Understanding Cultural Identity and Support Needs in Higher Education Transitions

ACAP University: Assessment Requirements

4. Evidence-based supports or strategies that students can use
to manage the higher-education challenges effectively.

5. Evidence-based support that can be provided by those around the student
(e.g., family, friends, the educational institution, governments etc.)
to manage…

ACAP University: Assessment Instructions

1. What cultural identity have you selected and why.

2. The proportion of new higher-education students
   who share the cultural identity that you have selected.

3. Key challenges articulated in the literature
   that students with this cultural background/identity
   experience in higher education.

4. Evidence-based supports or strategies that students can use
   to manage the higher-education challenges…

 Assessment 1 Part B Details

Assessment 1 Part B

Assessment Details & Instructions

Why are you doing this assessment?
In Assessment 1 Part A, you reflected on your own experience in the

 Assessment Summary and Mentor-Guided Approach

Summary of the Assessment Requirements

Assessment 1 Part B at ACAP University requires students to complete a 1,200-word critical analysis focusing on how a selected cultural identity experiences the transition into higher education. Students must:

A. Select a Cultural Identity

• Clearly state which cultural identity has been chosen
  (e.g., Indigenous Australian, South Asian, Middle Eastern, CALD community, etc.)

• Explain why this identity was selected.

B. Provide Context and Representation

• Identify the proportion of new higher-education students in Australia who share this cultural identity.

• Use credible data from government, education, or research sources.

C. Analyse Challenges from Literature

• Summarise key barriers faced by this cultural group in Australian higher education.
  Examples include:
  language barriers, financial pressure, discrimination, low sense of belonging, social isolation, academic expectations, family responsibilities.

D. Provide Evidence-Based Student Strategies

• Present practical, research-supported strategies students can personally use to overcome those challenges
  (e.g., time-management tools, peer mentoring, academic skills support, cultural community support).

E. Provide Evidence-Based External Supports

• Discuss supports that others around the student can offer, including:
  family, peers, institutions, support services, community organisations, and government programs.

F. Demonstrate Critical Analysis

• Argue how these supports effectively address the challenges.

• Integrate scholarly sources and critical thinking.

How the Academic Mentor Guided the Student 

Understanding the Task

The mentor first helped the student break down the assessment instructions into simple parts.
The student was shown:

• What the question requires,

• How many sections to include,

• What each section must achieve,

• How marks are typically allocated.

This ensured the student clearly understood the purpose of the assessment: analysing cultural identity through evidence-based academic research.

Choosing the Cultural Identity

The mentor guided the student to select a cultural identity that:

• Has enough available academic literature,

• Has clear challenges documented in research,

• And connects meaningfully to the student's interest or background.

The mentor discussed multiple options and helped the student choose one supported by strong evidence.

Gathering Demographic Information

Next, the mentor showed the student:

• How to locate data from reliable sources (e.g., ABS, Universities Australia, government reports).

• How to identify the proportion of first-year students in this identity group.

This step ensured the student's analysis was grounded in factual, accurate context.

Reviewing Academic Literature

The student was guided on:

• How to search for peer-reviewed journals,

• How to identify key themes and recurring challenges,

• How to summarise these themes into clear paragraphs.

The mentor explained how to evaluate literature critically rather than simply describing it.

Identifying Evidence-Based Student Strategies

The mentor helped the student link specific strategies directly to the challenges identified.
Examples include:

• Seeking institutional support services,

• Engaging in cultural student associations,

• Using academic learning centres,

• Strengthening study-skills through structured programs.

The mentor emphasised that each strategy must be backed by credible evidence.

Identifying External Support Mechanisms

The mentor worked with the student to map out:

• Family support systems,

• Peer networks,

• Educator responsibilities,

• Institutional programs,

• Government initiatives supporting cultural diversity in education.

The student learned to connect these supports to real-world policies and frameworks.

Structuring the Critical Analysis

The mentor provided a clear essay structure:

• Introduction

• Background and demographic context

• Challenges in the literature

• Student-led strategies

• External support systems

• Conclusion

This ensured flow, coherence, and academic logic.

Refining Critical Thinking and Academic Voice

The mentor guided the student to:

• Evaluate effectiveness of strategies,

• Compare insights across literature,

• Identify gaps,

• Develop a strong analytical tone.

Students learned how to transform descriptive content into critical analysis, which is essential for higher-education academic writing.

Final Outcome and Achievement

By following the mentor’s structured guidance, the student successfully:

• Addressed every requirement of the assessment.

• Used accurate demographic data.

• Applied literature-supported analysis.

• Developed a coherent academic structure.

• Presented evidence-based strategies for both the student and external supporters.

• Demonstrated strong academic reasoning and critical thinking skills.

The final submission reflected a deep understanding of how cultural identity shapes student experiences in higher education and how targeted support can improve educational outcomes.

Learning Objectives Covered

Through this guided process, the student achieved the following learning objectives:

• Understanding cultural identity within educational contexts.

• Applying academic research to real-world educational challenges.

• Demonstrating critical analysis rather than simple description.

• Integrating evidence-based strategies from literature.

• Strengthening academic writing and structural skills.

• Developing awareness of student support systems in Australian higher education.

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