How Can Universities Encourage Self-Disclosure by Equity Students?

Abstract

This paper extends upon a previous study into reasons behind student non-disclosure of equity status (Clark, Kusevskis-Hayes & Wilkinson, 2018). Based on findings from this previous study, this paper proposes good practice guidelines for universities to encourage self-disclosure by students in equity cohorts—Indigenous students, students with disabilities and those from non-English-speaking backgrounds (NESB). The previously published 12-month study, reporting on an equity staff survey on the subject of current university practices and student motivations for disclosure and reasons for concealing equity status, revealed that the primary reasons for disclosure versus non-disclosure varied between these three groups. Indigenous students were influenced by pride in identity versus popular perceptions of special treatment and may perceive Indigenous programs as primarily intended to achieve bureaucratic goals and meet “diversity” targets (Sullivan, 2008). Students with disabilities appreciated adjustments, but often waited until a crisis moment before seeking help. We advocate removal of barriers rather than a ‘medical model’ of support (Shakespeare and Watson, 2002). NESB students were least likely to disclose, because in many cases disclosure was not necessary to receive assistance, or no targeted assistance was available despite the apparent frustration of teaching staff (Fildes et al. 2010). The guidelines urge universities to adopt inclusive practices to reduce the need for self-disclosure, and to define equity groups in a practical and understandable way. Universities should educate staff and students to improve understanding of equity groups. Where disclosure is necessary, universities should offer options for levels of disclosure so students can retain control of their data. They should explain equity programs and services with clear guidelines for benefits and preserving confidentiality. Finally, they should explain the need for disclosure and allow noncommittal responses during enrolment, with later follow up.