Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-24T01:51:27.251Z Has data issue: false hasContentIssue false
  • English
  • Français

Bridging the Gap: Identifying Needs and Aspirations of Indigenous Students to Facilitate their Entry into University

Published online by Cambridge University Press:  22 July 2015

Delwar Hossain ,
Don Gorman ,
John Williams-Mozely  and
Darlene Garvey
Delwar Hossain
Affiliation:
Centre for Rural and Remote Area Health, University of Southern Queensland, West St, Toowoomba, Queensland, 4350, Australia
Don Gorman
Affiliation:
Centre for Rural and Remote Area Health, University of Southern Queensland, West St, Toowoomba, Queensland, 4350, Australia
John Williams-Mozely
Affiliation:
Centre for Australian Indigenous Knowledges, University of Southern Queensland, West St, Toowoomba, Queensland, 4350, Australia
Darlene Garvey
Affiliation:
Centre for Australian Indigenous Knowledges, University of Southern Queensland, West St, Toowoomba, Queensland, 4350, Australia
Get access

Abstract

The negative trend of enrolment of Indigenous students into tertiary study indicates gaps between their current achievement and knowledge levels and university requirements for admission. This study was designed to determine the perceived needs, attitudes and knowledge of Indigenous secondary school students when considering admission to university; investigate remedial strategies in order to make university a more attractive choice for Indigenous students; and ascertain the types of assistance and support the Indigenous students would like to receive in order to meet the enrolment requirements as well as completion of study at university.

Focus groups were conducted with 50 Indigenous students in Years 10 to 12 within the Toowoomba District and surveys conducted with 30 first year Indigenous undergraduate and Indigenous Higher Education Pathways Program (IHEPP) students at the University of Southern Queensland.

The findings of the research illustrated that the school students were not aware of the IHEPP and university programs. Scholarships and bursaries need to be developed and publicised. Tutorial assistance and learning support (e.g., assignment preparation, multicultural activities, childcare facilities, group accommodation) needs to be promoted. Furthermore, there is a need for the university to establish and maintain relationships with local Indigenous communities and understand the “cultural dimension” impacting on Indigenous students and their families.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 37 , Issue 1 , 2008 , pp. 9 - 17
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alloway, N., Gilbert, P., Gilbert, R., & Muspratt, S. (2004). Factors impacting on student aspirations and expectations in regional Australia. Retrieved 15 November, 2007, from www.dest.gov.au/highered/eippubs/eip04_1/eip_04_01.pdf.Google Scholar
Borg, W. R. (1981). Applying educational research: A practical guide for teachers. New York, NY: Longman.Google Scholar
Bourke, C., Burden, J., & Moore, S. (1996). Factors affecting performance of Aboriginal and Torres Strait Islander students at Australian universities: a case study. Canberra, ACT: Australian Government Publishing Service.Google Scholar
Clausen, J. A., & Ford, R. N. (1947). Controlling bias in mail questionnaires. Journal of the American Statistical Association, 42, 497–511.Google Scholar
Craven, R., & Marsh, H. (2004). Indigenous secondary students' aspirations, self-concepts and barriers to achieving their aspirations. Australian Journal of Guidance and Counselling, 14(1), 16–33.Google Scholar
Craven, R., Tucker, A., Munns, G., Hinkley, J., Marsh, H., & Simpson, K. (2005). Indigenous students' aspirations: Dreams, perceptions and realities. Canberra, ACT: Department of Education, Science and Training.Google Scholar
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrik, 16, 297–334.Google Scholar
Crump, D. (2001). Issues in Indigenous educational and vocational counselling. Australian Journal of Career Development, 10(5), 20–24.Google Scholar
DiGregorio, K., Farrington, S., & Page, S. (2000). Listening to our students: understanding the factors that affect Aboriginal and Torres Strait Islander Students' academic success. Higher Education Research and Development, 19(3), 297–309.Google Scholar
Eltchelebi, W. (1999). Tertiary success for the Aboriginal student: Thenumerous factors impacting on the dream. Melbourne, VIC: La Trobe University.Google Scholar
Farrington, S., DiGregorio, K., & Page, S. (1999, December). The things that matter: Understanding the factors that affect the participation and retention of Indigenous students in the Cadigal program at the faculty of health sciences, University of Sydney. Paper presented at the 1999 Annual Conference of the Australian Association for Research in Education, Melbourne, Victoria, Australia.Google Scholar
Ferrier, F., & Heagney, M. (1999). Re-thinking equity for students at Monash University. Melbourne, VIC: Monash University ACER Centre for the Economics of Education and Training.Google Scholar
Hossain, D. (1992). Attitudes of agriscience teachers in Michigan toward internationalizing Agricultural Education Program. Unpublished PhD thesis, Michigan State University East Lansing.Google Scholar
James, R. (2002). Socioeconomic background and higher education participation: An analysis of school students' aspirations and expectations. Retrieved 15 November, 2007, from www.dest.gov.au/archive/highered/eippubs/eip02_5.pdf.Google Scholar
Kippen, S., Ward, B., & Warren, L. (2006). Enhancing Indigenous participation in higher education health courses in rural Victoria. The Australian Journal of Indigenous Education, 35, 1–10.Google Scholar
McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T., & Price, K. (2000). What works? Explorations in improving outcomes for Indigenous students. Canberra, ACT: Commonwealth Department of Education Training and Youth Affairs.Google Scholar
Miller, C. (2005). Aspects of training that meet Indigenous Australians' aspirations: A systematic review of research. Retrieved 14 November, 2007, from http://www.ncver.edu.au.Google Scholar
Monash University-ACER Centre for the Economics of Education and Training. (2006). A review of higher education equity research in Australia 2000-2005. Melbourne, VIC: Monash University.Google Scholar
Newman, S. W. (1962). Differences between early and late respondents to a survey. Journal of Advertising Research, 2 (2), 37–39.Google Scholar
Santos, J. R. A. (1999). Cronbach's Alpha: A tool for assessing the reliability os scales. Journal of Extension, 37 (2). Retrieved 15 November, 2007, from http://www.joe.org/joe/1999april/tt3.html.Google Scholar
Sonn, C., Bishop, B., & Humphries, R. (2000). Encounters with the dominant culture: Voices of Indigenous students in mainstream higher education. Australian Psychologist, 35(2), 128–135.Google Scholar
University of Southern Queensland (USQ). (2007). Students admission. Toowoomba, QLD: University of Southern Queensland.Google Scholar