Socio-economic status and rurality as scholastic mortality: Exploring failure at mathematics

Within the Australian context, some students are more at risk of failing at mathematics than others. Australia performs poorly in terms of equity outcomes in mathematics. This paper explores two significant social contexts â€Â' low socio-economic status and rurality â€Â' two characteristics where students have traditionally performed poorly in mathematics. The first of two key foci of the paper is the extent to which social backgrounds constrain mathematics outcomes. The second focus draws on a range of literatures to explore the variables that may contribute to this systemic failure. We frame the project using Pierre Bourdieu’s theoretical ideas. Together, these two foci provide us with a rationale for more detailed work to be undertaken to explore the extent and impact of variables in these two contexts. This work forms the basis for a three-year project in which we explore pedagogies associated with these outcomes.