Recognising aspiration: the AIME program’s effectiveness in inspiring Indigenous young people’s participation in schooling and opportunities for further education and employment

Abstract

A strong feature of the widening participation agenda is improving the aspirations of groups that are underrepresented in higher education. This paper seeks to reposition the utility of this as a focal point of educational interventions by showcasing the success of a mentoring program that takes a different approach. The Australian Indigenous Mentoring Experience (AIME) significantly and positively impacts Australian Indigenous high school students' aspirations to finish school and continue to further study, training or employment. AIME is not read as a classic intervention program for raising aspirations. Instead, AIME builds upon the cultural wealth of participants and adopts an approach that seeks to inspire individuals rather than remediate them. The paper draws on survey data and fieldwork to present an example case study for resisting the assumption that young people's aspirations are deficit and in need of 'improving'. The paper describes how AIME works within young people's 'windows of aspiration' to positively impact their engagement in school and further education, training and employment.

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

“…This was similar in studies focused on Indigenous students already enrolled in higher education (Cameron and Robinson 2014;Kinnane et al 2014;Santoro 2010). This research emphasises the importance of role models, particularly those with experience of university (Harwood et al 2015;Kippen et al 2006;Lette et al 2009;Nelson and Hay 2010;Shah and Widin 2010;Walker et al 2008). Rahman (2010) also found that being a role model for others provides impetus for some Indigenous school students to complete secondary school, a fundamental stepping-stone to higher education.…”

“…Educational aspirations There is clear consensus that Indigenous young people hold aspirations to complete secondary school (Craven et al 2005;Godfrey et al 2001;Harwood et al 2015). However, they are more likely than their nonIndigenous peers to want to depart school earlier (Craven and Marsh 2004;Craven et al 2005;De Bortoli and Cresswell 2004) and to plan to complete no further education past high school (De Bortoli and Cresswell 2004).…”

“…Studies conducted at the secondary school level revealed that Indigenous students are less likely to aspire to university in comparison to non-Indigenous students (Craven et al 2005;De Bortoli and Cresswell 2004). Importantly, it was also found that many Indigenous students do aim to go to university and attain a higher education (Craven and Marsh 2004;Craven et al 2005;Godfrey et al 2001;Harwood et al 2015;Nelson and Hay 2010;Walker et al 2008). Educational aspirations are also framed more generally by Indigenous students and their parents as the desire to receive 'a good education' (Lette et al 2009;Walker et al 2008).…”

Pathways to success: AIME’s educational mentoring model

“…Research into the program describes how AIME conceptualises and promotes the program as 'meeting a deficit of the educational system, as opposed to a deficit of the young person' (Harwood et al 2015). Instead of concentrating on raising each student's aspirations, AIME places a focus on reversing the low expectations and lack of support that Indigenous young people may encounter in school settings by creating a high expectations environment and vibe.…”

“…Comprising researchers with experience in qualitative and quantitative approaches, this research has grown from a small UOW internally funded project, to a large national project. This collaborative research partnership has already spanned five years and has produced several theorised academic papers, based on both qualitative and quantitative research that describes the AIME program and its merits O'Shea et al 2013;Kervin et al 2014;O'Shea et al 2014;Harwood et al 2015). Findings from the research to date have reported the success of the AIME program in engaging Indigenous young people in education as well as described the novel ways that the AIME program reorients the focus on aspirations to one of 'recognition of aspirations' .…”