Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-05T12:41:59.477Z Has data issue: false hasContentIssue false
  • English
  • Français

Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

Published online by Cambridge University Press:  13 June 2018

Martin Nakata ,
Vicky Nakata ,
Andrew Day ,
Gregory Martin  and
Michael Peachey
Martin Nakata*
Affiliation:
Indigenous Education and Research Centre, James Cook University, Townsville, QLD 4811, Australia
Vicky Nakata
Affiliation:
The Cairns Institute, James Cook University, PO Box 6811, Cairns, QLD 4870, Australia
Andrew Day
Affiliation:
School of Psychology, Faculty of Health, Deakin University, Geelong, VIC 3220, Australia
Gregory Martin
Affiliation:
Teaching, Technologies and Innovation Support Unit, University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia
Michael Peachey
Affiliation:
Nura Gili Indigenous Programs Unit, University of New South Wales, Sydney, NSW 2052, Australia
*
address for correspondence: Martin Nakata, Indigenous Education and Research Centre, James Cook University, Townsville, QLD 4811, Australia. Email: [email protected]
Get access

Abstract

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

Keywords

Indigenous Australian undergraduateshigher educationtutoring
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 2 , December 2019 , pp. 119 - 128
Copyright
Copyright © The Author(s) 2018 

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

Behrendt, L., Larkin, S., Griew, R., & Kelly, P. (2012). Review of higher education access and outcomes for Aboriginal and Torres Strait Islander people: Final Report. Canberra: Australian Government.Google Scholar
Bourke, C., Burden, J., & Moore, S. (1996). Factors affecting the performance of Aboriginal and Torres Strait Islander students at Australian universities: A case study. Canberra: DETYA.Google Scholar
Brady, W. (2012). Indigenous student support in Australian universities. Commissioned research paper for the review of higher education access and outcomes for aboriginal and Torres Strait Islander people. Canberra: Department of Education and Training. Retrieved from https://docs.education.gov.au/node/36823.Google Scholar
Broad, J. (2006). Interpretations of independent learning in further education. Journal of Further and Higher Education, 30(02), 119–143.Google Scholar
Burke, P. J., Bennett, A., Burgess, C., Gray, K., & Southgate, E. (2016). Capability, belonging and equity in higher education: Developing inclusive approaches. Newcastle, NSW: Centre of Excellence for Equity in Higher Education, The University of Newcastle.Google Scholar
Department of Prime Minister and Cabinet. (2016). Indigenous student success programme. Canberra: Australian Government. Retrieved from https://www.dpmc.gov.au/indigenous-affairs/education/indigenous-support-programme.Google Scholar
DiGregrio, 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
DIISRTE (Department of Industry, Innovation, Science, Research and Tertiary Education). (2013). Indigenous education (targeted assistance act 2000: Program guidelines 2013. Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0004/699142/itas-policy.pdf.Google Scholar
Dresl, M., Schmitz, B., Schober, B., Spiel, C., Ziegler, A., Engelschalk, T., . . . Steuer, G. (2015). Competencies for successful self-regulated learning in higher education: Structural model and indications drawn from expert interviews. Studies in Higher Education, 40(3), 454–470.Google Scholar
Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London and New York: Routledge Falmer.Google Scholar
Field, R., Duffy, J., & Huggins, A. (2015). Teaching independent learning skills in the first year: A positive psychology strategy for promoting student well-being. Journal of Learning Design, 8(2), 1–10. Retrieved from https://www.jld.edu.au/article/download/238/238-570-1-PB.pdf.Google Scholar
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC senior fellowship program. Sydney, Australia: Australian Learning and Teaching Council. Retrieved from http://transitionpedagogy.com/wp-content/uploads/2014/05/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-09.pdf.Google Scholar
Kinnane, S., Wilks, J., Wilson, K., Hughes, T., & Thomas, S. (2014). Cant’ be what you can't see: The transition of Aboriginal and Torres Strait Islander students into higher education: Final report. Retrieved from http://www.nd.edu.au/__data/assets/pdf_file/0012/122322/SI11-2138-OLT-Final-Report-FINAL-Web.pdf.Google Scholar
Krause, K.-L. (2005). Serious thoughts about dropping out in first year: Trends, patterns and implications for higher education. Studies in Learning, Evaluation, Innovation and Development, 2(3), 55–68. Retrieved from http://sleid.cqu.edu.au.Google Scholar
Lamar, S., & Lodge, J. (2014). Making sense of how I learn: Metacognitive capital and the first year university students. The International Journal of the First Year in Higher Education, 5(1), 93–105.Google Scholar
Lawrence, J. (2002). The ‘deficit-discourse’ shift: university teachers and their role in helping first year students persevere and succeed in the new university culture. Proceedings of the 6th Pacific Rim First Year in Higher Education Conference: Changing Agendas: Te ao hurihu. Retrieved from http://fyhe.com.au/past_papers/abstracts02/LawrenceAbstract.htm.Google Scholar
McCombs, B.L., & Marzano, R.J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skills. Educational Psychologist, 25(1), 51–69.Google Scholar
Morgan, D. (2001). Indigenous education: Factors affecting students’ decisions to continue or withdraw from tertiary studies at Flinders University. International Education Journal, 2(4), 233–239. Retrieved from http://ehlt.flinders.edu.au/education/iej/articles/v2n4/MORGAN/PAPER.PDF.Google Scholar
Nakata, M. (2007). Disciplining the savages: Savaging the disciplines. Canberra: Aboriginal Studies Press.Google Scholar
Nakata, M., Nakata, V., & Chin, M. (2008). Approaches to the academic preparation and support of Australian Indigenous students for tertiary studies. The Australian Journal of Indigenous Education, 37(S1), 137–145.Google Scholar
O'Rourke, V. (2008). Invisible fences: Perceived institutional barriers to success for indigenous university students. Paper presented at the AARE Annual Conference, Brisbane, 2008.Google Scholar
Oliver, R., Rochecouste, J., & Grote, E. (2013). The transition of Aboriginal and Torres Strait Islander students into higher education. OLT Final Report. Sydney, Australia: OLT. Retrieved from http://www.olt.gov.au/project-transition-aboriginal-and-torres-strait-islander-students-higher-education-2011.Google Scholar
Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in student's self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.Google Scholar
Reeves, T.D., & Stich, A.E. (2011). Tackling suboptimal Bachelor's degree completion rates through training in self-regulated learning (SRL). Innovation Higher Education, 36, 3–17.Google Scholar
Rigney, L.-A. (1999) Internationalization of an Indigenous anti-colonial critique of research methodologies: a guide to Indigenist research methodology and its principles. Wicazo Sa Review, 14(2), 109–121.Google Scholar
Tinto, V. (2005). Reflections on retention and persistence: Institutional actions on behalf of student persistence. Studies in Learning, Evaluation and Development, 2(3), 89–97. Retrieved from https://my.cqu.edu.au/web/sleid.Google Scholar
Tinto, V. (2015). Through the eyes of students. Journal of College Student Retention: Research, Theory and Practice, 19(3), 254–269.Google Scholar
Whatman, S., McLaughlin, J., Willsteed, S., Tyhuis, A., & Beetson, S. (2008). Quality and efficacy of the Indigenous Tutorial Assistance Scheme (ITAS) for university students. The Australian Journal of Indigenous Education, 37(S1), 118–130.Google Scholar
Whitman, N.A. (1988). Peer teaching: to teach is to learn twice. ASHE-ERIC Higher Education. ERIC Clearinghouse on Higher Education, Washington DC.Google Scholar
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.Google Scholar