Journal articles: '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 teacherâ€™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 studentsâ€™ attention, but he was concerned about his studentsâ€™ 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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Grootenboer, Peter, and Peter Sullivan. "REMOTE INDIGENOUS STUDENTS’ UNDERSTANDINGS OF MEASUREMENT." International Journal of Science and Mathematics Education 11, no. 1 (January 30, 2013): 169–89. http://dx.doi.org/10.1007/s10763-012-9383-7.

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Knipe, Sally. "Indigenous and Non-indigenous Students in Remote Locations: A National Neglect." Education and Society 38, no. 2 (December 1, 2020): 5–20. http://dx.doi.org/10.7459/es/38.2.02.

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This research examines national data and investigates the nature of provincial education in Australia, with a particular focus on students attending schools in isolated areas. Numerous government reports and research findings have acknowledged a range of issues regarding the academic performance of students from “rural” to describe the nature of educational research undertaken in non- metropolitan Australia as inadequate, and not reflective of the way schools are classified by government agencies.

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Manuel, Lopez Delgado. "Favouring new indigenous leadership: Indigenous students attending higher education in Mexico." Educational Research and Reviews 11, no. 22 (November 23, 2016): 2088–96. http://dx.doi.org/10.5897/err2016.2779.

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Purdie, Nola, and Andrea McCrindle. "Measurement of self-concept among Indigenous and non-Indigenous Australian students." Australian Journal of Psychology 56, no. 1 (May 2004): 50–62. http://dx.doi.org/10.1080/00049530410001688128.

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McKay-Cody, Melanie. "Multiply Marginalized: Indigenous Deaf Students’ Experiences in Higher Education." JCSCORE 6, no. 1 (July 15, 2020): 100–101. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.100-101.

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While there is a body of literature about the experiences of Indigenous college students, there is a complete lack of research on Indigenous Deaf college students (enrolled in either traditionally Deaf colleges, predominantly hearing colleges, or a combination of both). The question remains, what college experiences are Indigenous Deaf students having? This signed (American Sign Language) academic video-article examines the lived experience of ten Indigenous Deaf college students. In this study, these students’ experiences are viewed through the Indigenous Deaf Methodologies framework coined by the author. The Indigenous Deaf Methodologies framework uses linguistic anthropology, Indigenous Methodologies (from hearing Indigenous researchers), and Deaf Epistemology (from white Deaf studies). This study focuses on the using of American Sign Language, tribal signed language, visual technologies, and the unique epistemological experiences of Indigenous Deaf students during their college years. This video-article explains the challenges such students face within colleges during a period spanning the 1970s to the today. The author provides recommendations for future programming and accessibility for the next generations of Indigenous Deaf college students.

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Hop Wo, Nolan K., Kelly K. Anderson, Lloy Wylie, and Arlene MacDougall. "The prevalence of distress, depression, anxiety, and substance use issues among Indigenous post-secondary students in Canada." Transcultural Psychiatry 57, no. 2 (October 1, 2019): 263–74. http://dx.doi.org/10.1177/1363461519861824.

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This study aimed to estimate the prevalence of mental illness and substance use among Indigenous students attending Canadian post-secondary institutions. We obtained data from the National College Health Assessment - American College Health Association Spring 2013 survey, which includes 34,039 participants in 32 post-secondary institutions across Canada. We calculated prevalence estimates with 95% confidence intervals (CI). We compared Indigenous and non-Indigenous students using age- and sex-adjusted prevalence ratios (PR) obtained from Poisson regression models. Of the total sample, 1,110 (3.3%) post-secondary students self-identified as Indigenous. Within the past 12 months, Indigenous students had higher odds of intentionally injuring themselves (PR = 1.53, 95% CI = 1.27–1.84), seriously considering suicide (PR = 1.32, 95% CI = 1.12–1.56), attempting suicide (PR = 1.74, 95% CI = 1.16–2.62), or having been diagnosed with depression (PR = 1.26, 95% CI = 1.08–1.47) or anxiety (PR = 1.18, 95% CI = 1.02–1.35) when compared with non-Indigenous students. Indigenous students also had higher odds of having a lifetime diagnosis of depression (PR = 1.31, 95% CI = 1.17–1.47) when compared with non-Indigenous students. Indigenous students were more likely to report binging on alcohol (PR = 1.10, 95% CI = 1.02–1.19), using marijuana (PR = 1.21, 95% CI = 1.06–1.37), and using other recreational drugs (PR = 1.32, 95% CI = 1.06–1.63) compared to non-Indigenous students. This study demonstrates that Indigenous students at post-secondary institutions across Canada experience higher prevalence of mental health and related issues compared to the non-Indigenous student population. This information highlights the need to assess the utilization and ensure the appropriate provision of mental health and wellness resources to support Indigenous students attending post-secondary institutions.

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Melville, Angela. "Educational Disadvantages and Indigenous Law Students: Barriers and Potential Solutions." Asian Journal of Legal Education 4, no. 2 (July 2017): 95–115. http://dx.doi.org/10.1177/2322005817700202.

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Indigenous students are under-represented in Australian universities, including in law school, and have lower educational outcomes relative to non-Indigenous students. First, this article identifies systemic barriers that prevent Indigenous students from enrolling in law school, including entrenched educational disadvantage that prevents many Indigenous students from achieving the grades necessary for university entry. Indigenous students who overcome this disadvantage and enrol in law schools then face higher attrition rates relative to non-Indigenous law students. Indigenous students find law schools to be intimidating, unfamiliar and alienating environments. Law schools privilege a narrow Western model of legal education that continues to deny Indigenous understandings of the law. Second, this article identifies potential solutions that may assist in addressing these barriers. These include alternative entry schemes, building pathways between vocational training and universities and engaged outreach programmes for assisting Indigenous students into higher education. Academic, social and financial support is required to address attrition rates; however, solutions need to go deeper than the provision of additional assistance. This article argues for the need to Indigenize legal education, and for the curriculum to consider law as pluralistic and embedded in power relations, and to provide the focus on social justice which motivates many Indigenous students to study law in the first place.

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Brooks, Spirit Dine'tah. "Including Community and Family in Indigenous Special Education: A Book Review of School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities." Journal of Family Diversity in Education 1, no. 2 (November 25, 2014): 129–32. http://dx.doi.org/10.53956/jfde.2014.36.

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Globally, Indigenous communities face roadblocks that hinder their success in educational settings. These roadblocks include poverty, lack of social supports, limited access to education, and a high risk for health problems. Indigenous students with special needs face even greater challenges. School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities provides a comprehensive overview of the context of disability within indigenous experience. The study comprehensively examines the uniqueness of indigenous communities on a global scale, psychological models of reactions to disability, the benefit of multidisciplinary teams in working with schools and families, factors affecting collaboration between indigenous parents of children with disabilities and school professionals, and core values of indigenously attuned collaboration. Manor-Binyamini discusses her pilot study conducted among the Bedouins of Southern Israel to illustrate the ways that special education teachers and personnel engage Bedouin parents in interventions for their children. Rather than focusing solely on cultural sensitivity as a guiding force, the model Manor-Binyamini advocates, “Knowledge in Action” calls for special educators and professionals to be cultural mediators between family and schools. The model has the potential to impact the ways in which special educators work with indigenous communities globally and locally to improve the health and well-being of indigenous students with special needs.

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Jin, Ruining, Xiao Wang, and Lianghu Zhao. "A Case Study of Educational Equity in Saskatchewan Schools and Implications for Educational Development in China." Journal of Education and Culture Studies 7, no. 1 (January 20, 2023): p14. http://dx.doi.org/10.22158/jecs.v7n1p14.

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This paper probes the phenomenon of underperforming indigenous students in Canada through a case study in the school district of Saskatchewan. It is discerned that the disparity between indigenous students’ home culture and the mainstream classroom culture is the major obstacle between indigenous students and academic success. Such a disparity is caused by a couple of reasons. First of all, educators’ misconception, along with education decision-makers’ ineffectiveness, leads to adversity for indigenous students to face in the classroom; secondly, biased evaluation and misjudgments in the current education system also result in indigenous students’ underperformance. Lastly, educators’ low cultural proficiency towards indigenous culture culminates in indigenous students’ low classroom engagement. The results of the case study could be enlightening for Chinese education decision-makers, given that the Chinese booming economy has caused millions of internal migrant workers to work in an alien subculture, their children could face similar social and linguistic debacles as compared to indigenous students in Saskatchewan.

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Corporal, Stephen David, Naomi Sunderland, Patrick O'Leary, and Tasha Riley. "Indigenous Health Workforce: exploring how roles impact experiences in Higher Education." International Journal of Critical Indigenous Studies 13, no. 1 (October 8, 2020): 101–22. http://dx.doi.org/10.5204/ijcis.v13i1.1405.

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Indigenous people have an integral role to play in improving Indigenous health outcomes by leading and being a part of the health workforce. Educating Indigenous health professionals is hence of great importance. Indigenous health students are not always acknowledged for their multiple professional and community roles and how these can affect their university education experience and success. This paper hence examines the experiences of 27 Indigenous health students and their lecturers at one Australian university around the concept of roles. The study used an Indigenous Research Methodology combined with theory driven thematic analysis. Results identified both positive and negative experiences of roles that significantly affect Indigenous health students. The study showed that students’ roles in family and community are complex and can come into conflict with student and future professional roles when students attend university. Academics interviewed for the research showed little to no understanding of Indigenous students’ complex existing roles. This research may assist universities and educators to support Indigenous health students to transition from community to university and achieve success.

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Prete, Tiffany. "How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada." International Journal of Critical Indigenous Studies 14, no. 1 (December 6, 2021): 96–113. http://dx.doi.org/10.5204/ijcis.1840.

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For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. This study examines whether a need exists for race and racism to be addressed in the public school system. Using an Indigenous research methodology, a survey was administered to elicit non-Indigenous attitudes towards the Indigenous peoples of Canada. It was found that in the absence of an antiracist education, nonIndigenous students held negative perceptions of Indigenous peoples, as well as lacked an understanding of racism and its significance.

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Moon, Martha, and Paul Berger. "Relationship-Based, In-Service Learning for Teachers of Indigenous Students." in education 27, no. 2a (June 16, 2022): 39–64. http://dx.doi.org/10.37119/ojs2022.v27i2a.533.

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This article is about heartfelt teacher learning in K-12 publicly funded schools with Indigenous students’ school success at the centre. As part of her dissertation research, Moon (2019), a non-Indigenous educator, asked Indigenous and non-Indigenous educators in two provinces to share stories about their meaningful and productive collegial learning relationships, including how they believed Indigenous students benefited. The diverse stories point to varying interpersonal, institutional, and political dynamics, which indicated that meaningful and productive learning relationships between Indigenous and non-Indigenous educators exist in multiple settings and with diverse starting points and outcomes. Some key findings across stories are that students were central to educators’ learning relationships, educators saw each other as genuine and open, and a time commitment—both day-to-day and often over years—was evident. Keywords: Indigenous education, teacher development, cross-cultural learning

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Baxter, Lindy P., and Noel M. Meyers. "Indigenous students attendance at one Australian urban primary school (2005–2015): A case study." Australian Journal of Education 63, no. 1 (January 31, 2019): 22–43. http://dx.doi.org/10.1177/0004944119826221.

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Urban Indigenous students’ school attendance and factors contributing to annual attendance rates are relatively unknown, and yet almost 80% of the Indigenous population resides in non-remote regions. Our longitudinal study evaluated an urban primary school where Indigenous families preferentially enrolled their children because they recognised it supported their children in ways that celebrated Indigenous culture and ameliorated school-related symptoms of poverty. Indigenous students’ attendance influences appeared in phases: Indigenous status, poverty, and family characteristics, until significant influences for attendance were exhausted. While Indigenous students’ mean attendance rates were bounded between 80% and 90%, and below non-Indigenous peers’ attendance in each year, slight improvement occurred, even as poverty universally pervaded the Indigenous community. As poverty among non-Indigenous students increased, their mean attendance also declined below the 90% national benchmark.

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Coombs, Collette, Belinda Fleiter, Kelly Fleiter, Jenny Foley, Debbie Jarro, Charmaine Law, David Spillman, Lynn Smith, Lynn Smith, and Pat Moran. "Action Learning for Indigenous Education Students project." Australian Journal of Indigenous Education 27, no. 1 (July 1999): 3–9. http://dx.doi.org/10.1017/s1326011100001484.

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The Action Learning for Indigenous Education Students (ALIES) project was established at Central Queensland University (CQU) in 1998. Its original membership consisted of a group of eight first year Indigenous (Murri) students, who were enrolled in the Bachelor of Education degree programme; an Indigenous, Sociology Honours student; the Faculty of Education and Creative Arts' Associate Dean Administration and sub-Dean of Students; and, a member of Nulloo Yumbah's support staff

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Hare, Joanna, and Wendy Abbott. "Library Support for Indigenous University Students: Moving from the Periphery to the Mainstream." Evidence Based Library and Information Practice 10, no. 4 (December 13, 2015): 80. http://dx.doi.org/10.18438/b86w3q.

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Abstract Objective – This research project explored the models of Indigenous support programs in Australian academic libraries, and how they align with the needs of the students they support. The research objective was to gather feedback from Indigenous students and obtain evidence of good practice models from Australian academic libraries to inform the development and enhancement of Indigenous support programs. The research presents the viewpoints of both Indigenous students and librarians. Methods – The research methods comprised an online survey using SurveyMonkey and a focus group. The survey was conducted nationally in Australia to gather evidence on the different models of Indigenous support provided by academic libraries. The survey explored the nature of support services such as specialized study spaces and resources, information literacy education, and liaison services for Indigenous students. The survey also asked respondents to comment on the challenges they encountered and improvements they would recommend in providing Indigenous student support. To provide a student perspective, a small cohort of Indigenous students at a small university in South East Queensland was interviewed in a focus group about their library experiences. The focus group explored Indigenous students’ perceptions of the library, their frequency of use and where they go for help with their studies. Results – The survey found that 84% of academic libraries provide some specific support for Indigenous students with 89% of those support services being conducted in a place other than the library. Across the sector, Australian academic libraries have a strong commitment to the success of Indigenous students and considerable engagement with Indigenous issues. The focus group found that Indigenous students’ needs and concerns about using the library were not differentiated by their cultural background. Rather their concerns were similar to issues being raised in the broader student population. Conclusion – The survey results indicated that the main areas in which support for Indigenous students might be improved are greater inter-departmental communication and collaboration within the university, increased training of library staff in Indigenous cultural sensitivity, and the employment of Indigenous library staff members. The focus group was valuable in opening the communication channels between Indigenous students and library staff and highlighted the importance of engaging with students using both formal and informal channels.

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Hossain, Delwar, Don Gorman, John Williams-Mozely, and Darlene Garvey. "Bridging the Gap: Identifying Needs and Aspirations of Indigenous Students to Facilitate their Entry into University." Australian Journal of Indigenous Education 37, no. 1 (2008): 9–17. http://dx.doi.org/10.1017/s1326011100016045.

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AbstractThe negative trend of enrolment of Indigenous students into tertiary study indicates gaps between their current achievement and knowledge levels and university requirements for admission. This study was designed to determine the perceived needs, attitudes and knowledge of Indigenous secondary school students when considering admission to university; investigate remedial strategies in order to make university a more attractive choice for Indigenous students; and ascertain the types of assistance and support the Indigenous students would like to receive in order to meet the enrolment requirements as well as completion of study at university.Focus groups were conducted with 50 Indigenous students in Years 10 to 12 within the Toowoomba District and surveys conducted with 30 first year Indigenous undergraduate and Indigenous Higher Education Pathways Program (IHEPP) students at the University of Southern Queensland.The findings of the research illustrated that the school students were not aware of the IHEPP and university programs. Scholarships and bursaries need to be developed and publicised. Tutorial assistance and learning support (e.g., assignment preparation, multicultural activities, childcare facilities, group accommodation) needs to be promoted. Furthermore, there is a need for the university to establish and maintain relationships with local Indigenous communities and understand the “cultural dimension” impacting on Indigenous students and their families.

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Trudgett, Michelle. "Western places, academic spaces and Indigenous faces: supervising Indigenous Australian postgraduate students." Teaching in Higher Education 16, no. 4 (August 2011): 389–99. http://dx.doi.org/10.1080/13562517.2011.560376.

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Lee, Huei, Chiung-Fen Yen, and Glen S. Aikenhead. "Indigenous Elementary Students’ Science Instruction in Taiwan: Indigenous Knowledge and Western Science." Research in Science Education 42, no. 6 (June 30, 2011): 1183–99. http://dx.doi.org/10.1007/s11165-011-9240-7.

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Wilson, Hannah, Hannah Tait Neufeld, Kim Anderson, Cara Wehkamp, and Dalia El Khoury. "Exploring Indigenous Undergraduate Students’ Experiences within Urban and Institutional Food Environments." Sustainability 13, no. 18 (September 14, 2021): 10268. http://dx.doi.org/10.3390/su131810268.

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Indigenous Peoples within Canada experience higher rates of food insecurity, as do undergraduate students attending post-secondary institutions. Few studies have investigated the determinants of food practices and preferences for Indigenous students living away from their households and local environments. An exploratory study was designed to investigate Indigenous students’ experiences accessing local food environments. Research objectives included exploring Indigenous students’ experiences within institutional and community food settings; and examining campus- and community-based supports addressing their unique needs. Semi-structured interviews took place with eight self-identified Indigenous students. Four service providers participated in a focus group that included stakeholders from the post-secondary institution and the local community. Thematic analysis was used to categorize results into individual, interpersonal, organizational and community levels, according to the socio-ecological model. Themes based on the students’ responses included food and nutrition knowledge, financial capacity, convenience, social influences, campus food environment, cultural connections, and institutional support. Those participating in the focus group discussed the importance of social supports and connections to improve Indigenous students’ food environments beyond institutional parameters. Results suggest that Indigenous students are more aware of individual and interpersonal peer environments, with limited awareness of community services and cultural connections beyond campus. Indigenous students and community members require increased organizational and community awareness to support urban Indigenous food environments and sustainably address the range of socio-ecological conditions impacting food security.

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Waterman, Stephanie J. "New Research Perspectives on Native American Students in Higher Education." JCSCORE 5, no. 1 (May 24, 2019): 60–80. http://dx.doi.org/10.15763/issn.2642-2387.2019.5.1.60-80.

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This chapter begins with a brief history of higher education’s role in assimilation, oppression, and removal of Indigenous people. A short literature review outlines the progression of higher education literature from deficit focused ideologies to current research that decolonizes and centers of Indigenous Knowledge Systems. “Sharing circles” as an Indigenous methodology is described. Centering Indigenous experiences in higher education and Indigenous knowledge systems focus on ways that Western forms of education can be used as tools to strengthen Native nations.

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Stagg-Peterson, Shelley, Lori Huston, Eugema Ings, Brenda Mason, and Kim Falcigno. "Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students." McGill Journal of Education 56, no. 1 (March 11, 2022): 194–213. http://dx.doi.org/10.7202/1087055ar.

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We draw on a focus group discussion amongst four Indigenous northern Ontario early childhood educators (ECEs) from an Indigenous postsecondary institution’s ECE diploma program, to show the important contributions of programs offered by Indigenous postsecondary education institutes to Indigenous cultural revitalization. We are the Indigenous Elder, two instructors, and senior administrator of the program, as well as a non-Indigenous university professor. We argue for Indigenous community-generated curricula that embody local Indigenous cultural knowledge, values, and practices, drawing on themes arising from analysis of focus group data: participants felt that they brought limited knowledge of their Indigenous language and culture to their program, and participants experienced an awakening of Indigenous knowledge through their participation in Indigenous practices outside the core curriculum.

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Socas-Wiese, Ricardo, Eneldo Fernanda Machado, and Alice Hammerschmitt da Veiga. "Vivienda para estudiantes indígenas: permanencia, representatividad y proceso de proyecto participativo." Arquitecturas del Sur 39, no. 60 (July 31, 2021): 28–47. http://dx.doi.org/10.22320/07196466.2021.39.060.02.

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This article presents the project process adopted for the design of indigenous student housing at the Federal University of Santa Catarina, Brazil, and discusses its impact both on the formative process of architecture and urbanism students, regarding the experiences of indigenous students at the University. Aside from the relevance of that architecture as support for the permanence of students in public higher education, its importance as a symbol of shelter and respect for indigenous peoples at the university stands out. For this purpose, a participatory project was built that began with dialogues stages with indigenous students at the university and interactions with one of the ethnicities involved in its traditional territory (its village), for the definition of project guidelines and the needs’ program. Subsequently, for the proposal’s presentation and discussion, experiences were gathered in the proposed area for the project’s implementation and the physical models and drawings were presented, which were used to facilitate dialogue and participation of Indigenous students in the project process. The article presents the path followed, the spatial results of this process, the perceptions of the future users of the space, and reflections on the importance of outreach actions in the training of professionals in the area of architecture and urbanism, valuing the social role of the profession, and building a more sensitive projective repertoire, prepared to consider the human diversity that contemporaneity constitutes.

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Abdullah, Abdul Halim. "A Systematic Review of What Malaysia Can Learn to Improve Orang Asli Students’ Mathematics Learning from Other Countries." Sustainability 14, no. 20 (October 14, 2022): 13201. http://dx.doi.org/10.3390/su142013201.

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Intending to enhance educational outcomes for indigenous students, who have long been undervalued in many present educational systems, there is an increasing variety of educational interventions in mathematics learning. This is in line with two of the Sustainable Development Goals (SDGs), which are quality education and reduced inequalities, especially among indigenous students. Nevertheless, no research on indigenous students, locally known as Orang Asli, has been performed in Malaysia. Hence, the purpose of this research is to systematically review empirical studies from various countries that documented interventions to help indigenous students in their acquisition of mathematics from 2007 to 2022. This review included a total of 25 studies. Indigenous students from elementary to high school participated in these programs, which took place in both formal and informal settings. The majority of interventions are used in formal settings and elementary schools. The two key characteristics of the interventions were their scientific inquiry practice and cultural relevance. Regarding indigenous students’ cognitive, psychomotor, and affective domains, all interventions indicated successful outcomes. This information will benefit not only Malaysian indigenous mathematics teachers and researchers but also academics from all over the world in order to help improve indigenous students’ mathematics learning.

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Kwapisz, Monika, Bryce E. Hughes, William J. Schell, Eric Ward, and Tessa Sybesma. "“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities." Education Sciences 11, no. 11 (October 22, 2021): 675. http://dx.doi.org/10.3390/educsci11110675.

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Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students’ motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support Indigenous students who aspire to become practicing engineers, our study pointed to new directions engineering programs could take to frame engineering work as providing a toolkit to improve one’s community to leverage a wider set of motivations for entering engineering among many different communities underrepresented in engineering, including Indigenous students.

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Helme, Sue. "Indigenous Students and Vocational Education and Training in Schools: Ladder of Opportunity or Corrugated Iron Ceiling?" Australian Journal of Education 49, no. 2 (August 2005): 169–81. http://dx.doi.org/10.1177/000494410504900205.

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Indigenous students complete secondary education at about half the rate of non-Indigenous students, yet are twice as likely to participate in Vocational Education and Training (VET) in Schools subjects. This paper explores the reasons for this phenomenon. It draws on data from two national studies: a survey of 20 000 young people and their experience of vocational learning, and a qualitative study that included interviews with 118 Indigenous VET in Schools students and 160 school staff and other stakeholders. It discusses the role of VET in addressing the needs and aspirations of Indigenous students, and identifies key aspects of good practice in the provision of VET for Indigenous students. The paper argues that VET in Schools cannot succeed as a ‘stand alone’ solution to the problem of Indigenous educational disadvantage, but must be offered within the context of educational provision that accommodates the diverse educational needs and aspirations of Indigenous students.

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Bandias, Susan, Don Fuller, and Steven Larkin. "Indigenous Students In The Tertiary Education Sector." Journal of International Education Research (JIER) 10, no. 3 (July 1, 2014): 179–200. http://dx.doi.org/10.19030/jier.v10i3.8738.

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Lopez, Jameson D., and Amanda R. Tachine. "Giving Back: Deconstructing Persistence for Indigenous Students." Journal of College Student Development 62, no. 5 (2021): 613–18. http://dx.doi.org/10.1353/csd.2021.0060.

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Vitartas, Peter, Kurt Ambrose, Hayley Millar, and Thi Kim Anh Dang. "Fostering Indigenous Students’ Participation in Business Education." Learning Communities: International Journal of Learning in Social Contexts 17, Indigenous Pathways (October 2015): 84–93. http://dx.doi.org/10.18793/lcj2015.17.08.

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Cronin, Rebecca. "Addressing Educational Inequity for Urban Indigenous Students." Contemporary Issues in Early Childhood 2, no. 3 (October 2001): 372–81. http://dx.doi.org/10.2304/ciec.2001.2.3.9.

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Rkein, Hassan Ibrahim, and Gweneth Norris. "Barriers to Accounting: Australian Indigenous Students' Experience." Social and Environmental Accountability Journal 32, no. 2 (September 2012): 95–107. http://dx.doi.org/10.1080/0969160x.2012.718900.

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Sicat, Lolita V., and Ma Elena D. David. "Performance in Basic Mathematics of Indigenous Students." Universal Journal of Educational Research 4, no. 2 (February 2016): 320–25. http://dx.doi.org/10.13189/ujer.2016.040202.

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Bishop, Russell. "Effective Teaching for Indigenous and Minoritized Students." Procedia - Social and Behavioral Sciences 7 (2010): 57–62. http://dx.doi.org/10.1016/j.sbspro.2010.10.009.

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Boon, Helen J., and Brian E. Lewthwaite. "Signatures of quality teaching for Indigenous students." Australian Educational Researcher 43, no. 4 (July 14, 2016): 453–71. http://dx.doi.org/10.1007/s13384-016-0209-4.

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Canel-Çınarbaş, Deniz, and Sophie Yohani. "Indigenous Canadian University Students’ Experiences of Microaggressions." International Journal for the Advancement of Counselling 41, no. 1 (April 7, 2018): 41–60. http://dx.doi.org/10.1007/s10447-018-9345-z.

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Nik. "Indigenous Students and the Learning of English." Journal of Social Sciences 6, no. 3 (March 1, 2010): 443–46. http://dx.doi.org/10.3844/jssp.2010.443.446.

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Ahmadi, Anas. "Teaching creative (Literary) writing: Indigenous psychological perspective." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1422–33. http://dx.doi.org/10.18844/cjes.v16i4.5997.

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This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective of indigenous psychology. Students’ responses related to the perspective of indigenous psychology that it makes someone easier to write: 32% of students answered yes, 0% answered no, and 68% answered mediocre. Students' responses regarding the perspective of indigenous psychology that it provides benefits to the learning of creative writing: 90% of students answered yes and 10% answered no. Students’ responses regarding the learning of creative writing that it is more easily using the perspective of indigenous psychology: 80% of students answered yes and 20% answered no. Keywords: creative writing, literature, indigenous studies, indigenous psychology, pre-writing, writing process, post-writing

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Barney, Katelyn, and Hayley Williams. "“A Stepping Stone That Just Pushed Me Further Into Wanting to Go to University”: Student Perspectives on ‘What Works’ for Effective Outreach Strategies for Indigenous Students." Student Success 12, no. 2 (August 3, 2021): 8–17. http://dx.doi.org/10.5204/ssj.1913.

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In Australia, there are numerous outreach initiatives run by universities for Indigenous high school students that attempt to elevate aspirations of Indigenous students to go to university. The theoretical case for these initiatives is strong as much data exists surrounding the barriers Indigenous students face in entering university. However, the research and evidence base for these equity programs remains largely underdeveloped and limited (Bennett et al., 2015). Drawing on findings from interviews with Indigenous university students as part of a National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellowship, this paper identifies what works and what areas to strengthen in Indigenous specific outreach programs. The paper concludes by discussing the development of strategies and resources to build the evidence base of effective outreach activities for Indigenous students.

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Howlett, Catherine, Monica Seini, Chris Matthews, Bronwyn Dillon, and Vivian Hauser. "Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment." Australian Journal of Indigenous Education 37, no. 1 (2008): 18–27. http://dx.doi.org/10.1017/s1326011100016057.

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AbstractLow retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted within the Griffith School of Environment that questioned the possible links between the provision of information to commencing Indigenous students and their retention. It essentially examines to what extent current university structures support Indigenous enrolments and retention, via the information they receive upon enrolling. From interviews conducted in an informal discussion format with currently enrolled Indigenous students in the Griffith School of Environment, critical deficiencies were identified in the information Indigenous students receive during the early transition phase of university entrance. A key finding of this study, and which is the subject of current research, was the support amongst the students for the development of an Indigenised curriculum in science as a strategy for improving the attraction and retention of Indigenous students. This paper details the research project and its findings.

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Barney, Katelyn. "Listening to and learning from the experiences of Aboriginal and Torres Strait Islander students to facilitate success." Student Success 7, no. 1 (March 2, 2016): 1–11. http://dx.doi.org/10.5204/ssj.v7i1.317.

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Drawing on interviews with current and past Indigenous undergraduate students at the University of Queensland (UQ), this paper reports on findings from a project that explored the experiences of Indigenous Australian students and identified inhibitors and success factors for students. It also discusses one of the outcomes of the project and planned future developments that aim to provide better support for Indigenous Australian students at UQ. By knowing and acting upon the kinds of mechanisms that can assist Indigenous students, their experiences of tertiary study can be enhanced, leading to more students enrolling in and completing university study.

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Chen, Shan-Hua. "The Work-Study Experience Of Indigenous Undergraduates In Taiwan." Journal of College Teaching & Learning (TLC) 11, no. 1 (January 15, 2014): 25–34. http://dx.doi.org/10.19030/tlc.v11i1.8394.

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Due to the large number of universities in Taiwan and the increased availability of scholarships for disadvantaged students, the number of college students from indigenous families has been on the rise in recent years. However, many indigenous students still find it necessary to work part-time. In this study, indigenous students were interviewed to determine how they choose part-time jobs and the influence such work has on their grades, health, and careers. Based on the results, suggestions are provided for improving the work-study experience of indigenous students.

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Journal articles on the topic 'Indigenous students'

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