Forging strengths-based education with non-traditional students in higher education

Bonnie Pang, Robyne Garrett, Alison Wrench, James Perrett

Research output: Contribution to journalArticlepeer-review

7 Citations (SciVal)


Widening access to higher education is a key aspiration of Australian educational policy. Drawing on a sample of non-traditional undergraduate Health and Physical Education (HPE) students, this study argues that an inclusive curriculum recognises and builds on the resources represented by students from various socio-cultural backgrounds. Aligned with a strengths-based approach, this paper draws on Yosso’s notion of community cultural wealth to explore the perceptions of 11 non-traditional students from an undergraduate HPE program regarding the resources they brought to higher education. Findings suggest a need to move beyond a traditional deficit approach and promote students’ engagement and capital building in their higher education experiences. Implications for an inclusive curriculum with regard to the use of a strengths-based learning and teaching strategies for non-traditional HPE university students are also discussed.

Original languageEnglish
Pages (from-to)174-188
Number of pages15
JournalCurriculum Studies in Health and Physical Education
Issue number2
Early online date4 Mar 2018
Publication statusPublished - 31 Dec 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Australian Council for Health, Physical Education and Recreation.

Copyright 2019 Elsevier B.V., All rights reserved.


  • community cultural wealth
  • diversity
  • health and physical education
  • Higher education
  • strengths-based approach

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation


Dive into the research topics of 'Forging strengths-based education with non-traditional students in higher education'. Together they form a unique fingerprint.

Cite this