Using bridges made by others as scaffolding and establishing footings for those that follow: Indigenous women in the Academy

Abstract

The first recorded Aboriginal person to graduate with an undergraduate qualification from any Australian university was Aboriginal woman Margaret Williams-Weir in 1959 ( Melbourne University, 2018 ). Williams-Weir graduated with a Diploma in Education. There have now been six decades of graduating Indigenous Australian women in the discipline of education, and many other disciplines. In this article, we explore Indigenous women’s presence in higher education through the narratives of our lives as Aboriginal women within education and the lives of other Indigenous women, noting their achievements and challenges. We acknowledge that while the number of Aboriginal and Torres Strait Islander women participating in university study and becoming engaged in education as a discipline at undergraduate and postgraduate levels has increased, we are still significantly underrepresented. Similarly, while we have seen increases in Indigenous university staff within the education discipline, the employment of Indigenous academics has not reached parity with non-Indigenous academics levels and too few are employed in the professoriate and in senior management positions. We will show how we would not have been able to develop our education careers within higher education without the bridges built by those like Dr Williams-Weir and others who went before us. We will share how we have worked to establish the footings for those Indigenous women who will follow us and others. In this way, we work within the context that is for the now and the future.

“We’re not treated equally as Indigenous people or as women”: The perspectives and experiences of Indigenous women in Australian public relations

“…Susan’s quote is additionally thought-provoking in her use of terms of “Indigenous person” or “woman” without specific reference to “Indigenous woman” and the particular struggles that Indigenous women encounter in the workplace (Fredericks and White, 2018; Moreton-Robinson, 2007; O’Sullivan, 2019; Thunig and Jones, 2020; White, 2010). Both women and Indigenous people experience oppressions, yet Indigenous women embody both intersecting factors (culture and gender) that are liable to be magnified under white patriarchal oppressions (Behrendt, 1993; Moreton-Robinson, 2000).…”

“…For instance, influential Aboriginal Bidjara and Birri Gubba Juru scholar Huggins (1987: para. 16) said that “Black liberation for men and women seems a more important goal to many Black women than women’s liberation.” More recently, White (2010: 13) acknowledged that white women’s role historically “has made it difficult for Indigenous women today to have a sisterhood with white women, who are seen as contributing to their historical oppression.” Ultimately, in experiencing both Indigenous and women worldviews and positions, Indigenous women are likelier to encounter greater oppressions and are undervalued, underrepresented and discriminated against in their careers (Fredericks and White, 2018; Moreton-Robinson, 2007; O’Sullivan, 2019; Thunig and Jones, 2020; White, 2010).…”

“…Today, the continuation of historical racism is manifested in the various organizations and professions that Indigenous women enter. Indigenous women are continually undervalued within professional contexts, underrepresented in senior roles, experience racism within the workforce, and struggle to manage personal responsibilities (Fredericks and White, 2018; Moreton-Robinson, 2007; O’Sullivan, 2019; Thunig and Jones, 2020; White, 2010). Aboriginal Gooreng Gooreng woman White’s (2010) research detailed 11 university-educated Indigenous women’s encounters with racism within their careers.…”

First In Family, First For Family: Indigenous academic women's legacy motivation

“…Indigenous peoples who do enrol are more likely to experience intersecting disadvantage during their higher education studies, including an increased likelihood of carer commitments and familial/community obligations which may conflict with their studies (Asmar et al, 2015). Over several decades Indigenous peoples, including women, have increasingly participated in and engaged in higher education, but remain significantly underrepresented (Coates et al, 2021;Fredericks et al, 2015;Fredericks & White, 2018;Fredericks et al, 2019). Attrition, completion and graduation numbers are of concern; parity across the student and collegiate population remains to be reached; and, among academics, too few are employed within the professoriate or executive level (Asmar & Page, 2008;Asmar et al, 2015;Coates et al, 2021;Fredericks & White, 2018;Thunig & Jones, 2020).…”

Examining Indigenous leadership in the academy: A methodological approach

“…This increase may be attributed to the introduction of a requirement whereby universities must have a senior Indigenous appointment (Trudgett et al., 2020) to be eligible for Indigenous Student Success Program funding (Australian Government, 2017). In addition to a push for more Indigenous appointments in general, scholarly work has also focussed on Indigenous women’s leadership across the higher education sector (Fredericks et al., 2011; Fredericks & White, 2018; Hogarth & Bunda, 2018; Mooney et al., 2018; Wyld, 2010). However, understanding how to best integrate Indigenous leadership in the higher education governance structure at a senior executive level is an area that requires further investigation (Coates et al., 2020).…”