Raising an Indigenous academic community: a strength-based approach to Indigenous early career mentoring in higher education

Povey, Rhonda; Trudgett, Michelle; Page, Susan; Locke, Michelle Lea; Harry, Matilda

doi:10.1007/s13384-022-00542-3

Cited by 6 publications

(2 citation statements)

References 40 publications

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“…It is important, however, to highlight, through such evaluation and research, the value of Indigenous-specific programs and support initiatives in higher education to make the case (even more loudly) for core university funding, support and systems change. This research also reinforces the need for further investigation of alternative pathways to a PhD (Arnold, 2017 ), and data collection on the journey through and beyond academia for Indigenous PhD students (Locke et al, 2021 ; Povey et al, 2022 ).…”

Section: Discussionsupporting

confidence: 58%

Enabling higher degree pathways for Aboriginal and Torres Strait Islander students

2023

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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.

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Section: Discussionsupporting

confidence: 58%

Enabling higher degree pathways for Aboriginal and Torres Strait Islander students

2023

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“…Academic advice and guidance are provided for students by academic and professional staff in various other roles at specific points in their transition. Some advisors focus on special populations, such as Indigenous and First Nations students (Povey et al, 2023).…”

Section: Personal Tutoring and The Awarding Gap: Australian Contextmentioning

confidence: 99%

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Gabi,

Braddock,

Brown

et al. 2024

British Educational Res J

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The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.

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Mentoring Our Way for the Future of Indigenous Scholarship

Kennedy

2024

SpringerBriefs in Education

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Professor Tristan Kennedy examines and reflects upon the role and potential value of formal and informal mentorship for Indigenous ECRs. He highlights the collegiality and collaboration of Indigenous mentorship, but points to the current scarcity of senior Indigenous scholars which can make it more challenging to find an Indigenous mentor to help develop that next part of a career. Professor Kennedy explores the pitfalls of institutional mentorship programs which are developed by and feature non-Indigenous people, with worthwhile insights for program developers who want to support the career trajectories of Indigenous ECRs. His steadfast rebuttal of Indigenous deficiency is refreshing and should be a guide for non-Indigenous readers concerned with Indigenous career development.

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Raising an Indigenous academic community: a strength-based approach to Indigenous early career mentoring in higher education

Cited by 6 publications

References 40 publications

Enabling higher degree pathways for Aboriginal and Torres Strait Islander students

Enabling higher degree pathways for Aboriginal and Torres Strait Islander students

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Mentoring Our Way for the Future of Indigenous Scholarship

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