Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment

Abstract

Low retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted within the Griffith School of Environment that questioned the possible links between the provision of information to commencing Indigenous students and their retention. It essentially examines to what extent current university structures support Indigenous enrolments and retention, via the information they receive upon enrolling. From interviews conducted in an informal discussion format with currently enrolled Indigenous students in the Griffith School of Environment, critical deficiencies were identified in the information Indigenous students receive during the early transition phase of university entrance. A key finding of this study, and which is the subject of current research, was the support amongst the students for the development of an Indigenised curriculum in science as a strategy for improving the attraction and retention of Indigenous students. This paper details the research project and its findings.

The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000–2016

“…These centres not only provide formal academic support but also tangible resources for students and a venue for social, cultural, and community activities (Cameron and Robinson 2014;Fleet et al 2007;Howlett et al 2008;Kinnane et al 2014;Kippen et al 2006;Morgan 2001;Oliver et al 2013Oliver et al , 2015Page and Asmar 2008;Sonn et al 2000;Usher et al 2005;West et al 2014). In the wider university environment, the support provided by both Indigenous and non-Indigenous academics was highlighted (Cameron and Robinson 2014;Fredericks et al 2015;Oliver et al 2013Oliver et al , 2015Page and Asmar 2008;Rigby et al 2010;Sharrock and Lockyer 2008;Usher et al 2005;West et al 2014).…”

“…In the wider university environment, the support provided by both Indigenous and non-Indigenous academics was highlighted (Cameron and Robinson 2014;Fredericks et al 2015;Oliver et al 2013Oliver et al , 2015Page and Asmar 2008;Rigby et al 2010;Sharrock and Lockyer 2008;Usher et al 2005;West et al 2014). Furthermore, inclusive environments that incorporate Indigenous content in curricula and involve members of the local Indigenous community were found to be important enablers for ongoing participation and retention (DiGregorio et al 2000;Howlett et al 2008;Turnbull 2014;Usher et al 2005).…”

A Design and Evaluation Framework for Indigenisation of Australian Universities

“…Utilising action research approaches of professional learning and knowledge production, faculty representatives were trained to implement curricula and pedagogical changes then to in-service their faculty colleagues. These professional learning community workshops created opportunities for dialogue on how to imagine and envision Indigenous presence in the faculty (Rigney et al 1998;Rigney 2011a, b;Ladson-Billings 1995, 2009Howlett et al 2008;Frawley et al 2015). Indigenous knowledges and epistemologies are valued and represented across the academic agenda (Sarra et al 2011;Smith 2003;Rigney 2001Rigney , 2006Matthews 2012;Matthews et al 2005).…”

Aspiration, achievement and access: The ACT-Indigenous Success pathway to university

“…The prevailing deficit approach to Indigenous education incorporates a devaluing of Indigenous knowledge (Howlett et al, 2008) and the strategic use of language to perpetuate existing status structures (O'Brien, 2008). This approach is redundant (Harrison, 2007) as it views Indigenous education as a 'problem that needs fixing' (Vass, 2013, p.85).…”

“…A critical function of these centres is to provide a 'safe space' for Indigenous students (Helme, 2007;Sharrock & Lockyer, 2008). Moreover, they have continually demonstrated a critical role in the retention of students in higher education (e.g., Helme, 2007;Howlett, Seini, Matthews, Dillon & Hauser, 2008;Sharrock & Lockyer, 2008). Universities are not seen as 'black spaces' (Barney, 2013) and so by far the most important function of these centres is to provide a place of acceptance and safety (Nakata, Nakata & Chin, 2008).…”