Encounters with the dominant culture: Voices of indigenous students in mainstream higher education

Abstract

Students from minority and nondominant backgrounds often have negative experiences when dealing with higher education systems. In this study we explored Indigenous student's experiences in mainstream higher education. Interviews were conducted with 34 participants, systematically selected from a listing of 110 past and present students, about their experiences in mainstream higher education. Participants included people who had successfully completed programs at Curtin University of Technology, those who did not complete courses, and those who were participating in bridging courses at the Centre for Aboriginal Studies (CAS). The qualitative data were analysed for unique and recurring themes using content analyses. The data showed that subtle and overt forms of racism impact on students' experiences in mainstream education. Participants mentioned issues associated with conflicts between Indigenous and mainstream cultural values that are reflected in course content and levels of support across schools. CAS was highlighted as a context for the strengthening of cultural identities, providing emotional and tangible support, and providing a link between the community and the university. Efforts aimed at strengthening of cultural identities need to be supported, and the diversity of Aboriginal people must be acknowledged. Research and interventions challenging mainstream norms and structures that maintain social inequality are required. The challenges to affirmative action need to be located in their proper historical context.

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“…Desse modo foi possível constatar algumas tentativas de ampliação dessa perspectiva de maneira a abordar problemas e benefícios da implantação de modelos vigentes, fornecendo uma visão crítica voltada para a necessidade de se pensar identidades sociais em suas especificidades étnicas (Sonn, Bishop & Humphries, 2000).…”

“…Outros estudos trouxeram relatos de estudantes beneficiados pelas cotas, os quais denunciaram o falso discurso de igualdade e democracia racial vigentes atualmente, sobretudo, nas universidades norte-americanas, sendo o mesmo utilizado de maneira estereotipada e pouco vista na prática (Sonn et al, 2000). Foram levantadas questões sobre alternativas para facilitar o processo de internalização da tolerância diante das diferenças em contraposição à anulação do arsenal simbólico, isto é, a padronização cultural e racial da reincidente sociedade colorblind (Bollinger, 2003).…”

Reflecting on practice: negotiating challenges to ways of working

“…In one of my research projects with indigenous students in mainstream higher education it was found that participants criticized psychology and other social sciences as culturally inappropriate and oppressive (Sonn, Bishop, & Humphries, 2000). Participants commented:…”

Understanding the Nexus Between Equity and Indigenous Higher Education Policy Agendas in Australia

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