barriers include such things as the hidden curriculum, poverty, location, sexism, a ‘one size fits all approach’, and lower expectations of student outcomes (Considine, et al, 2005 p. 11; Teese, 2000).
These structural barriers also encompass economic and social agendas. Similar to Preece’s (2001), approach, Considine et al’s (2005) idea of economic outcomes focus on labour markets and economic benefits. The social outcomes agenda focuses more on ‘broader social goals’ which may encompass economic…
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