“Private School Culture”: Life as a Low Income Student at ANU

By Eduardo Caceres-Sandoval

Higher education is often touted as the meritocratic pathway through which one can transcend their starting socio-economic position. At ANU, however, the opposite appears to be true. 

In 2022, there were only 211 low SES students at ANU (3.4 percent of the overall cohort), significantly lower than the national average of 16.22 percent. With a disproportionately high number of students from wealthy backgrounds, ANU appears as an indicator of social stratification in Australia, not its solution. Moving costs, persistent rent increases in student accommodation and inflation have all played a role in the low attendance of students from low socio-economic backgrounds. 

However, life at ANU also presents a unique challenge to students from low-income backgrounds: its culture. 

In online forums like ANU Confessions, many students describe a disconnect that exists in the student body, between privately educated students and those from low income backgrounds. In one post which garnered over 151 reactions as of June 6th 2021, a student says:

“1st Year: Imposter Syndrome… why do they all already know each other from Sydney… 2nd year: you have to work twice as hard as everyone else… [no] family networks.”

In interviews with students, Observer found common issues cited were youth allowance failing to cover rental expenses, clashes between work and study schedules as well as poor mental health arising from stress.

After garnering significant attention on Confessions, the “ANU 4%” group was formed in April. Self-described as a “place to ask questions without judgement, complain about the rampant classism at ANU, make friends and create events”, the group can be considered as one of the first student-led attempts to ameliorate this issue. 

According to one admin of the 4% group, the impact of a disproportionate student body has led to the creation of an “echo chamber” within ANU’s student culture.

“It’s the most bizarre culture I’ve ever experienced in any tertiary environment… [it’s] insular… there are not many avenues for kids from lower socio-economic classes to come here.” 

Navigating social dynamics and interactions with peers from higher socioeconomic backgrounds received mixed responses from students interviewed. One student, Maxine Eayrs, describing it in damning terms:

“My solution is often that I just choose not to talk to wealthy out-of-touch students” they stated.

”I’ve never met a rich male student I’ve wanted to hang out with a second time… they’re usually racist or homophobic or misogynistic, often all three.”

Jemma Rule, the 2nd admin of ANU 4%, spoke more optimistically regarding social dynamics:

“It’s definitely manageable… just a natural part of how things are… It’s when people are making very blunt statements or generalisations on issues.”

As for merit-based academic scholarships, they were described by students interviewed as difficult to attain unless you’re privileged enough for full-time study to be affordable. One student stated, “Working means you have less time to study, and your grades take a hit.” this causes concern for students as they “might not hit those HDs.”

This sentiment was also reflected in criticism of ANU’s Tuckwell Scholarship Program, which some students described as largely composed of students from elite private schools across Australia. One student interviewed saying:

“Tuckwell scholarships, they’re for the cream of the crop… they don’t really do anything to support anybody who isn’t from an already extremely privileged background”. 

With the introduction of the ANU Changing Futures and Bright Horizons Scholarships in 2024, awarding $8000 to $28,000 per annum specifically for low SES students, regional students and others facing prohibitive hardship to study at ANU, hopes of a more rounded student body at ANU have increased. One admin of the 4% group spoke upon the necessity of this: 

“Changing the culture… you need to make the population of the Uni to be more rounded… not just for students from rural areas, but those from low SES backgrounds.”

In the meantime, affected students say advocating for a better experience is difficult. Problems cited include being underrepresented within ANUSA, a lack of time, and apathy. 

“When you’re from a lower SES you lack the time for advocacy, you don’t really get a seat at the table… the priority is surviving, getting by”.

Disclaimer: 

While this article provides extensive detail into macro issues plaguing low-income student life at ANU, it is by no means a complete picture of the day-to-day experience. 

Graphics by: Luc Mattiske

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