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While there has been a sustained focus on widening participation in higher education internationally, there are few empirical accounts of the experiences and perceptions of ‘equity’ students in STEM subjects, and even less that examines this in the elite university context. Reporting from the Australian higher education context, this article outlines findings from an exploratory, mixed-method study of students enrolled in a Science Faculty in a ‘prestigious’ research-intensive university. The study involved a faculty-wide survey of students, collecting demographic data and perceptions of equity, and follow-up focus groups focusing on students’ perceptions of equity and their experiences of studying STEM in the elite context. The findings provide new insights into the composition of the Science student cohort and their lived experiences of feeling like outsiders in the elite context. This article reflects on how structural barriers, institutional assumptions, navigational experiences and staff engagement impact on equity students’ engagement and sense of belonging. We argue that supports must be visible, accessible and targeted, rather than limited to centralised services. We conclude by foregrounding the perceived importance of ‘care’ from Faculty staff and argue for more Faculty-embedded supports if we are to create a more diverse STEM student cohort and workforce.

Equity and STEM in elite contexts: challenging institutional assumptions and critiquing student support