Career Development for Indigenous Students in Australian: Personal and Professional Resilience for the Future

Day, Diana G.; Davison, Pat

doi:10.18848/1447-9494/cgp/v11/58529

Cited by 2 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…• acknowledgement of the constant pressure of time allocation for family, students and community for Indigenous women in particular (Day & Davison, 2005) I found the work of Ives and Rowley (2005) useful in affirming the most productive attributes of supervision of successful students:…”

Section: Barriers To Research Achievementmentioning

confidence: 99%

Who is indigenous?

Thornberry¹

2013

Indigenous Peoples and Human Rights

View full text Add to dashboard Cite

Section: Barriers To Research Achievementmentioning

confidence: 99%

Who is indigenous?

Thornberry¹

2013

Indigenous Peoples and Human Rights

View full text Add to dashboard Cite

“…Research on the Australian indigenous student experience of higher education is small but growing (Farrington et al , 1999; Day and Davison, 2004; Nolde and Day, 2009). Only in recent years have we evidenced several campus specific studies of experiences of indigenous undergraduate students (DiGregorio et al , 2000) and postgraduate students (Herbert, 2003; Day, 2007a).…”

Section: Undergraduates Experiencing Inequity: a Case For New Researchmentioning

confidence: 99%

“…Minority student success related to graduations, mentoring and a range of institutional support structures is considerably more explored in the North American literature (Yosso, 2006; Ebberwein et al , 2004; Thomas, 2007). Yet the importance of Aboriginal social support networks in education has been noted (Day and Davison, 2004) but not explored in detail. Friedman et al (1998) asked “Do network groups enhance social support from other women and minorities?” (p. 1156).…”

Section: Undergraduates Experiencing Inequity: a Case For New Researchmentioning

confidence: 99%

“…While the cohort of indigenous undergraduate students in higher education in Australia is different, we do see high levels of informal networks amongst these students as a social group. This includes access to a special place on campus where students can share work and study experiences (Day and Davison, 2004). Low indigenous student high school graduation remains a key educational concern in Australia, so research has hitherto focussed on secondary school subject choice and self‐efficacy (Wray et al , 2004; Craven et al , 2005).…”

Section: Undergraduates Experiencing Inequity: a Case For New Researchmentioning

confidence: 99%

“…Once at university, economic issues have a considerable impact on indigenous students. They may leave before graduation with health and poor financial support being critical to dropping out (Day and Davison, 2004). Indeed recent findings of the former Australian Vice Chancellors Committee (Australian Vice Chancellors Committee (AVCC), 2007a, b), the committee of all vice‐chancellors of 37 Australian public universities, show that indigenous students face greater financial barriers to success at university compared to all other students.…”

Section: Undergraduates Experiencing Inequity: a Case For New Researchmentioning

confidence: 99%

See 2 more Smart Citations

Arresting the decline in Australian indigenous representation at university

Day

Nolde²

2009

Equal Opportunities Int

View full text Add to dashboard Cite

PurposeThe purpose of this paper is to reveal the success factors for retention of first year special entry Aboriginal students at an Australian metropolitan university. A retention model is proposed for minority students.Design/methodology/approachA grounded theory approach was taken to a longitudinal study of the first year experience of 12 indigenous tertiary students, the majority being second generation undergraduates. A qualitative methodology features in‐depth interviews conducted three times over one year to ascertain impacts of schooling, teaching and learning, life experience, career aspirations, relationships and racial identity on academic success.FindingsPositive or negative prior life experience had little impact on first year academic performance. Indigenous students as an equity group were found to have similar learning and life issues to non‐indigenous students such as studying to improve job prospects and needing part‐time employment to survive. They did not see themselves as different, and had no close relationship to indigenous knowledge or culture. Yet factors influencing academic success were related to indigeneity. Such as close friendships and dependence on each other, mentoring care of staff, and rewards of giving back through mentoring local indigenous school students. Private schools provided a dominant pipeline to university. Participants had a very early career focus but little career support. Students adopted both indigenous and non‐indigenous world perspectives and displayed robust resilience in the face of challenging family and educational experiences. In‐depth interviews across the year well demonstrated student evolutions. Further longitudinal study of student progress will extend this first Australian study.Originality/valueThis is the first in‐depth analysis and benchmark model for development of success factors for retaining special entry indigenous Australian students in higher education. It provides a one‐year baseline for a unique longitudinal assessment of student success. The paper newly explores the role of career and indigeneity as well as life and academic support systems in student retention. Findings apply to minority retention programs.

show abstract

Career Development for Indigenous Students in Australian: Personal and Professional Resilience for the Future

Cited by 2 publications

References 0 publications

Who is indigenous?

Who is indigenous?

Arresting the decline in Australian indigenous representation at university

Contact Info

Product

Resources

About