Native Students Research Articles

Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach

Researchers have noted a persistent decline in Australian students’ participation in senior science in secondary school (Year 12). Aboriginal and Torres Strait Islander (Indigenous) students are significantly less likely to continue with science, in part because western science and the present science curriculum have ignored and delegitimized Indigenous knowledges and cultures as “unempirical.” Moreover, Indigenous students who sit at multiple marginalized science identities (i.e., girls, low socio-economic background) may be less likely to continue with science. Drawing on expectancy value theory and considering intersectional identity, this study examined the extent to which Indigenous students’ science self-efficacy, intrinsic value, and utility value predicted their Y12 science enrolment and science subject selection, and if these associations were moderated by gender or socio-economic status. Multi-class logistic regression and multi-group path analysis were conducted with n = 334 Indigenous students and n = 2,801 non-Indigenous students. Utility value predicted Y12 participation and self-efficacy predicted science subject selection for Indigenous students. Socio-economic status was a significant moderator. Findings suggest that particular attention should be paid to these factors to better support Indigenous students in science.

Enhancing student agency in the primary music classroom through culturally responsive practice

In Aotearoa New Zealand and Australia work is ongoing to upskill teachers in culturally responsive practice as a way of addressing inequalities for Māori and Aboriginal students (Macfarlane, 2004; Morrison et al., 2019). Through supplementary materials to the New Zealand Curriculum, such as Tātaiako and The Hikairo Schema (New Zealand Ministry of Education & New Zealand Teachers Council, 2011; Rātima et al., 2020), cultural competencies and culturally responsive teaching and learning practices have been schematised. Internationally, student agency has been theorised in the context of addressing inequities in learning outcomes (Toshalis & Nakkula, 2012). Many of the teaching practices embedded in active music-making approaches, such as Orff and Kodály, are characteristically agentic. However, for a number of reasons, specialist teachers in primary schools may be isolated from current educational philosophical trends and imperatives. Drawing on the literatures of culturally responsive practice and student agency, this article identifies themes that resonate with and potentially enhance active music-making in the classroom. Based on years of practice as a classroom teacher and my current role as an Orff-trained primary music specialist, I offer examples of ways music teachers can enhance student agency informed by cultural competencies. These include approaches to group and individual tasks, cross-curricular creative projects, sourcing and curating content and integrating digital learning.

The effects of mass migration on the academic performance of native students. Evidence from Chile

Using longitudinal data and a Difference-in-Difference approach, this paper examines how the mass inflow of Venezuelan (who speak Spanish as the natives) and non-Spanish-speaking (mainly Haitians) migrants to Chile has influenced the learning outcomes of native students, specifically the 6th graders in 2018. The evidence shows a decrease on standardized test scores, especially for male students (−0.072SD in Reading, −0.06SD in Math). Said effects are considerably greater in Reading when examining the migration of non-Spanish speakers (−0.099SD). When the shock is motivated by Venezuelan students, a decrease in Mathematics/Reading are observed in both male (−0.56SD/−0.067SD) and female students (−0.04SD/−0.035SD). Two hypotheses that may account for these effects are evaluated. First, a lack of human and financial resources to address these new educational demands. Second, native flight from public to private schools, especially involving higher SES or higher performance students. Results indicate that only the first hypothesis may account for the possible underlying mechanisms.

Aiming too high or scoring too low? Heterogeneous immigrant–native gaps in upper secondary enrollment and outcomes beyond the transition in France

Abstract The children of immigrants usually make more ambitious enrolment choices than native students with comparable socioeconomic status and academic achievement. Less is known about how ethnic choice effects vary by socioeconomic status and previous achievement simultaneously, and whether they only hold true for some immigrant–native comparisons. Moreover, few studies investigate outcomes after the educational transition, so the consequences of ambitious choices remain unclear. I investigate immigrant–native gaps in the decision to enroll in academic upper secondary education and in outcomes after the transition for two cohorts of French students. I find that ethnic choice effects are positive only for students with an intermediate or working class background, and are largest for those with lower to middle achievement from the working class. Migrant disadvantages in outcomes after the transition were reduced between cohorts. In the latest cohort, immigrant-origin and native students enrolled in academic upper secondary were equally likely to complete the track and enroll in tertiary education. However, immigrant-origin students were still disadvantaged in terms of graduation track, grades, and timing. Using counterfactual reweighting strategies, I show that similar and substantial portions of these disadvantages were explained by the ambitious academic choices and lower prior performance of immigrant-origin students. However, while their ambitious choices also increase enrolment rates and hence overall attainment for immigrant-origin students, their lower prior performance reduces both. I suggest that policies should reduce immigrant disadvantages in early achievement to allow high-aspiring, yet often disadvantaged, immigrant-origin students to succeed in ambitious educational paths.

Growing Indigenous graduates in the health professions: a case study in decentralised student selection and engagement

ABSTRACT This case study research, informed by an Indigenous Research Paradigm, sought to ascertain the impact of a university’s decentralised health faculty Aboriginal engagement program. It involved analysis of health faculty and other faculties’ 2016–2020 student commencement, enrolment, completion, and retention data. The health faculty was more likely to have Aboriginal commencements in 2017 and 2018 due to a more equitable student selection process focused on applicant success factors and inclusive of Aboriginal epistemology. Other faculties’ Aboriginal commencement improved when a similar process was adopted. Excepting 2018, the health faculty was more likely to have Aboriginal completions and from 2017 onwards, Aboriginal enrolments. An increasing faculty retention pattern existed likely relating to earlier student engagement and planning. The decentralised model, led by Aboriginal people and supported by faculty and university, also provided processes for Aboriginal students, to crucially be, belong, and further grow as, Aboriginal people. With this presumably better positioning of graduates’ standpoints as Aboriginal health professionals to engage with healthcare cultural safety. This is important as health professions education is predominantly conceived by colonial paradigms which can promote assimilation. Despite improvements, inequities remained. Higher education should aim to graduate as many Aboriginal health professional graduates as possible to address healthcare inequities.

Augmented Reality sebagai Media Pembelajaran Interaktif 3D untuk Meningkatkan Motivasi Belajar Siswa Digital Native

This best practice aims to describe the use of Augmented Reality (AR) as a 3D interactive learning media that has an impact on increasing the learning motivation of digital native students. AR is a technology that can integrate the dimensions of the virtual world with the real world that can be displayed in real time. AR is implemented to convey the earth's material as a planet class X IPS 1 and X IPS 2 at SMA N 2 Wates. The method in writing this best practice uses a qualitative descriptive approach, with the stages in this best practice activity consisting of the preparation stage, implementation stage and evaluation stage. The author gives a questionnaire to students related to the evaluation of the use of AR which is then analyzed and used as the basis for determining conclusions. Based on the results of the questionnaire, it is known that there is an increase in students' learning motivation in participating in geography learning using AR as a 3D interactive learning medium, from before there were no students who had high motivation, after using AR as a medium 65% of students had very high motivation. In addition, students who have high motivation before using AR are only 3% to 23% of students, using five indicators of student learning motivation assessment, namely the desire to succeed, awareness in learning, persevering in completing assignments, never giving up when facing difficulties, interest in learning. in study. Based on these indicators, it is known that students' learning motivation has increased after using AR. Thus, it can be concluded that AR as a 3D interactive media can increase the learning motivation of digital native students.

A Study on the Use of Hedges in English Writing of College Students at Different Levels

This paper explored features of hedges in college students’ English writing at different language levels and their differences from native students’ writing. The 2000 writing texts by students from 3 key universities and 8 ordinary universities in Chongqing and Sichuan Province were offered by China Wordnet Company who initiated English writing campaign in 2016. The result showed that compared with native students, students from key and ordinary universities used more hedges, relied on a narrow range of hedges and offered stronger commitments to statements. Language level did not play a decisive role in these aspects.

A Case Study: Digital Immigrant Classroom Teachers Opinions on Educational Technology

A digital immigrant is a person who was born in the year 1980 and before, and later became involved in the digital world. The use of rapidly developing technology in all areas of life, as well as in the field of education, has become inevitable. Today, all classroom teachers are responsible for the education of digital native students born in the age of technology. In this context, it is expected that teachers will also have the skills of using educational technologies. It is extremely important for teachers to have the skills to use technology so that they can provide the needs of their digital native students. This study examines the views of digital immigrant classroom teachers on the use of educational technologies. This study aims to make an assessment in accordance with the views of digital immigrant classroom teachers on the use of educational technologies. In the study conducted in a qualitative pattern, a semi-structured interview form was used as a data collection tool. The study group of the study consists of 34 digital immigrant classroom teachers working in 29 primary schools affiliated to the National Education Directorates of the central district of Çanakkale province. According to the findings obtained, digital immigrant classroom teachers are trying to cathing the difference between when they started their job and the technology used today, but they are having difficulty in this, the material and content for their lessons preparing the teacher's reasons for engaging and convenience using the internet, computer, mobile phone and internet use as they see they see the source of the often harmful and textbooks suffice results have been achieved.

CABARAN PENDIDIKAN PELAJAR BUMIPUTERA LUAR BANDAR DI SABAH SELEPAS MERDEKA

This article will discuss the educational challenges for native rural students in Sabah. In this era of globalization, the advancement of education has become one of the main foundations in the development of the country. The development of the education system is an investment that can not only ensure the prosperity of the country but also produce knowledgeable and highly skilled human capital in the future. Sabah is one of the states that is famous for the uniqueness of its native community consisting of various ethnicities and cultures. In this state, development in the field of education always gets the attention of the government, leaders and the local community. However, development efforts in the field of education is not easy because there are challenges that need to be faced. Therefore, the discussion in this article is focused on identifying the challenges that hinder the educational development of native students living in rural areas after Sabah achieved independence in 1963. This article uses a qualitative analysis approach, archival research methods and library research. analyzing various primary and secondary sources such as The Annual Summary Report of The Education Dept. 1962, North Borneo Annual Report 1952, newspapers, books and articles to obtain sources of study information. The findings of this study produce an analysis that can be used as a reference to improve or formulate new policies to further enhance the educational development of native rural students in Sabah.

Host countries’ brain drain and brain gain: study migrants’ negative effects on native students’ education

Host countries’ brain drain and brain gain: study migrants’ negative effects on native students’ education

A Qualitative Review of Barriers and Facilitators Identified While Implementing the Native Students Together Against Negative Decisions Curriculum in a Multisite Dissemination and Implementation Study.

We conducted qualitative, semi-structured interviews with 44 Native STAND educators from 48 sites throughout the United States. We used a modified grounded theory approach to explore barriers, facilitators, and sustainability factors related to implementing Native STAND. We learned that disruptions to staffing, coordination, and organizational factors were the most common barriers. Factors that improved implementation success included: tailoring the program to local needs/constraints, having a supportive Project Manager, improved fidelity due to check-in calls, and participation in summer training. Factors that improved sustainability included: access to needed infrastructure, administrative support, community support, and student interest. The delivery of Native STAND was further improved by person-to-person communication and resource sharing across sites. Sustaining EBPs in AI/AN settings requires culturally-tailored technical assistance, sufficient implementation funds for materials and staffing, and a community of peer educators to inspire forward progress. EBPs that reflect the needs and experiences of American Indian and Alaska Native (AI/AN) youth are necessary to address systemic inequities in adolescent health outcomes. The Native STAND Dissemination and Implementation study is among the first to assess facilitators and barriers to program delivery in diverse AI/AN settings.

Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden

The prerequisite for meaningful comparisons of educational inequality indicators across immigration status is the comparability of socioeconomic status (SES) measures. The Programme for International Student Assessment (PISA) uses its index of economic, social, and cultural status (ESCS) to provide insights into the problems of inequality across students’ socioeconomic and immigration statuses. However, missing evidence regarding the comparability of the ESCS index or its components across students with and without immigrant background challenges the accuracy of empirical inferences. Our study sheds light on the comparability of the index of household possessions (HOMEPOS) across immigration status in Norway and Sweden—two countries that continue to be two largest recipients of immigration flows among their Nordic neighbours. We tested the PISA 2018 HOMEPOS scale for the overall measurement invariance and possible differential item functioning (DIF) across three student groups with first-generation, second-generation, or no immigrant background. Several HOMEPOS items exhibited DIF within these countries. Moreover, we examined how four strategies to deal with DIF items may affect the inferences regarding educational inequalities across immigration status. The strength of the HOMEPOS–achievement association was sensitive to the choice of approach for 15-year-old immigrant students, while it remained stable and moderate for native students. Our findings encourage researchers using the HOMEPOS scale to consider the invariance testing to avoid measurement bias and provide robust evidence characterizing immigrant achievement gaps.

Learning Geometry by Using Virtual Reality

With the rapid change in the society, education must evolve to adapt to the digital native students of the 21st century. A change in the current educational paradigm is thus necessary. Information and Communication Technology (ICT) is a vehicle to achieve this objective of paradigm shift in education [ 2 ]. In this paper, we propose gamification approach [ 3 ] via a virtual reality (VR) through a report of a didactic experience. A mixed method research design was adopted for this study in which students’ classification of polyhedral will be reported for the two different learning experiences using either wooden polyhedral or a VR tool within an immersive learning environment. The VR environment allows the learning of geometry in three-dimensional with a friendly interface that offers a multitude of options. It is worth highlighting the benefits of this VR tool in the teaching-learning process of geometry, making explicit the fundamental role played by ICT in meaningful learning of mathematics.

Collective Re-Storying of Mentee and Mentor Experiences in a Cancer Research Education Program for American Indian and Alaska Native Students.

The Youth Enjoy Science program at the University of Nebraska Medical Center has engaged American Indian/Alaska Native youth in mentored cancer research internships from 2017 to 2022. The primary purpose of this study was to examine mentor and mentee lived experiences of participation in Youth Enjoy Science research education internships and to provide insights that can inform mentorship practices in research education programs for American Indians/Alaska Natives. We conducted semi-structured interviews with current and former Youth Enjoy Science mentees (n=8) and mentors (n=8). Following a narrative inquiry research approach, we analyzed interview transcripts and collectively re-storied interview data. Participants described program characters, settings, problems, actions to address the problems identified, and resolutions that led to various recommendations for ways to raise contextual awareness between mentees and mentors.

Digital Competence of Digital Native Students as Prerequisite for Digital Transformation of Education

Current students of higher education institutions are referred to as digital natives and so they are expected to have a good level of digital competence. The aim of the paper is to examine whether digital native students of non-technical study programs consider themselves ready for the digital transformation of education and whether, from their point of view, they meet the preconditions for such digital education. A survey (questionnaire) was conducted for this purpose. The results showed that most students have appropriate technical support for online education (technical equipment, internet connection and access to the necessary software). Most students have a positive attitude towards the use of digital technologies in general and specifically in education too. This result is consistent with the characteristics of digital natives. Consistency was also found in their self-assessment of their own level of technical skill (77.4% of students do not need help working with digital technologies or only to a small extent and 84.4% of students can actively participate in online education). The results also indicate students’ propensity for multitasking as a feature of digital natives (during online education, 77% of students use multiple devices at once and a total of 85.2% of students also engage in other activities during online learning). Most students are also satisfied with the support of the subjects they study in the form of e-courses. However, the preference for a particular form of study materials (printed or digital) is not such ambiguous.

Digital-Based Civics Learning in Strengthening Democratic Characters of Digital Native Students

Civics learning as the executor of 21st century learning is evidence of the transformation of scientific progress and the renewal of the implementation of education. Civics learning is required to be able to increase student learning participation in its digital-based learning environment. Therefore, Civics teachers must not forget their duties as a medium to create skilled and intelligent young citizens by the character of their nation. This study examined the application of Civics learning applied through digital learning in strengthening the democratic character of digital native students. This study used literature study method by involving studies related to the research theme. The results of this study indicated that 1) Civics teachers used a scientific learning model to support the application of digital-based Civics learning, 2) Digital-based Civics learning could be a means for students to strengthen their democratic character, and 3) Digital-based Civics learning could increase student learning participation. Therefore, digital-based Civics Learning was able to develop a vision of 21st century learning in the application of learning that had educational and generative values and could develop the skills of citizens according to the character of the nations.

Understanding the Experiences of American Indian and Alaska Native Students Enrolled in Allopathic and Osteopathic Medical Degree Programs.

Despite a growing population, American Indian and Alaska Native (AI/AN) students have seen no meaningful increase in representation in allopathic and osteopathic medical degree programs. While AI/AN medical students are more likely to practice in underserved areas, they face financial and sociocultural obstacles towards doing so. This underscores the need to understand the experiences of these trainees, and identify barriers and facilitators to the successful recruitment, retention, and advancement of AI/AN trainees. A survey was administered to members of the Association of Native American Medical Students (ANAMS), an organization representing self-identified Native medical students. This survey elicited demographic information, opinions of institutional climate, and aspects of academic and social experiences during medical school. There were n = 39 complete responses. Over fifty percent of respondents (n = 21) identified as AI/AN alone and not in combination with another racial or ethnic group. Overall, respondents were: Generally, not satisfied with their school's engagement with Native communities and AI/AN health curricula. Likely to report barriers towards their timely advancement in training, namely being a first-generation or low income student, and feelings of imposter syndrome. Likely to report an interest to work in primary care fields and serve AI/AN communities in the future. This survey identified several barriers to successful AI/AN medical trainee advancement, highlighting opportunities for institutions to foster inclusion of AI/AN trainees and grow the number of Native physicians.

Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students’ schooling experiences

When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals’ discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the ‘regimes of truth’ that position these groups in particular ways.

Investigating foreign students’ disadvantage in mathematics: A mixed method analysis to identify features of items favouring native students

Differences in performance of native and foreign students in reading comprehension and mathematics emerge in all standardised assessments, both at national and international levels. This study is the continuation of a previous research project in which we examined citizenship-based differences in Italian mathematics standardised assessments, both at item level and in connection with students’ competence in text comprehension. We present a deeper analysis of items which presented a significant Differential Item Functioning (DIF) in favour of native students, and interpret these differences in terms of linguistic difficulties. On the basis of this analysis, we then present a classification of possible item characteristics causing disadvantage to foreign students, going one step further classification of items in terms of reading demand. The results obtained are then supported by further analysis of items similar to those considered in the first part of the present study, but administered in different years: all the results in terms of DIF analysis are confirmed also in the similar items’ analysis.

Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students

For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models that provide scholarships, sports programs or accommodation for Aboriginal and Torres Strait Islander students, very little academic research or evidence exists that examines the experiences of students post-boarding. This paper forms part of a broader doctoral research study, but specifically focuses on how past students, families and communities from remote South Australia view the outcomes of boarding. Using a Grounded theory design, thematic analysis of 32 semi-structured interviews with past students, families and community members led to the identification of three main themes: connections (early exits), community (re-engaging in education), and context (employment in remote communities). Findings indicated that outcomes are not linear nor easily defined. Developing a theory of change was recommended as a future approach to help families, students and remote schools to clearly define goals and measures of success for each student, recognising a range of interpretations and conceptions of ‘success’, and adapting these goals as necessary.