Marginalisation in Australia ULO 1. Demonstrate an appropriate understanding of academic integrity principles and apply academic writing, referencing and acknowledgement convention

Jamez

20 Sep 2025 • 4 min read

Marginalisation in Australia

ULO 1. Demonstrate an appropriate understanding of academic integrity principles and apply academic writing, referencing and acknowledgement conventions required for the discipline.
ULO 2. Demonstrate an understanding of the social determinants of health and illness using anthropological and sociological frameworks.
ULO 3. Analyse social and cultural influences upon the health of marginalised populations
ULO 4. Describe and apply the concepts of cultural security, cultural safety and cultural competence in health care contexts for wellbeing and empowerment within a person-centred framework.
ULO 5. Analyse the relationship between health and human rights in national and global contexts.

This assignment will provide students with an opportunity to understand the impact of marginalisation on vulnerable populations in Australia and to propose processes for ameliorating the effects of marginalisation on health and wellbeing. One of the challenges facing health professionals is providing health and social support to vulnerable groups, including those who are marginalised due to their identity, association and/ lifestyle. Marginalisation is the social process of being made marginal (being separated from the rest of society, occupying the fringes, and of lower social standing). Marginalisation, which is often the outcome of stigmatisation and discrimination, has a negative impact on health and the social determinants of health.

Choose from one of the following marginalised groups to focus your essay

People who are homeless
People who are transgender
People who are seeking asylum
People who are intersex
People who have been granted refugee status
People with intellectual impairment (e.g., Down syndrome – choose one form of intellectual impairment)
People in the prison system
People who are neurodiverse (e.g., Autism – choose one neurodiverse condition)
People with a physical disability (e.g., hearing, sight or mobility impaired – choose one only)
People with cognitive impairment (e.g., dementia – choose one type of cognitive impairment)

IMPORTANT - Before you Begin

Good academic research and writing conform with academic integrity standards. As a tertiary student, you should develop excellent research and writing skills as part of your degree. We encourage students to undertake their own research, using library databases and google scholar to demonstrate their developing understanding of the unit content and concepts. All documents submitted for assessment must be your original work and not work that you have previously submitted for assessment in another unit.

The use of artificial intelligence text generator (Gen-AI) software such as ChatGPT can only be used to generate ideas and to prompt further research in academic sources. Students who use Gen-AI must document how it was used (what tools and how they were used) and verify the accuracy of the outputs they use. The Gen-AI tool must be included in the reference list and a declaration of use of Gen-AI must be provided at the end of the reference list. An example of how to reference Gen-AI and a Declaration can be found at: https://uniskills.library.curtin.edu.au/referencing/apa7/other/#generative-artificial-intelligence-gen-ai. Only the Curtin library version of Grammarly is permitted for writing assistance/editing in this unit. You cannot use paraphrasing software including the online free version of Grammarly or Grammarly or Grammarly Pro. You must not use translation software to generate text for your assignment. For further information on the use of Gen-AI software see the Academic Integrity Website

Assessment Summary

Objective:
This assessment requires students to critically explore the impact of marginalisation on vulnerable populations in Australia. Students are expected to select one marginalised group and analyse the social, cultural, and health-related consequences of marginalisation while proposing processes to reduce its effects on health and wellbeing.

Key Requirements:

Selection of Marginalised Group: Choose one group from options such as people who are homeless, transgender, seeking asylum, intersex, refugees, people with intellectual or cognitive impairments, neurodiverse individuals, people with physical disabilities, or those in the prison system.
Application of Academic Principles: Demonstrate understanding of academic integrity, referencing, and writing conventions (ULO 1).
Social Determinants of Health: Analyse how social, economic, and cultural factors affect the chosen group’s health using anthropological and sociological frameworks (ULO 2 & 3).
Cultural Competence: Apply concepts of cultural safety, security, and competence to propose person-centred approaches for wellbeing and empowerment (ULO 4).
Human Rights Perspective: Examine the relationship between health and human rights in national and global contexts (ULO 5).
Original Research and AI Usage: Conduct independent research using scholarly sources and document any use of AI tools like ChatGPT with proper declaration.

Assessment Approach Guided by Academic Mentor

Step 1: Understanding the Requirements

The mentor first helped the student review the assessment task, focusing on the learning outcomes (ULOs) and the scope of marginalisation.
Emphasis was placed on identifying a suitable marginalised group and understanding the expectations for evidence-based academic writing.

Step 2: Research and Data Collection

The student was guided to use library databases, Google Scholar, and government/NGO reports to gather data about the chosen population.
The mentor instructed the student on critically analysing sources, avoiding plagiarism, and maintaining academic integrity.

Step 3: Structuring the Assignment

The mentor suggested a clear essay structure:
1. Introduction: Define marginalisation and introduce the selected group.
2. Impact Analysis: Examine social, cultural, and health impacts.
3. Cultural Competence Application: Discuss approaches to improve health outcomes and empower the group.
4. Human Rights Perspective: Link findings to national and global human rights issues.
5. Conclusion: Summarise key findings and propose amelioration strategies.

Step 4: Writing and Referencing

The student drafted each section, applying APA referencing conventions and including a Gen-AI declaration if applicable.
The mentor reviewed drafts, provided feedback on clarity, argument strength, and evidence integration.

Step 5: Final Outcome

A cohesive essay that addressed all learning outcomes: ULO 1–5.
Demonstrated academic integrity, thorough understanding of marginalisation, social determinants of health, cultural competence, and human rights.
Proposed practical, evidence-based strategies to improve health and wellbeing of the chosen marginalised population.

Learning Outcomes Achieved

ULO 1: Proper academic writing, referencing, and integrity.
ULO 2 & 3: Analysis of social determinants and cultural influences on health.
ULO 4: Application of cultural safety, security, and competence in healthcare.
ULO 5: Connection between health and human rights in broader contexts.

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