The research

This project investigates how the current economic and socio-political climate is influencing young people’s thoughts and plans about their post-school futures, generating rigorous evidence to inform higher education policy, social policy, and equity interventions. The study extends our Aspirations program of research to examine how the educational and occupational aspirations of young Australians have changed over the past decade. We compare existing datasets involving students in Years 3-12 (n ~8000) with follow-up surveys and interviews with a new cohort of students and teachers from a sub sample of secondary schools from the original study. The study is funded by the Department of Education and Workplace Relations and the Australian Centre for Student Equity and Success.​​

This project sought to engage the original participants from the Aspirations Longitudinal Study to investigate which students realised their childhood aspirations, for what higher education courses, and why, to determine how their school aspirations shaped their post-school destinations.

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Commencing in October 2020, we surveyed 52 and interviewed 21 participants from the original study who had left school prior to 2021. In the surveys and interviews, specific consideration was given to students from equity target groups and to the potential exacerbation of inequalities as a result of recent national crises, such as bushfires and COVID-19.

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The final report was submitted to the National Centre for Student Equity in Higher Education in October 2021.

The Aspirations Longitudinal Study is a significant research project which sought to provide comprehensive insight into the factors that shape the career and educational aspirations of Australian school students. The project attracted more than $1m in funding from the Australian Research Council and the NSW Department of Education and Communities (DEC).

A number of follow-up studies have drawn on the data collected for the Aspirations Longitudinal Study to further understand student aspirations. These are detailed below.

This project investigated the impact of local communities on school students’ aspirations for higher education. Drawing on multiple datasets involving students in Years 3–12 and augmented by rich, detailed case studies, the researchers explored the role of communities in shaping post-school aspirations among students from targeted equity groups. By foregrounding the role of communities in shaping student aspirations, including variance within and between communities, the project contributed to building the evidence base for equity policy and practice. This project was funded by the National Centre for Student Equity in Higher Education (NCSEHE).

This project sought to better understand the decision-making processes surrounding girls’ participation in mathematics and to identify any factors that encourage or discourage interested girls from participating in high level mathematics. This research project was commissioned by John Bowers to honour the memory of his late wife Margaret, a dedicated teacher of mathematics to girls.

This project addressed low socioeconomic status student under-representation in higher education, particularly in high-status degrees. Data from surveys and focus groups were mapped to indicate the specific occupational interests and educational aspirations of school students from Years 3–12 to inform targeted university outreach activities. The project was funded by the Australian Department of Education of Education and Training through the Higher Education Participation and Partnerships Program (HEPPP).

This project explored the educational intentions and occupational interests of Indigenous school students from Years 3–12 as well as their understanding of the path from school to higher education. Quantitative and qualitative analysis of data from the Aspirations Longitudinal Study, focus groups and interviews, indicated major enablers and barriers to higher education achievement that were identified by Indigenous students, their parents and teachers. The project was funded by the Australian Department of Education of Education and Training through the Higher Education Participation and Partnerships Program (HEPPP).

Locating Aspirations examined the educational and career aspirations of regional and remote students from low socioeconomic status backgrounds. Existing longitudinal data were combined with additional quantitative and qualitative data collected through surveys of, and interviews with, students, teachers and parents. The project produced robust evidence on regional and remote student aspirations, demonstrating how heterogeneity within areas and communities provides varying experiences and shapes diverse aspirations. The project was funded by the Australian Department of Education of Education and Training through the Higher Education Participation and Partnerships Program (HEPPP).

The project investigated the impact of school teachers and other educators on the aspirations of higher education of students in Years 3-12. A second objective was to test the idea that under-representation of students from low SES backgrounds and other disadvantaged groups in universities may in part be a function of the explicit and implicit guidance students receive from teachers. The project was funded by the Australian Department of Education and Training through the Higher Education Participation and Partnerships Program (HEPPP).

Choosing VET investigated the post-school aspirations of NSW primary and secondary school students. It explored when VET begins to feature in students’ thinking about their futures, the kinds of students who think about VET, and under what conditions. The study informs how teachers, schools and VET providers might enrich the information available to students and their parents/carers and address current gaps and misunderstandings in students’ knowledge about VET. This project was funded by the National Centre for Vocational Education Research.

Choosing university sought to identify factors associated with schools and schooling that impact on students’ aspirations to attend university. The aim was to better understand barriers and enabling conditions over which schools have some control in order to provide insight into possible ways of improving the higher education participation and success of low socioeconomic status (SES) and other marginalised students. This project was funded by the National Centre for Student Equity in Higher Education (NCSEHE).