The transition of Aboriginal and Torres Strait Islander students into higher education

Rhonda OliverCurtin University

rhonda.oliver@curtin.edu.auDebra Bennell

University of New Englanddbennell@une.edu.au

Acknowledgements

Project team members Simon Forrest (Curtin University) Inala Cooper (Monash University) Roz Anderson (Charles Darwin University) Guido Posthausen (University of New England)

Research assistant Mike Exell (Curtin University)

Funding Office of Learning & Teaching, DEEWR

Instrument Development (stage 1):Schedule of open ended questions for staff and students. Students’ questions were also made available online – uniexp.webplus.net. 10 students also responded via the online survey.

Data collection (stage 1): Some 56 students chose to be interviewed across the 4 participating universities, 38 staff also volunteered to be interviewed. 10 students also participated in focus group discussions. Students were offered a voucher for Coles for participating.

Instrument Development (stage 2):A further survey based on findings from the above was developed for national online circulation. Ipad prizes were offered for entry.

Data collection (stage 2): The survey was advertised nationally through IHEAC centres (Indigenous Higher Education Advisory Council): a further 91 responses were collected.

An online hub and website for project communication.

Methodology

Project team website

http://transition.webplus.net

Our visit to UNE

Our visit to CDU

Our visit to Curtin

Our visit to Monash

Our project team communication facility

Students’ pagehttp://uniexp.webplus.net

Online survey instructions

Findings

Student interviews – identified factors leading to success:

1. Support considered necessary:• Friendly accommodation• Bridging courses• Approachable lecturers and tutors• Family support • More feedback from lecturers/tutors• More financial support

Findings

Student interviews - identified factors leading to success:

2. Integration into university “community of practice”• Being surrounded by like-minded people, hearing their stories• Overcoming initial feelings of being overwhelmed• Wanting to inspire one’s children• Learning to write and talk formally

Note: This sense of belonging to a community of practice was not experienced by students studying externally.

Findings

Student interviews - identified factors leading to success:

3. Personal characteristics • Being intrinsically motivated (“having passion”; “not wanting

to be another statistic”; “putting your mind to it”• Having strong self-identity, sense of self as an Aboriginal• Taking on personal responsibility• Having pride in achievement (ie, in attending university)• Dealing with “shame”• Managing commitment to family

Findings

Student interviews – the place of Aboriginal heritage:

• Inclusion in relevant units only (history, sociology)• Can provide greater recognition of Indigenous achievement• Exposes one to racism• Provides units with greater drawcard for Aboriginal students

Findings

Student interviews – the place of Indigenous centres:• Less needed when other support systems are in place• Favoured more by ex-bridging students• Separation from main campus both positive and negative• Support provided by centres highly valued• Advantageous for struggling students and those returning to

studies• Enables learning to use to university online software (eg,

moodle)

Findings

Staff interviews – observed initiatives for enhancing Aboriginal enrolments/experience:• Extensive advertising in Indigenous press and media• Centre staff teaching into mainstream units• Keeping in contact with students (website, SMS, etc)• Inviting unit co-ordinators to meet students• Exploring “why you want to study”• Conscious of not being well prepared so are more eager to

learn than non-Indigenous students

Findings

Staff interviews – observed issues for Aboriginal student experience:• Lack of cultural awareness PD for university staff• Entry made too easy (some students may not be suited to

university)• Course advisors assume Aboriginal students want to study

Indigenous history/issues• Staff too soft on Indigenous students• Expecting expertise in Aboriginality despite cultural protocols• Lack of communication between faculty Indigenous Liaison

Officer and Centre staff• Some Centres reluctant to engage with mainstream university

FindingsStaff interviews – observed issues for Aboriginal student experience:• Aboriginal students expect to learn from “white people”• University Expos unsuitable for Aboriginal students• Centres situated apart from university, often not well signed• University economic constraints – fewer places to meet,

establish buddies systems, etc• Aboriginal student representatives no longer exist• Reluctant to engage with online learning• Communities place unreasonable expectations on students • Personal issues (family, funerals - lack of empowerment to

‘release oneself from these obligations’, finance, health, housing, child care, homelessness)

Findings

Best Practice in Teaching• Informal approach, creating a relationship, share

background, be yourself• Adjust timetables to fit with family commitments - classes

10-11am, 11am - 1pm independent study, tutes 1 - 3pm• Invite role models in all spheres• Get the right mix for group work• Invite Aboriginal Artist to work with students who then

write about what they have created• Discourage “poor fella me” attitudes• Make subject matter relevant• Respond to desire for broader general knowledge (quizzes,

word games)

FindingsBest Practice in Teaching• Use graphics – mind-maps, etc• Accommodate code-switching• Separate males and females in discussion groups• Invite personal experience, yarning• Know the history• Walk with them (to bookshop, café, library)• Set rules (only emergency phone calls etc, need to advise of

time commitments, eg, pick up children)• Avoid jargon until it’s learnt (provides glossaries, etc)• Provide opportunities for students to show their skills (eg,

arrange for them to present workshops to community, agencies, etc)

Thank you