The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion

Schellekens, Melissa; Ciarrochi, Joseph; Dillon, Anthony; Sahdra, Baljinder K.; Brockman, Robert; Mooney, Janet; Parker, Philip D.

doi:10.1002/berj.3791

Cited by 4 publications

(2 citation statements)

References 66 publications

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“…Indigenous students around the world experience lesser educational outcomes in comparison to their non-Indigenous peers. Educational outcomes for Indigenous Australians follow a trend similar to that of other Indigenous peoples around the world (Schellekens et al, 2022). For example, North America has seen a widening in the academic achievement gap between Native American students and the general student population (Fischer & Stoddard, 2013).…”

Section: Remote Indigenous Communit Y Schoolingmentioning

confidence: 80%

“…In Australia, the problem is most prominent in remote areas (Guenther et al., 2019), with Indigenous and non‐Indigenous differences in school completion varying by socioeconomic status and remoteness (Schellekens et al., 2022). Despite the Australian government's substantial investments in providing quality education for Indigenous students, data show little improvement.…”

Section: Remote Indigenous Community Schoolingmentioning

confidence: 99%

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What are the success factors for schools in remote Indigenous communities?

Dillon,

Riley,

Filardi

et al. 2024

British Educational Res J

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Indigenous Australian students generally attain poorer educational outcomes compared to non‐Indigenous students. However, some remote schools are challenging the status quo by providing schooling experiences where Indigenous students thrive. Using an Indigenous research paradigm and a comparative case study methodology, we conducted interviews with stakeholders from two different remote community schools where students were predominantly Indigenous. Recognising the limitations of assessing student success solely on westernised concepts of success, we adopted a strengths‐based approach. Using thematic analysis, qualitative data were analysed to yield themes that were sorted using a model of Indigenous wellbeing comprising five dimensions (academic, cultural, physical, psychological and social wellbeing). Responses from stakeholders (teachers, community leaders and students) show that success can be achieved when local culture is respected and incorporated into the curriculum by dedicated staff who maintain open communication with community. While both schools shared a largely common approach to Indigenous education, a hallmark was their responsiveness to local needs.

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Section: Remote Indigenous Communit Y Schoolingmentioning

confidence: 80%

Section: Remote Indigenous Community Schoolingmentioning

confidence: 99%

What are the success factors for schools in remote Indigenous communities?

Dillon,

Riley,

Filardi

et al. 2024

British Educational Res J

Self Cite

View full text Add to dashboard Cite

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Indigenous sustainable education modelling: The role of chaperones in Batek children’s education in Malaysia

Abdullah,

Ahmad,

Ismail

2023

Int Rev Educ

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Transitional pathways through middle school for First Nations students in the Northern Territory of Australia

Dadi,

He,

Guenther

et al. 2023

Aust. Educ. Res.

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The middle-school years (Year 7 to Year 9) is a particular challenge for socially disadvantaged populations, with high proportions of children either repeating school years or dropping out of school. In Australia, a group of particular concern is First Nations children for whom there is a collective effort by all governments to improve education outcomes, although there have been few studies of their transition through the middle-school years. This retrospective study, using individual-level linked data, followed a cohort of 7881 First Nations students for 2 years after enrolment in Year 7 (Y7) in any Northern Territory (NT) government school in the years from 2008 to 2014 to quantify the transitional pathways through middle school and identify the factors associated with faltering progress. We used multinomial multilevel logistic regression to identify the factors associated with school dropout and repeating Y7 or Y8 (Y7/8). Two years after Y7 enrolment, eight in ten First Nations students progressed to Y9 (78.8%), more than one in ten students had dropped out of school (13.3%) before reaching Y9, and one in 12 (7.9%) repeated Y7/8. The likelihood of either dropping out of school or repeating years was higher among students who were enrolled in Y7 when aged less than 11.5 years, had a low Y7 school attendance rate, moved to either interstate or non-government schools and who lived in a remote area. Students who were not born in the NT and those with a record of substantiated child maltreatment during Y7 were more likely to repeat Y7/8. Planning interventions to improve school retention through the middle-school years should consider these factors.

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The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion

Cited by 4 publications

References 66 publications

What are the success factors for schools in remote Indigenous communities?

What are the success factors for schools in remote Indigenous communities?

Indigenous sustainable education modelling: The role of chaperones in Batek children’s education in Malaysia

Transitional pathways through middle school for First Nations students in the Northern Territory of Australia

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