Exposing the patterns of statistical blindness: Centring Indigenous standpoints on student identity, motivation, and future aspirations

Abstract

This article engages with an Indigenous Quantitative Methodological Framework to examine links between a positive sense of cultural identity, future aspirations, and academic motivational tendencies. Utilising a sample of Aboriginal, non-Aboriginal and First Generation (Migrant) Australian students in years 7-10, results showed strong psychometric properties across the three groups for the measures utilised. Whilst few differences were identified between the First Generation and non-Aboriginal Australian students, Aboriginal students consistently had lower future aspirations and less adaptive motivational tendencies than the two other student groups. Importantly though, Aboriginal students held a stronger sense of cultural identity. Key links between

Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous Graduate Attribute evaluation instrument

“…In committing to an Indigenous Quantitative Methodology (Walter & Andersen, 2013), Bodkin-Andrews et al. (2017) argued that in discussing statistical results centred on Indigenous issues, a more reflexive approach needs to be taken “as Indigenous-specific interpretive and epistemic relevancies are too often not adequately engaged with by subjugating positivistic, and Western frameworks” (p. 242).…”

“…In committing to an Indigenous Quantitative Methodology (Walter & Andersen, 2013), Bodkin-Andrews et al (2017 argued that in discussing statistical results centred on Indigenous issues, a more reflexive approach needs to be taken "as Indigenous-specific interpretive and epistemic relevancies are too often not adequately engaged with by subjugating positivistic, and Western frameworks" (p. 242). From this standpoint, it is essential that articles and their discussions engage with Indigenist research that prioritises Indigenous standpoints (Martin, 2008;Nakata, 2007;Rigney, 1999;Walter & Andersen, 2013).…”

“…With Indigenous Data Sovereignty frameworks ultimately pertaining to the governance, access, collection, and use of multiple types of data by Indigenous nations and communities (Kukutai & Taylor, 2016;Rainie et al, 2017), it is also important to note that quantitative data (e.g., survey and population data) are not excluded from such frameworks. Whilst quantitative data are frequently cited as misrepresenting Indigenous peoples and communities (Nakata, 2007), an increasing number of Indigenous scholars are committed to deeply engaging with Indigenous epistemologies as a primary driver for realising Indigenous quantitative methodologies and methods (Andersen & Kukutai, 2016;Bodkin-Andrews et al, 2017;Rainie et al, 2017;Walter, 2016). Walter and Andersen's (2013) seminal text centred quantitative research on the complexities of Indigenous Standpoints (Indigenous social positioning, epistemology, axiology, and ontology).…”

Trends in Indigenous and Non-Indigenous Multidomain Well-Being: Decomposing Persistent, Maturation, and Period Effects in Emerging Adulthood

“…While it is difficult to directly address this final concern in preexisting research and databases, an awareness of this limitation is essential for guiding future research. A partnership between the quantitative analysis of large-scale databases and qualitative research and a joining together of Western and Indigenous research methodologies and knowledges is needed to redress this imbalance (Bodkin-Andrews et al, 2017). The aim of this research was to make the nature and size of Indigenous differences in well-being visible by using available data.…”

Integrating andragogical philosophy with Indigenous teaching and learning

“…Bringing these narratives and culturally embodied knowledges into the classroom acknowledges the breadth and depth of ‘Indigenous cultural values and ethics that influence action’ (Gladstone, 2014: 223). The fostering of cultural bonding and connections evident in Indigenous cohorts build collective motivation by linking cultural identity and pride (Bodkin-Andrews et al, 2017). Still, these descriptions of the learning space, we argue, are only acts of preparation for the education experience.…”