Academic self-concepts of Aboriginal and/or Torres Strait Islander children from the Longitudinal Study of Indigenous Children

Prehn, J; Peacock, Huw; Guerzoni, Michael Andre

doi:10.1017/jie.2019.26

Cited by 5 publications

(3 citation statements)

References 37 publications

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“…Indigenous people are more likely to be exposed to more frequent and intense experiences of marginalism and discrimination (Habibis et al, 2016; Priest et al, 2011), a reality crystallising the importance of the formation of resilience and parental support for the development of a child’s self-concept (Prehn et al, 2020). Consequent to this increased likelihood of subjection to discrimination and inequality, it is worthwhile investigating what factors contribute to children growing up strong amid these disadvantages as a means of assisting the betterment and wellbeing of Indigenous children, and thereby overcoming the ongoing effects of colonisation (Craven and Marsh, 2008; Walter, Dodson et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

‘Learning her culture and growing up strong’: Aboriginal and/or Torres Strait Islander fathers, children and the sharing of culture

Prehn

Guerzoni

Peacock

2020

Journal of Sociology

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Indigenous fathers play a central role in the lives of Indigenous children growing up strong. For Australia’s Indigenous people, growing strong includes the possessing heightened levels of health, education and cultural knowledge. This article focuses on Indigenous fathers and how they understand the importance of sharing cultural activities with their children. We argue that the sharing of Indigenous cultural practices, and the subsequent telling of this narrative, are key enablers for Indigenous fathers to assist their families to flourish. We analyse qualitative data from the Longitudinal Study of Indigenous Children to explore what components/aspects of Indigenous culture fathers perceive will assist children to strongly mature, how culture is transmitted, and what barriers fathers face in this process. Results show that according to participants, learning about culture, family and identity are components to helping children prosper, with collecting food the most common activity used to achieve this end.

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Section: Literature Reviewmentioning

confidence: 99%

‘Learning her culture and growing up strong’: Aboriginal and/or Torres Strait Islander fathers, children and the sharing of culture

Prehn

Guerzoni

Peacock

2020

Journal of Sociology

Self Cite

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“…Firstly, our results suggest that by encouraging teachers to use integrative teaching and community linking strategies, they may appreciate their competence in teaching Indigenous students, resulting in a higher level of self-perceptions of the competence in teaching Indigenous students. As self-concept is well acknowledged as a positive factor to benefit subsequent performance and behaviours [43], these two teaching strategies should be strengthened in teacher education. A positive self-concept of Indigenous teaching may in turn lead to other beneficial Indigenous teaching behaviours.…”

Section: Practical Implicationsmentioning

confidence: 99%

Sustainable Teaching Strategies to Teach Indigenous Students: Their Relations to Students’ Engaged Learning and Teachers’ Self-Concept

Han

2022

Sustainability

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To help Indigenous Australian students engage with academic work, educators and teachers alike need to understand what teaching strategies are beneficial for Indigenous students’ learning. This study examines the predictions of the three types of Indigenous teaching strategies, namely, integrative teaching (integrating Indigenous perspectives in teaching), community linking (utilising Indigenous community input), and culture sharing (encouraging Indigenous students to share cultural values), to Indigenous students’ engaged learning and teachers’ self-concept in teaching. With 208 teachers surveyed from 52 Australian urban and rural primary schools, we found that culture sharing had positive contributions to Indigenous students’ engaged learning, whereas integrative teaching and community linking positively predicted teachers’ self-concept in Indigenous teaching. These differential patterns suggest useful strategies for enhancing student- or teacher-focused outcomes, respectively. How to successfully integrate these Indigenous teaching strategies is a key to successful teaching practice, as these strategies cannot only improve Indigenous students’ engaged learning but, at the same time, may foster teachers’ confidence in teaching Indigenous students.

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“…Consequently, parental expectations are likely to influence whether their children would undertake further study, e.g. tertiary education (Ma, 2001; Bodkin-Andrews et al ., 2010; Kickett-Tucker and Coffin, 2011; Prehn et al , 2020).…”

Section: Introductionmentioning

confidence: 99%

Upholding heightened expectations of Indigenous children? Parents do, teachers do not

Peacock

Prehn

Guerzoni

et al. 2020

AJIE

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This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term ‘primary caregiver’ in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teacher's expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.

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Academic self-concepts of Aboriginal and/or Torres Strait Islander children from the Longitudinal Study of Indigenous Children

Cited by 5 publications

References 37 publications

‘Learning her culture and growing up strong’: Aboriginal and/or Torres Strait Islander fathers, children and the sharing of culture

‘Learning her culture and growing up strong’: Aboriginal and/or Torres Strait Islander fathers, children and the sharing of culture

Sustainable Teaching Strategies to Teach Indigenous Students: Their Relations to Students’ Engaged Learning and Teachers’ Self-Concept

Upholding heightened expectations of Indigenous children? Parents do, teachers do not

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