Enhancing Self-Disclosure of Equity Group Membership

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Background

Australia’s tertiary sector constitutes a diverse population in terms of age, background, socio-economic status, language, and other factors.

Students that are members of equity groups

(people from socio-economically disadvantaged backgrounds, Aboriginal and Torres Strait Islander people, women in non-traditional areas, people from Non-English speaking backgrounds, people living with disabilities, and people from rural and isolated areas) constitute a significant and growing population in Australia’s tertiary sector.

This study focuses on three equity groups in particular – Aboriginal and Torres Strait Islander students (Indigenous), students with a disability, and students from non-English speaking backgrounds.

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In 2015,

Among the 1,035,474 University Students

40, 281 students from non-English backgrounds

3.9% of the total university population

ABS 2016

27% of the total Australian population

60, 019 students living with a disability/disabilities

5.8% of the total university population

ABS 2016

18.5% of the total Australian population

15,585 Indigenous students

1.6% of the total university population

ABS 2016

3% of the total Australian population

Total equity focus population:

115,885 students

OR

11.3% of the total university population

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Why Disclose?

Why Disclose?

  Sw/Dis1

@studentwithdisability1

“They would like to be treated with respect and dignity, and do not want to be questioned as a liar or wanting a "free ride" if their disability is not very obvious.”

#notalldisabilitiesarevisible #respect
To access support or enter targeted programs
Be part of a community
Meeting peers
Recognition of identity

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Non-disclosure

Despite these benefits, our research indicates a significant proportion of these 
three groups choose not to disclose their equity status to their university:

•	9.7% of students living with a disability
•	13.6% of indigenous students
•	16.5% of students from non-English speaking backgrounds
This can result in these students not receive services and accommodations they 
are entitled to, and the university lacking essential information for program planning 
and resourcing.

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Why / Why not disclose?

  NESB    Dis    Ind

I do not know how to disclose this information

I do not know why I should disclose this information

The university does not need to know

Students do not wish to be 'labelled'

I am concerned about the confidentiality of this information I 
fear prejudice in my professional life after university if I
disclose

I fear prejudice in my university life if I disclose

I trust the university with this information

Disclosing status to the university benefits students

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Why / Why not disclose?

Disclosing status to the university benefits students
I do not know how to disclose this information
I trust the university with this information

I do not know why I should disclose this information
I fear prejudice in my university life if I disclose
The university does not need to know
I fear prejudice in my professional life after university if Idisclose
Students do not wish to be 'labelled'	I am concerned about the confidentiality of this information
Ind	Dis	NESB

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What does this all mean?
These results suggest that:

1.	Fear of ‘labelling’ is equally shared by the three focus groups.

2.	While it may challenge lay-assumptions about Indigenous people, this group 
reported the least fear of prejudice in their university and post-university life through 
disclosure.

3.	Indigenous students saw the least reason to disclose, and the highest doubts 
about the use of disclosing their identities to the university.

4.	Students with disabilities and NESB students placed equally high importance on 
the benefits for students of disclosing their equity status.

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‘Doing disclosure’

As a national study, this research is also concerned with how disclosure functions 
across universities in Australia.
Broadly, there are two ways students disclose equity status at Australian universities.
1.	Student self-disclosure during enrolment, and are ‘followed up’ by university 
equity services.
2.	Students enrol, and then self-disclose later through a separate channel, either a 
dedicated equity service (e.g. disabilities unit, Indigenous centre, language skills 
service).
One question emerging from this research is which system of self-disclosure is better, 
and what does better mean?

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Discussion

•	How do students disclose at your institution? What are 
the processes?

•	What are the barriers for disclosure?

•	How has your institution identified and approached these 
barriers?

•	What needs to be changed?

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Get involved!

Click here to do our student survey https://www.surveymonkey.com/r/D8YCBHY
Click here to do our staff survey https://www.surveymonkey.com/r/BM9W2F7 
Our Facebook group https://www.facebook.com/groups/1227313584050002/  

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Contact us

Senior Project Manager
Rita Kusevskis-Hayes
r.kusevskis-hayes@unsw.edu.au 
Senior Project Officer

Dr Colin Clark
c.clark@unsw.edu.au 
Research Officer

Matthew Wilkinson
m.wilkinson@unsw.edu.au