Learning experience of students from low-income families

Abstract

This paper examines, in a preliminary fashion, how the learning experiences of students from The Smith Family’s Learning for Life (LFL) program compare with those of other students from low socioeconomic backgrounds. The analysis reported here is based on data from a survey of 462 Year 11 LFL students conducted in 2001. The LFL program provides financial and educational support to disadvantaged families and their children. It aims to help students take part in mainstream school activities, such as excursions and school electives, so that their opportunities to participate more fully in the life of the school is enhanced (see Zappalà & Parker 2000). A key objective of LFL is to improve the ‘life opportunities and self-esteem’ of students from financially disadvantaged backgrounds so that ‘they will have a better chance of not falling into a cycle of disadvantage’ (Smyth, Zappalà & Considine 2002a:1).