Indigenous Student Success Research Articles

An Indigenous education policy within a non-Indigenous education system

Australian Indigenous education policies are formed in settler colonial systems that are structured by institutional racism. Gumbaynggirr academic Lilly Brown (2019) argues that Australian ‘education was incorporated into Indigenous policy as a justification for dispossession’ (p. 67) throughout the 20th century. In recent times, First Nations academics have questioned whether much has changed ( Bodkin-Andrews et al., 2021 ; Brown, 2019 ; Rose, 2019 ). This extract examines an Indigenous education policy that operates within the Australian state of New South Wales (NSW). This policy is called the NSW Aboriginal Education Policy. I point out that whilst consultation with Indigenous communities is a positive feature of this policy, more is needed structurally to support the success of Indigenous students.

Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan

AbstractThis paper explores how non‐Indigenous teachers understand challenges and barriers to academic progress and success for Indigenous students in Taiwan. Drawing on data from a study with 17 teachers of Han Taiwanese and Hakka background who had worked closely with Indigenous students from elementary to high school across Taiwan, we utilise Expectancy‐Value Theory to explore teacher participants’ views of the barriers and challenges to educational success for their Indigenous students. Previous research suggests a deficit view among majority background teachers, depicting them as biased against Indigenous peoples and lacking relevant knowledge that would allow them to teach Indigenous students and about Indigenous cultures and histories. In contrast with this previous research, the teachers we interviewed exhibited a good and nuanced understanding of the obstacles and challenges of Indigenous students, families and communities which prevent their success. The teachers in our study indicated that they lack agency and are limited by structural forces in effecting meaningful change. Far from holding deficit views, the teachers interviewed pointed to the importance of working together with Indigenous families and communities to support the learning of Indigenous students. In our conclusion we point to ways of capitalising on the non‐deficit positive views captured here to effect long‐term sustainable change to support teachers to, in turn, support the learning of Indigenous students.

Doing our work in a good way: a framework of collaboration and a case for Indigenous-only writing classrooms

Since fall of 2021, UVic has offered a section of the foundational writing course, ATWP 135: Intro to Academic Writing that is dedicated for Indigenous students. This course provides a space for first-year Indigenous students to find a sense of belonging with each other and in the university more broadly, experience anti-oppressive grading practices (Gaudet 2022), develop the confidence to access Indigenous student supports, and navigate the broader institution. In this article, the authors (an Indigenous staff working as the Tri-Faculty Indigenous Resurgence Coordinator and a non-Indigenous faculty serving as the course instructor) discuss the development, delivery, and impact of this initiative. We share an example of promising practice for institutions to consider in the interest of supporting Indigenous student success and retention. In doing so, we also offer a model for collaboration across disciplines and across cultures based on shared values of vulnerability, openness, and honesty.

Diversity and development of Indigenous rehabilitation professional student identity

BackgroundIn Canada, disparities between Indigenous and non-Indigenous Peoples continue to exist in health and education because of the past and current harms of racism and colonization. One step towards closing health gaps is clinicians who can provide health and social care services that are free of racism and mistrust. Indigenous health providers are in the best position to provide this culturally relevant and safe care to their own communities. Therefore, more Indigenous students graduating from health professional programs are required to meet these needs. Indigenous identity support can be a facilitator for Indigenous student academic success but developing one’s Indigenous identity can be challenging in post-secondary education environments. We explored how Indigenous rehabilitation students expressed, and wanted to be supported in their identity and academic success.MethodsUsing a narrative inquiry approach, we conducted interviews with seven students from the occupational, physical, and respiratory therapy programs of a Canadian university. Students were asked to tell their story of learning about, applying to, and being in their rehabilitation program and how their Indigenous identity impacted these experiences. Data analysis was conducted by Indigenous and non-Indigenous team members, analyzing the stories on interaction of the participant with (1) themselves and others, (2) time, and (3) situation or place.ResultsThe researchers developed seven mini-stories, one for each participant, to illustrate the variation between participant experiences in the development of their Indigenous and professional identity, before and during their rehabilitation program. The students appreciated the opportunities afforded to them by being admitted to their programs in a Indigenous Peoples category, including identity affirmation. However, for most students, being in this category came with feared and/or experienced stigma. The work to develop a health professional identity brought even more complexity to the already complex work of developing and maintaining an Indigenous identity in the colonized university environment.ConclusionThis study highlights the complexity of developing a rehabilitation professional identity as an Indigenous student. The participant stories call for universities to transform into an environment where Indigenous students can be fully accepted for their unique gifts and the identities given to them at birth.

Using Podcasts in Higher Education: Examples of Strategies to Indigenise Higher Education Curricula and to Promote Indigenous Student Success

This practice report explores the development and impact of two podcasts that we have developed and hosted. Drawing on our experiences as academics working closely together, one non-Indigenous (Barney) and the other Ngugi/Wakka Wakka (Bunda), we discuss the reasons for choosing the podcast medium, the development of the podcasts and their emerging impact. We also discuss how the podcasts are contributing to improving practices in two contexts: Indigenising university curricula and improving outreach programs for Indigenous students. To conclude, we consider how podcasting can be adapted and used in other university contexts to improve programs for student success.

Forming strong cultural identities in an intersecting space of Indigeneity and autism using participatory action research and digital storytelling

This research responds to the urgency to disrupt patterns of social injustice, exclusion, and cultural genocide while promoting positive identity formation, pride, and resilience for Indigenous autistics in the post-secondary education system. This study utilized a participatory action research approach positioning participants as collaborators with the research team. Data collection involved qualitative data derived from the transcripts of online sessions, participant digital stories, and a summative survey. Thematic analysis was used to identify emergent themes of individual and a collective narrative. Findings are presented as an original concept of the author called Thrivival: The Fire Within, comprising four themes: self-identity, time, balance, and community. This work contributes to a broader understanding and expressions of Indigenization, decolonization, equity, diversity, and inclusion in post-secondary teaching, learning, and policy to better support the identity and success of Indigenous autistic students and arguably, all students who experience intersectional discrimination within post-secondary education systems.

Indigenous Model to Support Nursing Student Success, Cultural Identity and Workforce Diversity.

Indigenous nurses are underrepresented in the nursing workforce. Important strategies have been developed to increase the diversity of the future nursing workforce; however, unique cultural needs of Indigenous students must be addressed to provide holistic support while maintaining and strengthening cultural identity. The Niganawenimaanaanig (We Take Care of Them) Indigenous Nursing Education Model was developed based on the Medicine Wheel and previous diverse nursing education models. This model supports the cultural, social, academic, and financial needs of Indigenous nursing students throughout recruitment, enrollment, retention, graduation, and licensure and specifies eight essential resources necessary for success. Lessons learned from implementing the Niganawenimaanaanig Model are shared. The Niganawenimaanaanig Model may be employed in nursing schools to guide educators and universities in promoting the success of Indigenous nursing students. [J Nurs Educ. 2023;62(9):523-527.].

Faculty Reflective Practice in a Postsecondary Interpersonal Communications Course with Indigenous Alaska Native First-Generation Students

This paper provides a practical model of John Dewey’s reflective practice to support post-secondary faculty in gaining insight into authentic applications for solving issues in collegiate classrooms. Issues are thoughtfully and thoroughly examined to clarify relevant aspects accurately and brought into focus. Perceived reasons for the problems are evaluated with the reality of professional boundaries in place. Reasons for the problems are explored. Supporting research reveals three significant barriers: content barriers, self-reflection techniques, and lack of knowledge of Indigenous ways of knowing. Decisions are made based on real-world experiences coupled with research. Considerations for the battle of academic Chronos time versus Indigenous Kairos time are addressed along with validation of reduction of assessments and culturally relevant pedagogy that honors indigenous instructional design to support Indigenous Alaska Native first-generation student success in a general education communications course. The paper provides a framework to reinforce post-secondary instructors’ professional growth and maturity.

Indigenous Perspectives at the Cultural Interface: Exploring Student Achievement through School/Community-Based Interventions

Many schools, school districts, and provincial education authorities in Canada are collaborating with Indigenous communities to indigenize content and provide progamming to improve Indigenous student success. With a focus on high school achievement in the area of Indigenous education at the cultural interface of Indigenous communities and Euro-Western educational systems, this article examines the efforts of a school division to impact student achievement and experience. Data from interviews conducted with teachers, educational assistants, and administrators are presented and discussed, evidencing participants’ perspectives on these initiatives. This study revealed that, despite numerous institutional and non-institutional challenges, the school division’s efforts in Indigenous education programming in many of its high schools have been thriving and have also been well supported compared to other public school divisions in Canada.

Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students: Reciprocal effects between self-concept and achievement

Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students: Reciprocal effects between self-concept and achievement

Integrating a sustainability education model into STEM courses at a tribal college

Indigenous scholars have been historically excluded from Science, Technology, Engineering, and Math (STEM) and are currently underrepresented in STEM degree programs and jobs. Having a population with STEM skills is crucial for rural sovereign Native American communities to manage their natural resources, infrastructures, and technologies. Thus, STEM education must be transformed to welcome and support the achievement of Indigenous scholars. This research explores the impacts of implementing a Sustainability Education (SE) pedagogy in science courses at a tribal college that serves rural and semirural Native American students. Using pre- and post- surveys as well as phenomenographic interviews this work aims to understand student attitudes towards the combined science and sustainability curriculum. Results indicate that students are receptive to this curriculum and that they have a positive experience in sustainability focused science courses. Additionally, the SE science courses positively impacted students’ science identities, which has been shown to contribute to persistence in science. Tribal Colleges and Universities and other institutions of higher learning can use this work to better understand what leads to Indigenous student success in STEM and update pedagogies accordingly.

Still Thriving: A Case Illustrating How COVID-19 Affected Indigenous Health and Wellness

The myriad of social, financial, material health, and educational inequities that continue to plague Indigenous communities was exacerbated by COVID-19. In order to place on spotlight on them, this case follows Star, an Indigenous Student Success Coordinator, as she navigated the policies and practices couched in the rhetoric of supporting the success, health and wellness of students and families during a global pandemic. The case and teaching notes that follow illustrate the limitations that Westernized models of health and wellness create for Indigenous and non-Indigenous educators when it comes to maintaining their students’ and own well-being. As an alternative to the dominant Westernized models, the teaching notes offer a more holistic and integrated model of Indigenous health and wellness. The elements of the model situate health and wellness as encompassing all aspects of an individual’s life by connecting them relationally to their families and communities, nations, and the land.

Indigenous people in vocational education and training from a social justice perspective: an overview of international literature

ABSTRACT Drawing on a review of international literature published between 2005 and 2021, the present article discusses interventions tailored for Indigenous people in vocational education and training. A critical analysis of this literature was carried out to gain a deeper understanding of the scope of these interventions in bolstering success among Indigenous people in vocational education. Three axes of analysis were used to examine 24 academic papers: the interventions featured in these papers, the conception of social justice in education (i.e. equality of place, equality of opportunity, equity and inclusion, and decolonisation) underpinning these interventions, and their effects on success. The findings paint a picture of the relevance and scope of initiatives that can foster Indigenous student success in vocational education and at the same time reveal the limitations of these studies. They also show which conception of social justice in education appears the most promising. The article concludes with a brief discussion of a few fundamental elements that need to be kept in mind when developing initiatives for Indigenous people in vocational education.

Weweni zhichge: wise practices in urban Indigenous education in Northern Ontario

The following examines factors associated with Indigenous secondary student success with a focus on wise practices in quality education in a northern Ontario city, Canada. Wise practices are an Indigenous perspective on best practices that recognizes there are a diversity of Indigenous ways of knowing and being, and that local histories, communities, and cultural practices are relevant. Results of qualitative research with Indigenous students, staff, teachers, and graduates suggest that parents and the social environment are determinants in Indigenous student success and that Indigenous students negotiate their identity in the pursuit of success. Furthermore, Indigenous curriculum and Indigenous teachers and administrative staff are essential in supporting student success and nurturing the educational journeys of students. Wise practices in Indigenous education in northern Ontario reflect localized land-based learning and teaching in collaboration with urban Indigenous organizations and Elders, and Knowledge holders and administrative officials.

“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan

An increase in the number of Indigenous teachers and education administrators is an important way to help improve Indigenous educational outcomes. However, while Indigenous teacher education programs in western Canada are registering increasing enrolments, master of education programs that prioritize Indigenous perspectives and pedagogies are rare in Canada. Using conversational method, this study examines experiences of six Indigenous students in a community-based master of education program that is a first of its kind in western Canada. The program is delivered by an Indigenous institution in partnership with a public university. The study is grounded in an Indigenous paradigm, namely, the Nehinuw (Cree) concepts of teaching and learning. Content analysis of data revealed five themes and sub-themes: (a) self-doubt; (b) a feeling of guilt as a result of family-work-school conflict; (c) self-advocacy; (d) re/connection with self, culture, and heritage; and (e) professional transformation. In general, a master of education degree is a requirement for educational administration positions including vice principal, principal, and superintendent. Understanding and acting upon the kinds of strategies that could enhance the success of Indigenous students in graduate programs is a key policy step in addressing the existing gaps in educational attainment between Indigenous and non-Indigenous Canadians.

The Insufficiency of High School Completion Rates to Redress Educational Inequities among Indigenous Students

A continued gap exists in student achievement between Indigenous and non- Indigenous students in the British Columbia school system. This article analyzes the balance of success and failure of the Accountability Framework, a provincial program designed to increase graduation rates in the province. In order to understand the successes and failures of this initiative, we draw upon the principles of John Rawls to consider the implications of rising graduation rates of those occupying the lowest standard of living in society. One of the primary findings is the necessity of policy makers and educational leaders to refrain from considering data regarding Indigenous student success in isolation and instead consider the shifts in disparity compared to non-Indigenous learners. Shifting the level of analysis from the school system to the overall well-being of a population unearths serious concerns regarding indicators of success within school systems. We contend that the initiative to solely draw upon high school completion rates as an indicator of success is misleading and further exacerbates existing problems of marginalization of Indigenous people in education.

Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities

Abstract Despite the continued investment in Indigenous support networks and dedicated education units within universities, levels of key performance indicators for Indigenous students—access, participation, success and completion (attainment)—remain below that of the overall domestic student population in most institutions. It remains important to determine what works to achieve Indigenous student success in higher education. This paper proposes that such methods have an integral role to play in providing a holistic view of Indigenous participation and success at university, and are particularly useful in the development and evaluation of strategies and programs. This project found no quantitative correlation between financial investment and success rate for Indigenous students. A negative correlation between access rate and success rate suggests that factors other than those that encourage participation are important in supporting successful outcomes. Those universities that have high success rates have a suite of programs to support Indigenous students, but it is not immediately clear which of these strategies and programs may be most effective to facilitate Indigenous student success rates. In this discussion, we suggest that a multi-layered determinants model is a useful way to conceptualise the many factors that may impact on student success, and how they might intersect.

Rural Indigenous students’ postsecondary experiences: North and South of the Medicine Line

AbstractIndigenous students from rural communities attending postsecondary institutions can face unique challenges that negatively impact persistence and retention rates. Unfortunately, most postsecondary institutions are ill‐equipped to understand and support this population. This chapter briefly outlines the challenges rural Indigenous students encounter and provides best practices developed by postsecondary institutions that can increase Indigenous student success.

The development of an evidence based, evidence generating framework for enhancing Indigenous student success at an Australian university.

In 2019, Kurongkurl Katitjin, Centre for Indigenous Australian Education and Research at Edith Cowan University, set up a new Indigenous student support service with the aim of enabling Indigenous students to progress through their degree at rates commensurate with the broader student population. This was an opportunity to design the service on the best available evidence and to embed an ongoing evaluation system that would generate evidence of its efficacy and with that, the capacity of ongoing refinement. The design of the service synthesised material from four discourses; existing literature on Indigenous student success, the demography of students, and best practice for service provision for marginalised and student voices. Key values and a service mission were identified, these underpinned the process of design, and the operations of the service. A framework was developed that enabled the generation of quantitative and qualitative data about the efficacy of the service. This paper demonstrates the significance of the process of design as well as describing the service and its embedded evaluation system.

‘Wings to Fly’: A Case Study of Supporting Indigenous Student Success through a Whole-of-University Approach – ERRATUM

Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a ‘whole-of-university’ approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives.