Relevant bibliographies by topics / Indigenous students

Academic literature on the topic 'Indigenous students'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Indigenous students"

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Despagne, Colette. "Indigenous Education in Mexico: Indigenous Students' Voices." Diaspora, Indigenous, and Minority Education 7, no. 2 (April 2013): 114–29. http://dx.doi.org/10.1080/15595692.2013.763789.

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Han, Feifei. "Sustainable Teaching Strategies to Teach Indigenous Students: Their Relations to Students’ Engaged Learning and Teachers’ Self-Concept." Sustainability 14, no. 17 (September 2, 2022): 10973. http://dx.doi.org/10.3390/su141710973.

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To help Indigenous Australian students engage with academic work, educators and teachers alike need to understand what teaching strategies are beneficial for Indigenous students’ learning. This study examines the predictions of the three types of Indigenous teaching strategies, namely, integrative teaching (integrating Indigenous perspectives in teaching), community linking (utilising Indigenous community input), and culture sharing (encouraging Indigenous students to share cultural values), to Indigenous students’ engaged learning and teachers’ self-concept in teaching. With 208 teachers surveyed from 52 Australian urban and rural primary schools, we found that culture sharing had positive contributions to Indigenous students’ engaged learning, whereas integrative teaching and community linking positively predicted teachers’ self-concept in Indigenous teaching. These differential patterns suggest useful strategies for enhancing student- or teacher-focused outcomes, respectively. How to successfully integrate these Indigenous teaching strategies is a key to successful teaching practice, as these strategies cannot only improve Indigenous students’ engaged learning but, at the same time, may foster teachers’ confidence in teaching Indigenous students.
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Chigeza, Philemon. "Language Negotiations Indigenous Students Navigate when Learning Science." Australian Journal of Indigenous Education 37, no. 1 (2008): 91–97. http://dx.doi.org/10.1017/s1326011100016136.

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AbstractThis paper reports on implications of a research study with a group of 44 Indigenous middle school students learning the science concepts of energy and force. We found the concepts of energy and force need to be taught in English as we failed to find common comparable abstract concepts in the students' diverse Indigenous languages. Three categories of describing the concepts were identified: nine students who used scientific genre to explain and demonstrate the concepts (20%); 15 students who used limited scientific genre to explain and demonstrate the concepts in terms of direct action (35%); and 20 students who did not use scientific genre to either describe or display by direct action their knowledge of the concepts (45%).Indigenous students learning school science navigate language negotiations before negotiating the language challenges in science learning. School science achievement is measured using Standard Australian English concept descriptors. These assessment instruments are designed to measure the student's negotiations from Standard Australian English into science. It is possible that these instruments do not adequately measure the Indigenous student's negotiations from their vernacular language into science. Developing a Creole science could empower Indigenous students learning school science to develop the capacity to successfully negotiate the language systems.
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Sianturi, Murni, and Huei-Hsuan Lin. "Effects of Student's Grade to Teacher's Teaching: a Case Study in an Indigenous Classroom." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 6–11. http://dx.doi.org/10.22610/jevr.v7i4(v).1504.

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Abstract: The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacher’s teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some indoor and outdoor activities, and using various media to get students’ attention, but he was concerned about his students’ low academic achievement. In Hualien, there are annual provincial examinations on the subjects of Chinese, Mathematics and English in May, which all the elementary students are required to take. To improve the student academic performance he used some classroom time to practice drills rather than spending time on exploratory activities. When indigenous students' underperformance in standardized tests are considered as reflecting poor quality of teaching, preparing students for the sit-in tests will continue to be a part of classroom teaching. This study suggests that teachers have to understand the educational context in which teaching and learning take place. Knowing this would provide teachers a more meaningful teaching and learning. Keywords: Teaching, grade, non-indigenous teacher, indigenous students, rural elementary school
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Dunne, Michael P., Margaret A. Yeo, Julie Keane, and David B. Elkins. "Substance use by Indigenous and non-Indigenous primary school students." Australian and New Zealand Journal of Public Health 24, no. 5 (October 2000): 546–49. http://dx.doi.org/10.1111/j.1467-842x.2000.tb00509.x.

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Magson, Natasha R., Rhonda G. Craven, Genevieve F. Nelson, Alexander S. Yeung, Gawaian H. Bodkin-Andrews, and Dennis M. McInerney. "Motivation Matters: Profiling Indigenous and Non-Indigenous Students’ Motivational Goals." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 96–112. http://dx.doi.org/10.1017/jie.2014.19.

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This research explored gender and cross-cultural similarities and differences in the motivational profiles of Indigenous Papua New Guinean (PNG) and Indigenous and non-Indigenous Australians. Secondary students (N = 1,792) completed self-report motivational measures. Invariance testing demonstrated that the Inventory of School Motivation (McInerney, Yeung, & McInerney, 2001) measure was invariant across both gender and Indigenous and non-Indigenous groups. Structural equation modelling (SEM) results explicated that males were significantly more performance orientated than females in all three groups examined; however, the disparity between genders was most apparent in non-Indigenous Australians. Diverging from previous findings with non-Indigenous students, the current study found that PNG and Australian Indigenous males endorsed mastery goals more strongly than Indigenous females. In contrast, non-Indigenous females were more mastery orientated than non-Indigenous males. Finally, the two Indigenous groups endorsed social goals more strongly than the non-Indigenous Australians. The current findings highlight the importance of assessing gender and group differences, as broad statements relating to student motivation do not appear to be applicable in all cultural contexts.
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O'Dowd, Mary. "Engaging non‐indigenous students in indigenous history and “un‐history”." History of Education Review 41, no. 2 (October 12, 2012): 104–18. http://dx.doi.org/10.1108/08198691211269539.

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Craven, Rhonda G., and Herbert W. Marsh. "The Challenge for Counsellors: Understanding and Addressing Indigenous Secondary Students' Aspirations, Self-concepts and Barriers to Achieving their Aspirations." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 16–33. http://dx.doi.org/10.1017/s1037291100002648.

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Indigenous students are not attaining the same educational and employment outcomes as non-Indigenous students. Psychological constructs have been demonstrated by research with non-Indigenous Australians to impact upon desirable educational outcomes; however, there is a dearth of Aboriginal education research that has identified psychological constructs of salience to Indigenous students. The purpose of this study was to: (a) evaluate the self-concepts of Indigenous secondary students; (b) identify Indigenous students' aspirations; (c) elucidate Indigenous students' perceptions of barriers faced in attaining their aspirations; and (d) compare and contrast the pattern of results for Indigenous students to results for non-Indigenous students from the same schools. A total of 1686 students (517 Indigenous and 1151 non-Indigenous) from urban and rural regions from three Australian States participated. Indigenous students displayed statistically significantly lower academic (school, maths, verbal) self-concepts in comparison to non-Indigenous students. Significantly more Indigenous students in comparison to non-Indigenous students aspired to leaving school early, attending Technical and Further Education (TAFE) institutions and were less likely to know much about what sort of job or further education and training they could pursue after leaving school. Indigenous students also rated nine potential barriers with significantly higher scores compared to non-Indigenous students in regard to limiting or stopping them from achieving what they want to do. The results have important implications for career education and counselling interventions in educational contexts.
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Chiluwal, Shailandra. "Comparative Study on Physical Fitness between Indigenous and Non-indigenous Students." Interdisciplinary Research in Education 5, no. 1-2 (February 4, 2021): 79–88. http://dx.doi.org/10.3126/ire.v5i1-2.34737.

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Physical fitness is essential for all. This is comparative cum cross-sectional study dealing with the physical fitness of students. It was conducted in the secondary schools of Lamjung district with the objective to compare the physical fitness between indigenous and non- indigenous students. Altogether 150 secondary level male students were selected as the respondents consisting 75 for each group. Five schools were selected using purposive sampling method whereas, the respondent students were selected using purposive cum random sampling method. American Association for Health, Physical Education and Recreation (AAHPER) Youth Physical Fitness Test was used to compare the physical fitness of indigenous and non-indigenous students. The test battery included six test items i.e. pull-ups, sit-ups, standing broad jump, shuttle run, 50-yard dash and 600-yard run-walk. For the comparison of fitness score, mean, SD, CV and Z-test were applied. Fitness status was found better among indigenous students in comparison to non-indigenous students.
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Wilson, Denise. "Supervision of Indigenous research students: considerations for cross-cultural supervisors." AlterNative: An International Journal of Indigenous Peoples 13, no. 4 (September 12, 2017): 256–65. http://dx.doi.org/10.1177/1177180117729771.

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Essential to Indigenous research students’ development is their preparation to undertake Indigenous research with an appropriate Indigenous approach. Preparing Indigenous students to conduct research with Indigenous communities requires their adequate and proper preparation, although this does not always happen. Getting the research story right is key to better understanding the persistent, complex and multidimensional inequities in the access, use and quality of health services Indigenous peoples face. Successful preparation of Indigenous students is contingent on quality student–supervisor relationships. The literature indicates that Indigenous student supervision undertaken by non-Indigenous supervisors can be hindered. Two vignettes demonstrate problems with cross-cultural supervision of Indigenous research students’ experiences. An examination of cross-cultural supervision practices highlights the need to prepare Indigenous students in Indigenous research methodologies to optimise outcomes to reflect Indigenous peoples’ realities. Following an overview of approaches to undertake research with Indigenous people, strategies to support cross-cultural supervision are suggested.
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Dissertations / Theses on the topic "Indigenous students"

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Miller, Colton Duane. "Biculturalism among Indigenous College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.

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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education. *Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.
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Kerr, Sharon. "White Questions—Black Answers: Effective Inclusion of Indigenous Students with a Disability into Higher Education in Australia." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27386.

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Australian higher education has its roots deep in the soil of colonisation and European imperialism. Therefore, it has developed as a system that is exclusive rather than inclusive of social and cultural diversity. The poor levels of higher education participation and outcomes for Indigenous students and students with a disability indicate the need to examine current practices and their impact on Indigenous people with a disability. This study aimed to explore how the higher education sector can mitigate barriers faced by Indigenous students with a disability and scaffold their successful engagement with and outcomes in higher education. Founded on Indigenous Standpoint Theory, as presented by Gilroy (2009a), the methodology of this research foregrounds the central role of Indigenous people with lived experience of disability—in the study design, its implementation and in the validation of the results. This research applied a mixed methods convergent parallel design. As described by Creswell and Plano Clark (2011), the study involved collecting and analysing two distinct datasets. The Quantitative Track comprised an audit of Australian university websites and a review of Disability Action Plans to ascertain the nature of service delivery. The Qualitative Track comprised listening to the stories and truthtelling of five Indigenous people with a disability who had undertaken higher education in Australia. Following the collection and analysis of the unique datasets, a process of comparison and identifying relationships between the two Tracks was undertaken. The study revealed the following six key findings: 1. Systemic barriers for Indigenous students with a disability were created by variable and bureaucratic institutional processes. Examples include the widespread requirement for medical diagnosis of a disability before the provision of assistance and lack of flexibility in course design, delivery and assessment. 2. The Indigenous perspective of on disability was found to be a dual consideration with Indigenous students not presenting for disability support and Indigenous staff not accessing disability services and supports for their students. 3. Institutional supports for Indigenous students and students with a disability were siloed into different areas, creating a lack of clarity for Indigenous students regarding where to go for help and placing them at risk of missing out on services and supports available to non-Indigenous students. 4. Systems were not cognisant of the additional barriers faced by students who were both Indigenous and had a disability. 5. The ineffective transition from higher education to employment was a major frustration. Participants found themselves in a continuous loop of attempting further qualifications to improve their life opportunities. 6. There was a desire for and appreciation of supportive and respectful communications from support services. Further, a spirit of resilience, determination and the desire to succeed was observed in participants. This study has identified a need for both public and private providers in the higher education sector to effectively coordinate their support services for Indigenous students with a disability. Within the current institutional funding model, this cohort may be better served by ensuring the following: • Services are coordinated and easy to navigate within the institution. • Students can present for supports without requiring supporting documentation to verify disability. • All staff are committed to the principles of person-centredness to ensure that individual student needs are recognised and supported. • Materials are produced following the principles of Universal Design of Learning to mitigate the need for students to declare that they have a disability. • There is institutional commitment to cultural safety to ensure that knowledge of and respect for Indigenous culture, community and knowledge is embedded throughout all facets of the institution. This thesis presents a framework to provide a pathway for institutions to achieve these desired outcomes and embed the processes in their Disability Action Plans.
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Leitch, Angela Maria. "The unexamined system: Indigenous students' secondary school attendance." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376519.

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Since 2008, various Prime Ministers of Australia have used the “closing the gap” report to focus on the low level of school attendance and educational achievement of Indigenous students. Consequentially, new strategies focusing on schools, Indigenous parents and students are implemented, and the following year the Prime Minister repeats the call for improvement. It seems that nothing changes. This cyclical issue raises fundamental questions, “Why does a gap in attendance between Indigenous and non-Indigenous students persist, and are there unexamined factors that perpetuate the ‘wicked’ problem?” Perhaps it is not the individual school, teacher, parent or student who is the largest impediment to Indigenous student attendance and academic success. Are there other factors that remain unexamined, including the values and beliefs upon which the practices of the education system are built? Using the methodological approach and tools generated from critical race theory (CRT) this study critically examines Queensland state school data and identifies systemic factors that are preventing or impacting on Indigenous student attendance. Data sets are predominantly reviewed using quantitative analysis techniques, aligning with the current educational focus on policy informed by quantitative rather than qualitative research (Lingard, Creagh, & Vass, 2012). In addition, qualitative methods are used to examine how racism is endemic in educational policies. Key results from this study indicate that, in Queensland, educational policy, decision- making, and practices maintain the white dominant ideology that impacts on Indigenous students’ success, and renders them invisible. The results also demonstrate that Indigenous parents/caregivers and secondary school students’ opinions of school differ from those of their non-Indigenous peers. The thesis presents new understandings of how race continues to impact on the education system and facilitates a rationale for why Indigenous students have a higher rate of non-attendance than their non-Indigenous peers. The evidence base has the potential to change the way blame is apportioned for Indigenous student non-attendance, by shifting the focus from Indigenous parents and students to the education system. The study recommends two practical changes within the education system. Firstly, that an accredited professional development program for both policy makers and senior officers and above within the public service occurs, focusing on unconscious racial bias. Secondly, that a review of public sector policies be undertaken to address the part that seemingly neutral language plays in enabling the ‘wicked’ problem to persist, beginning with the qualitative analysis methods presented in this thesis. Finally, the study suggests that future research should focus on how the legacy of colonisation, in addition to race, impacts on Indigenous students’ educational outcomes. More detailed qualitative research should be undertaken to explicate the reasons for unexplained absences of Indigenous school students. Understandings about unexplained absences will assist in the development of alternative, targeted, evidence based strategies focusing on all areas affecting Indigenous students’ attendance.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Mudhan, Parmesh. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Thesis, Mudhan, Parmesh (2008) Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/693/.

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This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students’ associations with ‘place’ on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon. The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successful in improving participation of Indigenous students to Year 10, and informed by the researcher’s own lived experiences teaching Indigenous students in three different countries. During this time, it was observed that Indigenous students’ association with place was a significant factor in their participation in education. Gruenewald’s multidimensional framework for place-conscious education is employed to guide the analysis and interpretation of data as it provides a means of addressing two important issues revealed in the review of literature on participation. First, participation is examined and interpreted in different ways, and second, a common thread in the differing interpretations is the concept of place. Analyses of the data reveal two overarching dimensions: Place and Aboriginality. Further analysis, informed by notions of place-conscious education reveal five identifiable elements for enhancing participation of Indigenous students in education: Curriculum Method, Curriculum Content, Careers, Partners and Identity. Educational programs that recognise how these elements are related to place and action them are likely to be more effective in enhancing participation of Indigenous students in education.
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Mudhan, Parmesh. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Mudhan, Parmesh (2008) Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/693/.

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This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students’ associations with ‘place’ on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon. The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successful in improving participation of Indigenous students to Year 10, and informed by the researcher’s own lived experiences teaching Indigenous students in three different countries. During this time, it was observed that Indigenous students’ association with place was a significant factor in their participation in education. Gruenewald’s multidimensional framework for place-conscious education is employed to guide the analysis and interpretation of data as it provides a means of addressing two important issues revealed in the review of literature on participation. First, participation is examined and interpreted in different ways, and second, a common thread in the differing interpretations is the concept of place. Analyses of the data reveal two overarching dimensions: Place and Aboriginality. Further analysis, informed by notions of place-conscious education reveal five identifiable elements for enhancing participation of Indigenous students in education: Curriculum Method, Curriculum Content, Careers, Partners and Identity. Educational programs that recognise how these elements are related to place and action them are likely to be more effective in enhancing participation of Indigenous students in education.
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Chou, Hui-Min. "Educating urban indigenous students in Taiwan six teachers' perspectives /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3092.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Corporal, Stephen. "The influence of Identity, Roles and Expectations on Indigenous students studying at university which impacts on building the Indigenous health workforce." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/399431.

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The health of Aboriginal and Torres Strait Islander peoples has been problematic since colonisation. At present, Indigenous health has been prioritised nationally in Australia through initiatives such as the Close the Gap policy and many related activities led by Government, non-government, and Indigenous community organisations. There is a strong move toward Indigenous community led responses to promoting better health and wellbeing for our people. A key part of such community led responses is generating a sustainable Indigenous health workforce. This workforce needs to carry not only the knowledge and skills associated with formal mainstream study and qualifications but also the identity, roles, and expectations of Indigenous people, families and communities themselves. Aboriginal and Torres Strait Islander people have been historically excluded from universities and there remain tensions. The attrition rates of Aboriginal and Torres Strait Islander students in health degrees at Australian universities have been problematic over the past decades. There are many aspects of students’ experiences that can affect their success including institutionalised racism and deficit thinking and the level of academic, cultural, and financial support. Yet, there are deeper aspects of Indigenous students’ cultural identities and associated roles and expectations – extended from both Indigenous and non-Indigenous people – that shape their success. In my role as an Indigenous social worker, student support worker, teacher researcher and student over the past 30 years I recognised the need to understand the ways that students’ cultural, community, and family identities intersect with the identities, roles, and expectations sometimes imposed upon them in universities. The purpose of this study was to explore the significance and effects of identity, roles, and expectations for Indigenous students undertaking health degrees. Indigenous health students navigate a complex range of identities, roles, and expectations that come from community, family members, university staff and teaching academics. In many cases, the identities, roles, and expectations of and upon Indigenous students in their community and family contexts contrast with those launched upon them in university systems. This adds additional pressures to Indigenous students who are seeking to enter the health workforce. Many teaching academics and university staff are completely unaware of – and hence unresponsive to – Indigenous identities and roles. My study explores the complex but often inspiring realities of the student experience in navigating their different worlds of community, family, and university. Using an Indigenous Research Methodology, I interviewed 17 Indigenous health students at different stages of their degrees across diverse disciplines including social work, nursing, medicine, psychology and exercise science in one urban university in Australia. I also interviewed 10 non-Indigenous teaching academics at the same university to develop a rounded perspective on the kinds of experiences Indigenous students might have in the health classroom. Staff interviewees were from health disciplines including social work, medicine, nursing, dietetics, and psychology. I undertook thematic analysis of the interview data to determine key themes relating to identity, roles, and expectations. This process focussed on the Indigenous student experience but also explored teaching academics’ own identities, roles, and expectations and how they may directly or indirectly affect Indigenous students. The sub-themes under identity related to place, kinship, race, colour, and teaching academics’ awareness of student cultural identities. The sub-themes identified under roles were connection to identity, family commitment, community role, transition between community to university, university role, leadership role and health professional role. The sub-themes for expectations included achieving goals, expectations linked to bettering one’s self; high expectations, student perceptions of how academics see them, how academics saw students, academic expectation the same as other students’, expectations lower for Indigenous students. These major themes have crossover which contributes to the complexity of the research of Indigenous people. The findings show that Indigenous students and teaching academics need to be aware of the significance of identity when studying at university. The study shows that identity, roles, and expectations are interlinked in shaping student experience, success, and their developing sense of self as both an Indigenous person and health professional. If an academic is unaware of a student’s identity it may lead to problems that affect the student’s sense of self and welcome at the university. Likewise, if a student is still developing their identity as an Indigenous person, being institutionally identified as an Aboriginal or Torres Strait Islander person at university and by academics and other students can add extra pressure and stigmatisation to the student’s experience of university. Academics, students, and other staff members hence all have a role to play in making a space for Indigenous students to feel welcome and to succeed at university. This includes being aware of the dual roles and universal responsibility. If Indigenous students can be supported to reconcile and build strength from their diverse identities and roles, and resist negative and false expectations, they are better placed to complete their studies and succeed as health professionals. If Indigenous students encounter low expectations of their abilities from teaching academics and other students, they may succumb to negative self-expectations and attrition. If universities, teaching academics, staff and other students can make space for Indigenous students to be stable and strong in their identities throughout their studies, we have a far stronger opportunity to build this workforce to also be stable and strong, connected to Country, and people, and contribute to better health in our communities. This thesis offers some key understandings that will help us and universities to facilitate such spaces for Indigenous health students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Serv & Soc Wrk
Griffith Health
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Bremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.

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The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning.
Multiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
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Bingham, Jennie L. "Indigenous Women College Students' Perspectives on College, Work, and Family." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3038.

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Native American and First Nations (hereafter referred to as indigenous) women college students are faced with a challenge to balance both their culture and the demands of the dominant Western culture in family, school, and work/employment roles. The presence of indigenous women in higher education and in the work force has increased since World War II. While there is an abundance of literature on work-family balance and work-family conflict, with some focus on the perspectives and expectations of college-aged students, there is a dearth in both of these areas with regards to indigenous populations. In order to begin to explore the experiences and perspectives of work and family, this study analyzed unstructured qualitative interviews of 11 Native American and 9 First Nations female college students. Themes resulting from the hermeneutic analysis of texts that describe the tensions around career, family and education were (a) honoring indigenous culture and community, (b) living in two worlds, (c) pursuing individual fulfillment and goals, and (d) acknowledging the importance and influence of family. This paper was later published in the Journal of College Student Development. You can access the paper here.
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Amprako, Francis. "Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3585.

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The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the meaning making. Fifteen themes were identified using open and axial coding. The findings showed a teacher proclivity for pedagogy infused with Indigenous thought, and an understanding that residential schooling was intrusive to Indigenous life. Participants presented an anti-Eurocentric diffusionist stance, advocating for schooling that matches Indigenous life and is devoted to a dynamic home-school culture directed at closing the achievement gap with the rest of Canada. This study contributes to social change by providing supporting evidence for the need to involve Indigenous students in the development of their education.
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Books on the topic "Indigenous students"

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Jorgensen, Robyn, Peter Sullivan, and Peter Grootenboer, eds. Pedagogies to Enhance Learning for Indigenous Students. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4021-84-5.

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Reyhner, Jon Allan, Willard Sakiestewa Gilbert, and Louise Lockard. Honoring our heritage: Culturally appropriate approaches for teaching indigenous students. Flagstaff, Ariz: Northern Arizona Univ., 2011.

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Honoring our children: Culturally appropriate approaches for teaching indigenous students. Flagstaff, Arizona: Northern Arizona University, 2013.

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Stella, Regis N. Mata sara =: Crooked eyes : a novel. [Port Moresby], Papua New Guinea: UPNG Press and Bookshop, 2010.

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Gray, B. N. Accelerating the literacy development of indigenous students: The National Accelerated Literacy Program (NALP). Darwin, N.T: Charles Darwin University Press, 2007.

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Frigo, Tracey. Supporting English literacy and numeracy learning for indigenous students in the early years. Camberwell, Vic: ACER Press, 2004.

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Falquet, France J. La violencia cultural del sistema educativo: Las mujeres indígenas víctimas de la escuela. Chiapas, México: Instituto de Asesoría Antropológica para la Región Maya, A.C., 1995.

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Thorndike-Christ, Tracy. A comparative analysis of the academic performance of native and transfer students. Bellingham, WA: Office of Institutional Assessment and Testing, Western Washington University, 1991.

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Hernandez-Zavala, Martha. Quality of schooling and quality of schools for indigenous students in Guatemala, Mexico, and Peru. Washington, D.C: World Bank, 2006.

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Waterloo-Laurier, Multidisciplinary Graduate Students' Conference (1992 Waterloo Ont ). Options for a renewed Canada: Proceedings of the 1992 Waterloo-Laurier Multidisciplinary Graduate Students' Conference. Waterloo, Ont: Dept. of Political Science, University of Waterloo, 1993.

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Book chapters on the topic "Indigenous students"

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Bang, Megan. "Indigenous Students." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_366-4.

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Bang, Megan. "Indigenous Students." In Encyclopedia of Science Education, 493–94. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_366.

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Arruda, Gisele M. "Indigenous and non-indigenous students’ perspectives." In Sustainable Energy Education in the Arctic, 184–209. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429355547-8.

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Woods-McConney, Amanda. "Teacher Preparation and Indigenous Students." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_382-2.

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Johnston, Michelle, and Simon Forrest. "Education and Non-Indigenous Students." In Working Two Way, 153–77. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4913-7_8.

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Meaney, Tamsin, and Tony Trinick. "Indigenous Students in Mathematics Education." In Encyclopedia of Mathematics Education, 286–89. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_76.

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Woods-McConney, Amanda. "Teacher Preparation and Indigenous Students." In Encyclopedia of Science Education, 1025–27. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_382.

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Meaney, Tamsin, and Tony Trinick. "Indigenous Students in Mathematics Education." In Encyclopedia of Mathematics Education, 369–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_76.

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Meaney, Tamsin, and Tony Trinick. "Indigenous Students in Mathematics Education." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_76-6.

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Louis, Renee Pualani, and Zoltán Grossman. "Indigenous Methods and Research with Indigenous Communities." In Research Ethics for Human Geography: A Handbook for Students, 143–56. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529739947.n16.

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Conference papers on the topic "Indigenous students"

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Segovia-Aguilar, Blas. "Indi Age –Indigenous Studies: Brazilian Indigenous Students At The University Of Cordoba." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.3.

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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.
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Kelana, H., T. Hidayat, and A. Widodo. "Students’ attitude to biodiversity in Ciptagelar indigenous village." In The Asian Education Symposium (AES 2016). Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315166575-77.

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Crump, Vanessa, and Yvonne C. Davila. "UNDERSTANDING STUDENTS’ EXPERIENCES AFTER INCORPORATING INDIGENOUS PERSPECTIVES IN A POSTGRADUATE SCIENCE COMMUNICATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end005.

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"Many Australian universities have recently incorporated Indigenous graduate attributes into their programs, and the University of Technology Sydney (UTS) is no exception. This project aimed to investigate students’ perceptions and experiences of learning about Indigenous Knowledge systems and culture while developing science communication skills. Advanced Communication Skills in Science is a core subject in the Master of Science program at UTS. An existing assessment task, a three-minute thesis style oral presentation, was reworked to include the Indigenous Graduate Attribute (IGA) developed for the Faculty of Science. Students researched an aspect of Indigenous Science, an area of emerging interest for cultural and scientific understanding, and a mechanism for empowering Australia’s diverse first nations peoples. They then presented their key message in three minutes using a single PowerPoint slide. This task allowed students to demonstrate an awareness and appreciation of multiple ways of developing understandings of nature while enhancing their ability to understand the role of science communication in the modern world. Students were surveyed at the beginning and end of the semester to establish their Indigenous Science conceptions and reflect on their experiences. Students demonstrated an outstanding ability to integrate appropriate Aboriginal and Torres Strait Islander knowledges, experience, and analysis into a key message. Most students reported greater familiarity with concepts such as Indigenous Science and provided richer definitions of what this means. When asked if understanding Aboriginal and Torres Strait Islander knowledges and cultural practices might impact their practice as a scientist, many felt their perspective had changed and that reflecting on their cultural values and beliefs had improved their cultural capability. Most students responded that this subject challenged (at least to a degree) some firmly held assumptions, ideas, and beliefs."
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Lin, Chun-Feng Joy. "ANALYSIS OF INDIGENOUS INFORMAL SCIENCE CAMP ON STUDENTS’ LEARNING." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.016.

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Cardinal, Samantha, Jacey P. Woycheshin, Jenna L. Galway, Taylor R. Tsakoza, Nevada Ouellette, Cheryl Barnabe, Andrea Kennedy, Francine Dudoit Tagupa, Randy Bottle, and Anita Eagle Bear. "Indigenous Students’ Storywork: Local-to-Global Transformative Learning and Growth." In The IAFOR International Conference on Education – Hawaii 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2189-1036.2021.17.

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Talbert, Rachel. ""What About Dual Citizenship?" Urban Indigenous Students Negotiating Civic Identity." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585954.

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Nyeu, Maung. "A Discussion-Based Literacy Intervention Using Indigenous Students' Cultural Narratives." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692093.

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Talbert, Rachel. "Urban Indigenous Students Negotiating Civic Identity in a Public School." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692589.

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Saija, Vica, and Andry Simatauw. "Religious Education Service For Students of Indigenous Religion of Nualu." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302092.

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Reports on the topic "Indigenous students"

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Kaur, Harpreet. The Policy Response to the COVID-19 Pandemic: Analysing Implications for Indigenous Peoples in the Nilgiri Biosphere Reserve. Indian Institute for Human Settlements, 2022. http://dx.doi.org/10.24943/prcp12.2022.

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In this report, we examine the impacts of the pandemic and policy responses to it, focusing on Indigenous Peoples (IPs) in the Nilgiri Biosphere Reserve, which spans Tamil Nadu, Karnataka, and Kerala. Our analysis reveals that the pandemic and accompanying lockdowns produced new forms of exclusions. It widened existing socio-economic fissures and brought into sharp relief social security systems which were already strained. For example, a widening of the existing digital divide that excluded Adivasi students from online education and homogenous policy interventions that often reproduce inequities based on caste, class, livelihoods, and gender. Policy interventions have, to some extent, engaged with the multiple risks and impacts COVID-19 placed on the poor and marginalised, but few of them attend to the structural inequities of IPs or speak to their differential experiences and vulnerabilities.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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Bank's Functions - PNG Division - Educational Facilities for Indigens - PNG Bankers College - Scholarship Students, Institute of Technology, Lae - March 1971 (copy c). Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_pn-006424.

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Bank's Functions - PNG Division - Educational Facilities for Indigens - PNG Bankers College - Scholarship Students, Institute of Technology, Lae - March 1971(copy b). Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_pn-006423.

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Bank's Functions - PNG Division - Educational Facilities for Indigens - PNG Bankers College. Scholarship Students, Institute of Technology, Lae - March 1971 (copy a). Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_pn-006422.

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