequity
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Other Title
Authors
Rangi, Ana
Author ORCID Profiles (clickable)
Degree
Master of Professional Practice
Grantor
Otago Polytechnic | Te Pūkenga - NZ Institute of Skills and Technology
Date
2023
Supervisors
Forbes, Alexa
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
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
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
ANZSRC Field of Research Code (2020)
Citation
Rangi, A. (2023). Renegotiating the narrative: EQ students’ attitudes and engagement in relation to the language of the Socioeconomic Equity ‘EQ’ Project and inequity (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Professional Practice). Otago Polytechnic | Te Pūkenga - New Zealand Institute of Skills and Technology https://doi.org/10.34074/thes.6103
Abstract
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.
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DOI
https://doi.org/10.34074/thes.6103
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Attribution-NonCommercial-NoDerivatives 4.0 International