Torres Strait Islander Students Research Articles

Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander university students

Research on transformative learning (Mezirow, 1991), particularly within the context of higher education, has demonstrated the significant impact university learning can have on a wide range of cohorts across diverse learning contexts. However, the extensive body of literature pertaining to transformative learning remains largely silent on the experiences of Aboriginal and Torres Strait Islander university students and the extent to which their engagement with academia can be transformative. Nevertheless, Nakata’s (2007b) cultural interface theory has shaped policy, practice and thought in Indigenous higher education, elucidating the nuances, complexities and challenges that confront Indigenous students in their journey through university. In bringing together these two critical theories, this study investigated the journeys of three undergraduate Indigenous university students finding that university can indeed be a site of positive personal transformation. Such changes were fostered through critical peer support relationships, relationships with family and loved ones as well as a growing confidence and pride in their cultural identities. These findings have important implications for the way institutions support and teach Aboriginal and Torres Strait Islander students and provides a nuanced insight into their university journeys at the cultural interface.

The importance of Indigenous centres/units for Aboriginal and Torres Strait Islander students: ensuring connection and belonging to support university completion

ABSTRACT Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as ‘success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, this paper discusses findings relating to one success factor that supports Indigenous student completions: Indigenous centres/units as key places to build a sense of connection and belonging for Indigenous students. The paper discusses the importance of Indigenous centres/units in providing a space where Indigenous students can connect with each other, with staff, and with their own cultural identities. The paper then discusses the development of strategies that can be adopted by all universities across Australia to strengthen and improve the completion rates of Indigenous students.

Exploring Queensland secondary teacher induction training undertaken prior to working with remote Aboriginal and Torres Strait Islander students

Aboriginal and Torres Strait Islander communities that are considered remote to metropolitan-dwelling, non-Indigenous Australians experience challenges attracting and retaining qualified teachers. Initial teacher education (ITE) is known to inadequately prepare teachers to engage Indigenous Australian students, however, we understand little about the induction training received by postgraduate secondary teachers prior to commencing work in remote schools with high enrolments of Indigenous students. This exploratory study investigated the relevance of the information provided in pre-service induction training and how this translated into classroom practice. Thirty-four Queensland secondary teachers with experience educating remote Aboriginal and Torres Strait Islander students responded to an online questionnaire investigating four different types of pre-service induction training: cross-cultural awareness, culturally appropriate pedagogy, classroom management, and student social and emotional wellbeing. Thematic analysis of their open-text responses identified three themes: training content, application of training and applicability to Indigenous students. Findings indicated inconstancies in completion rates, content significance and conversion of material into effectual classroom practices. It is suggested that providing community-specific pre-service induction training for Queensland secondary teachers could support them to engage remote Aboriginal and Torres Strait Islander students in learning and may reduce the high frequency of teacher transfers and increase attendance rates of students.

Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates

Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The Reconciliation Australia Barometer report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past six months. Many universities are attempting to implement action against racism and there have been concerted efforts to Indigenise curriculum across numerous universities. But there are many challenges and complexities to this process and more work is needed to increase cultural competency of university staff and students. This article explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on “what works” to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates. The article concludes by discussing recommendations for universities to create a safer environment for Indigenous students. These recommendations echo previous ones (e.g., Behrendt et al., 2012) yet they have not yet been adequately addressed by universities.

The role of Aboriginal education officers in the context of settler colonial schooling: challenges and possibilities

AbstractEducational policies indicate that the role of an Aboriginal Education Officer (AEO) is to build on contextual understanding and provide culturally appropriate support to assist Aboriginal and/or Torres Strait Islander students’ learning. There is little research exploring the role of the AEO from the perspective of Aboriginal peoples. The stories of four AEOs from New South Wales, Australia, will be shared through a narrative case study. This article will focus on AEOs’ experiences when they were initially employed in their schools. Findings suggest that the lack of clarity within the state-wide AEO statement of duties impacted the schools’ delegation to the AEOs. This, in turn impacted on the AEOs’ initial experience in the role and the inclusion of tasks that AEOs felt were outside of their expectations. Policy states that more Aboriginal educators are required in education systems but there are continual hurdles that AEOs face that prevent them from successfully performing their duties.

Enabling higher degree pathways for Aboriginal and Torres Strait Islander students

Increasing the numbers of Indigenous people enrolled in research higher degrees in Australia is important for building the Indigenous academic workforce, broadening the scope of knowledge production in academic institutions and ensuring effective research outcomes for Indigenous Australians. While the numbers of Indigenous research higher degree students are increasing, universities still have a lot to do to bring that number up to parity. In this paper, we explore the value of a pre-doctoral program developed for Indigenous people interested in doing a PhD that provides them the information they need to inform their choices about undertaking a doctoral project. As the only program of this kind in Australia, this research contributes to the emerging literature on the factors that have an influence on why Indigenous people choose to undertake PhD programs and the effectiveness of initiatives to support their pathway to higher degree research. The research outcomes build on the evidence base for improving initiatives across the university sector, highlighting the need for tailored, Indigenous-led pre-doctoral support programs for Indigenous students, the value of cohort experiences and the importance of universities that value Indigenous people and their knowledge systems.

E‐cigarette use and the relationship to smoking among Aboriginal and Torres Strait Islander and non‐Indigenous Australian Secondary Students, 2017

ObjectiveEstimate the prevalence of e‐cigarette use (vaping) among Aboriginal and Torres Strait Islander adolescents and explore the relationship between vaping and tobacco use. MethodsN=18,199 students aged 12–17 years (n=1,097 Aboriginal and Torres Strait Islander) participating in the 2017 Australian Secondary Students’ Alcohol and Drug (ASSAD) Survey self‐reported their e‐cigarette and lifetime, past month and past week smoking behaviours. ResultsTwenty‐two per cent of Aboriginal and Torres Strait Islander students (14% all) reported having ever used e‐cigarettes. Significantly greater odds of e‐cigarette use among Aboriginal and Torres Strait Islander students was observed overall, but not among regular (past month/week) smokers. There were significant associations between e‐cigarette use and any level of smoking for all students (p<0.001), with no variation by Indigenous status. While e‐cigarette use was more common among smokers, 28% of Aboriginal and Torres Strait Islander ever‐vapers (35% all ever‐vapers) were never smokers. ConclusionsThere is substantial prevalence of e‐cigarette ever‐use among Australian secondary students, including Aboriginal and Torres Strait Islander students, and a strong relationship with tobacco use. Implications for public healthPolicies facilitating e‐cigarette access must not undercut tobacco control efforts for adolescents, particularly Aboriginal and Torres Strait Islander people who continue to experience higher smoking rates.

Trends and determinants of active school travel among Australian secondary school students: national cross‐sectional data from 2009 to 2018

ObjectiveTo examine active school travel trends and predictors among Australian secondary school students (aged 12–17) between 2009 and 2018. MethodsThree cross‐sectional surveys (2009‐10: N=13,790; 2012‐13: N=10,309; and 2018: N=9,102) using a web‐based self‐report questionnaire. Logistic regression was used to identify differences in active travel (to and/or from school every weekday) between survey years and predictors. ResultsFrom 2009‐10 to 2012‐13 to 2018, active travel decreased from 33.6% to 32.3% to 29.5% among females, and from 37.4% to 36.6% to 32.6% among males. Distance, female sex and regional location were associated with a lower likelihood of active travel. Students with pocket money, those who spoke a language other than English at home, and Aboriginal and/or Torres Strait Islander students were more likely to actively travel. ConclusionsBetween 2009‐10 and 2018, active school travel among secondary students in Australia declined. Several factors were found to be associated with active travel. Implications for public healthThis is the first national study on active travel trends among secondary students in Australia. The recent decline requires action given the increasing prevalence of overweight and climate change.

Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students.

Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during the first two years of COVID-19 (2020-2021). Method: Using grounded theory methods, school staff, other service providers and SUN facilitators were interviewed, with transcripts and programme documents coded and interrelationships between codes identified. An implementation model was developed. Results: The SUN approach was place-based, locally informed and relational, fostering school resilience through staff reflection on and response to emerging contextual challenges. Challenges were the: community lockdowns and school closures; (un)availability of other services; community uncertainty and anxiety; school staff capability and wellbeing; and risk of educational slippage. SUN strategies were: enhancing teachers' capabilities and resources, facilitating public health discussions, and advocating at regional level. Outcomes were: enhanced capability of school staff; greater school-community engagement; student belonging and engagement; a voice for advocacy; and continuity of SUN's momentum. Conclusions: The resilience approach (rather than specific strategies) was critical for building schools' capabilities for promoting students and staff wellbeing and provides an exemplar for remote schools globally.

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.

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.

The Experiences of Indigenous Students on Placement: A Scoping Review

ABSTRACT It has been increasingly recognised that sociohistoric exclusion must be understood, and systemic barriers actively challenged in order for Indigenous students to safely access, participate, and succeed in tertiary education. This includes the field education experience, which is considered core to developing professional identity and competence across a number of professions. This scoping review gathered scarce research literature about Indigenous students’ experience of placement. A systematic search identified 12 sources from 11 studies that described these experiences across the disciplines of social work, education, and nursing. Findings revealed the motivating and challenging lived experiences of Indigenous students, including experiences of racism and discrimination on placement, misrecognition and misrepresentation, and the importance of relationships in facilitating positive placement experiences. Findings also indicated the relevance of implementing unique practice frameworks and offered recommendations for placement for Indigenous students. IMPLICATIONS The placement experiences of Aboriginal and Torres Strait Islander students should be understood through student-led research and voice. Organisers of field education programs can increase their commitment to culturally safe placements by reviewing their processes in the light of this knowledge.

Practices and programmes that enhance successful transition and participation in high school for Indigenous young people: a systematic review

ABSTRACT This systematic review reports evidence on practices and programmes that enhance successful primary-secondary school transition and participation for Indigenous students in Australia. A thematic analysis found three sets of practices: the school context; bridging practices; and Aboriginal and Torres Strait Islander students cultural recognition. Two narratives thread through the practices: centrality of relationships; and the entangled nature of Indigenous culture, Aboriginal and Torres Strait Islander student’s identity and successful transition and participation in high school. Attending to relationships with students, their families, communities and local Elders supports cultural identity, belonging and improves participation in high school. Future research, program development and implementation should acknowledge students’ unique needs and collaborate with students, their families and community. School staff ought to acknowledge the colonised context of education in Australia and increase the use of decolonising practices to support Aboriginal and Torres Strait Islander students to transition to and participate in high school.

Acceptability and feasibility of Strong& Deadly Futures, a culturally-inclusive alcohol and drug prevention program for Aboriginal and/or Torres Strait Islander secondary students

Although there are effective alcohol and drug prevention programs available for Australian secondary schools, no effective culturally-inclusive programs exist for Aboriginal and/or Torres Strait Islander students. To address this gap, we developed the Strong & Deadly Futures program for young people aged 12–14 years. The web-based program was developed with Aboriginal, Torres Strait Islander and non-Indigenous staff and students at four secondary schools (2 urban, 2 rural). This mixed-methods study reports on qualitative and quantitative feedback from students (n ​= ​235) and school staff (n ​= ​8) in a pilot trial to assess acceptability and feasibility of this curriculum-aligned program. Feedback indicated that students were highly engaged and motivated to learn as a result of the story-based mode of delivery, and teachers reported the ease of program implementation and adaptation. Implications for future school-based health program development are discussed. Overall, Strong & Deadly Futures appears to be an acceptable and feasible culturally-inclusive alcohol and drug prevention program. Further research will test the program's efficacy in a randomised controlled trial.

Engaging with Aboriginal and Torres Strait Islander Students, Families, and Communities

The Australian Institute for Teaching and School Leadership (AITSL) identifies two focus areas that graduate teachers need to be familiar with to be competent to teach Aboriginal and Torres Strait Islander students and all other students about Aboriginal and Torres Strait Islander languages, history, and culture (AITSL 2017). Embedding Aboriginal and Torres Strait Islander history and culture into pedagogy and practice and engaging with Aboriginal and Torres Strait Islander families and communities can be daunting for educators. While on paper these appear to be two different elements, it is not possible to have one without the other. Being able to effectively embed content relies heavily on meaning full engagement with the Aboriginal and Torres Strait Islander students, families, and communities attached to a school and by developing and maintaining respectful, reciprocal relationships.

National Indigenous Science Education Program (NISEP): Outreach Strategies That Facilitate Inclusion

To ensure that the science, technology, engineering, and mathematics (STEM) workforce of the future is inclusive of diverse peoples and ideas, there is a need to ensure that STEM outreach activities that encourage students into STEM education and careers are inclusive of and provide equity for people from diverse racial/ethnic, socioeconomic, and academic backgrounds. Since 2004, the National Indigenous Science Education Program (NISEP), based at Macquarie University, Sydney, has been using best ethical and inclusion strategies to engage with Australian Aboriginal and Torres Strait Islander school students and their communities. This publication discusses the inclusion and equity strategies utilized by NISEP, including community consultation, student leadership and autonomy, volunteer mentors, and the respectful and best practice use of Indigenous knowledge. These factors have all contributed to NISEP's success in increasing Aboriginal and Torres Strait Islander students' aspiration toward and engagement with secondary and tertiary education.

The Kungullanji Program: Creating an Undergraduate Research Experience to Raise Aspirations of Australian Aboriginal and Torres Strait Islander Students in the Sciences

The Kungullanji Summer Research Program offers research experiences for Australian Aboriginal and Torres Strait Islander undergraduates while recognizing their contributions to research. The Kungullanji program approach is a strengths-based research training framework that recognizes existing ability outside of institutional definitions of success and adapts to student needs with multilayered support. Initial results suggest that this approach increases students’ self-confidence and interest.

Employability readiness for Aboriginal and Torres Strait Islander students: Yarning Circles as a methodological approach to illuminate student voice

This paper describes the current situation for Aboriginal and Torres Strait Islander graduates entering the workforce and compares this with personal reflections from current Indigenous students engaged in the tertiary setting. The purpose is twofold: first, to promote Aboriginal and Torres Strait Islander student voice; and second, to provide an avenue for this voice to contribute to and influence the design of employability programs in higher education. This study examines how the use of Indigenous research methods, such as yarning/yarning circles, can effectively and ethically collect data to amplify and promote the student voice in ways that conventional Western research methods currently fail to do. This amplified voice can create a platform for researchers and practitioners to understand students’ views and implement informed and tailored approaches to planning programs and delivering curriculum; in this case, employability-readiness skill sets for Aboriginal and Torres Strait Islander students in higher education. The findings are analysed thematically, and recommendations presented for higher-education institutions to consider when creating pedagogical approaches for the employability readiness of Aboriginal and Torres Strait Islander graduates.

Working from theory: developing the bases of teachers’ critical thinking pedagogies through action research

ABSTRACT This paper describes how an action research process, centred around aprofessional development program for teaching critical thinking, enabled teachers in aspecialised program for high-achieving Aboriginal and Torres Strait Islander students (Solid Pathways) to develop their pedagogical practices to support student cognition. It argues that awell-structured action research approach supports and enables teachers to link theory to practice in developing their pedagogy, especially where such development implies ashift away from content and curriculum-oriented pedagogy. Principal among these mechanisms are the grounding of practice in theory, well-designed practical activities, special materials that help bridge theory and practice, and collaboration among practitioners in undertaking transformative pedagogical change. The conclusions from this study support the claim that these four key mechanisms are crucial to the implementation of acritical thinking pedagogy and describe how action research can support the advent of such mechanisms into pedagogical development programs that have the capacity to contribute to significant and sustainable change. Overall, findings suggest that where support of student cognition is the goal, pedagogical development predicated on theory and focused on independent practice in aculture of collegial collaboration and dialogue, works best to create sustainable practices of teaching for thinking.

‘Missing the Target’ – A Critical Examination of Policy Frameworks for Aboriginal and Torres Strait Islander Inclusion into the Allied Health Professions

Objective This paper focuses on critically examining the inclusion of Aboriginal and Torres Strait Islander people in policy frameworks by regulatory health peak bodies against the backdrop of the Government’s response to the Closing the Gap (2020) report. Method Websites of ten allied health professional bodies were searched and analysed as policy as text. Results Of the ten professions examined, the search strategy identified 9 professions were signatories or co-signatories on Reconciliation Action Plans (RAP) and three professions made mention of Aboriginal and Torres Strait Islander equity strategies to enter the profession as part of accreditation standards. Conclusions Professional bodies were found to use discourses of recognition in the inclusion of Aboriginal and Torres Strait Islander students with reference to the development of measurable accountabilities in the future. Implications The contested value of setting targets to generate meaningful action by policy players is likely to restrict momentum in this space.