When a Dream Becomes a Nightmare: Why do Indigenous australian Medical Students Withdraw from Their Courses?

Ellender, Isabel Mary Caroline; Drysdale, Marlene Mary; Chesters, Janice Evelyn; Faulkner, Susan; Kelly, Heather Ellen; Turnbull, Leanne J

doi:10.1375/s1326011100000089

Cited by 8 publications

(11 citation statements)

References 1 publication

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“…Institutional barriers were a major focus of many articles, and included a perceived lack of support and obstacles in accessing the anticipated or required information; these challenges can culminate in students feeling unequipped to navigate the university system (Aseron et al 2013b;Asmar et al 2015;Cameron and Robinson 2014;DiGregorio et al 2000;Ellender et al 2008;Fleet et al 2007;Gibb 2006;Howlett et al 2008;Kinnane et al 2014;Kippen et al 2006;Oliver et al 2013Oliver et al , 2015Plater 2013;Rigby et al 2010;Trudgett 2009;Usher et al 2005). Closely connected is the inclusion/exclusion of Indigenous content; in some instances there was a lack of identifiable content in the curriculum; in others, the content was perceived as culturally inappropriate or incorrect (Aseron et al 2013b;Cameron and Robinson 2014;Gibb 2006;Oliver et al 2013;Rigby et al 2010;Sonn et al 2000;Usher et al 2005).…”

Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

“…Within the university environment, perceptions of cultural insensitivity, a lack of cultural awareness and respect, and a dearth of engagement with the local Indigenous community are all reported as significant barriers to ongoing retention Kippen et al 2006;Rochecouste et al 2014;Trudgett 2009), are all closely related to feelings of cultural and social isolation experienced by some Indigenous students (Barney 2013;Ellender et al 2008;Kinnane et al 2014;Rochecouste et al 2014). Other institutional barriers on campus include accommodation and childcare-related issues (Bandias et al 2014;DiGregorio et al 2000;Kinnane et al 2014).…”

Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

“…While geographic location and travel are key concerns (Fleet et al 2007;Kinnane et al 2014;Rigby et al 2010), experiences of relocation and dislocation from one's family and community can be particularly challenging (DiGregorio et al 2000;Ellender et al 2008;Fleet et al 2007;Fredericks et al 2015;Kinnane et al 2014;Kippen et al 2006;Santoro 2010;Sonn et al 2000;Usher et al 2005), leading some Indigenous students to experience a sense of 'culture shock' (Cameron and Robinson 2014;Sonn et al 2000;Usher et al 2005). Balancing other commitments within the family and/or community can place a strain on studies (Aseron et al 2013b;Asmar et al 2015;Chirgwin 2014;Ellender et al 2008;Fleet et al 2007;Fredericks et al 2015;Hillman 2005;Kinnane et al 2014;Kippen et al 2006;Oliver et al 2013Oliver et al , 2015Rigby et al 2010;Sonn et al 2000;Toombs and Gorman 2010;Usher et al 2005), especially when university is thought of in a negative light by others (Barney 2013;Cameron and Robinson 2014;Morgan 2001).…”

Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

“…Balancing other commitments within the family and/or community can place a strain on studies (Aseron et al 2013b;Asmar et al 2015;Chirgwin 2014;Ellender et al 2008;Fleet et al 2007;Fredericks et al 2015;Hillman 2005;Kinnane et al 2014;Kippen et al 2006;Oliver et al 2013Oliver et al , 2015Rigby et al 2010;Sonn et al 2000;Toombs and Gorman 2010;Usher et al 2005), especially when university is thought of in a negative light by others (Barney 2013;Cameron and Robinson 2014;Morgan 2001). …”

Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

See 3 more Smart Citations

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

et al. 2017

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While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of nonIndigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students' aspirations while they are at school. We argue that future research should take account of school students' aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship.

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Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

Section: Barriers To Participation Retention and Completion In Highmentioning

confidence: 99%

See 2 more Smart Citations

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

et al. 2017

View full text Add to dashboard Cite

show abstract

“…There has, instead, been a strong focus on the barriers and challenges to Indigenous participation (e.g. see Andersen et al 2008;Ellender et al 2008;Oliver et al 2015;Thomas et al 2014).…”

Section: Introductionmentioning

confidence: 99%

You’ve Got to Put Your Stamp on Things: A Rippling Story of Success

Ober

Frawley

2017

Indigenous Pathways, Transitions and Participation in Higher Education

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Indigenous Student Perspectives on Support and Impediments at University

Oliver

Grote

Rochecouste

et al. 2015

AJIE

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Aboriginal Australians are entering university in greater numbers than in past decades, yet many struggle to complete their degrees. This paper reports on the qualitative component of a research project aimed at enhancing understandings about this issue by investigating student perspectives about those structures that facilitate or impede their retention. Interview and survey data were gathered from 57 participants at one university and analysed for emerging themes. The findings demonstrate a diverse Indigenous student population in terms of age; comprised personal, professional and university networks; institutional services and resources; and the students’ personal qualities and study practices. Factors perceived to obstruct retention included: a lack of support from some teaching staff, schools and faculties; financial insecurity; and often interrelated issues surrounding university workload, jobs, health, as well as family and community responsibilities. These findings are discussed in the light of relevant literature and recommendations.

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When a Dream Becomes a Nightmare: Why do Indigenous australian Medical Students Withdraw from Their Courses?

Cited by 8 publications

References 1 publication

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

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

You’ve Got to Put Your Stamp on Things: A Rippling Story of Success

Indigenous Student Perspectives on Support and Impediments at University

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