Ethnic Disparities in Educational Development: Lessons Learned from Indonesia’s Secondary Education Affirmation Program

Abstract

This research evaluates the Indonesian government's affirmative secondary education (ADEM) policy towards Papuan ethnic minorities. The aim is to demonstrate the achievement of policy targets, namely increasing achievement motivation, building ethnic solidarity, building nationalism, and preparing students to compete in the national and international job market. The research was conducted using quantitative methods, totaling 289 respondents who were determined purposively. Data was collected using closed questionnaires and analyzed using descriptive statistics. From the 4 variables, it was concluded that students' achievement motivation was high (54.5%), moderate inter-ethnic solidarity (46%), and high nationalism (82%). While students' readiness to enter the national and international job market is low due to the policy of protecting ethnic Papuans from getting formal sector jobs in Papua, their attachment to the land and past experiences has not completely disappeared. Judging from the father's main job, students from entrepreneurial families stand out the most, they have high achievement motivation, ethnic solidarity, nationalism, and competitive readiness. Meanwhile, students from families whose parents do not work or are looking for work have the lowest achievement. Judging from the average father's income, there is a trend that the higher the parent's income, the higher the achievement in terms of achievement motivation, ethnic solidarity, nationalism, and competitive readiness. This research shows that affirmative secondary education policies are useful in reducing ethnic disparities. Therefore, this policy needs to be continued and expanded to other ethnic groups who are included in the critical mass.