Further insight into social factors affecting access to and equity for low-SES students in higher education

Abstract

Purpose: This study goes beyond traditional research focusing on enrollment figures, financial aid, and student academic performance (GPA), aiming to explore how social factors influence access to and equity in higher education for students with low socio-economic status (SES) in Indonesia. Methods: Employing qualitative methods such as interviews and the snowball technique, this study delves into the firsthand experiences of six alumni who received financial assistance at a prominent university. Findings: The study sheds light on the significant roles of teachers, lecturers, and family members in providing emotional, informational, and practical support for equal access. Additionally, it unveils previously underestimated contributors like secondary school staff, student associations, scholarships, and local governments. Despite having motivation and guidance, a lack of information during the access phase can impede students with low SES from pursuing higher education. Conclusion: The journey towards higher education is shaped by a diverse range of support from family, teachers, peers, and university staff provided varied forms of emotional and instrumental support, with both positive and negative outcomes, including financial reservations. While in university, the support network shifted from family to peers, university staff, and RSAs, with lecturers playing a crucial role.