Assessing disadvantaged student confidence in learning: a case of enabling pathway programs

The widening participation policies have increased the access and opportunity for many diverse groups of students in higher education. In recent years there has been an increased participation of underprivileged students in higher education. This paper is based on a study undertaken in an Australian University with students who have embarked on enabling or preparatory programs to access undergraduate studies in various disciplines. It assesses student self-confidence in undertaking science courses in the Open Foundation program over a two year period. The study uses the 'third person effect' to show that students in enabling or preparatory programs are less confident to undertake course requirements compared to their rating of a third person. The paper argues the need to build student confidence and raise aspirations in early stages of study to optimise student engagement, retention and success.