Addressing the Foundations for Improved Indigenous Secondary Student Outcomes

A South Australian Qualitative Study

Bibliographic Data

ID2985256
AuthorsKiara Rahman (0000-0002-2899-804X, corresponding author)
Year2010
Volume39
Issue1
Pages65-76
Publication date2010-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Australian Journal of Indigenous Education (JOURNAL)
Journal identifiersISSN: 1326-0111 • E-ISSN: 2049-7784
PublisherThe University of Queensland (PUBLISHER)
DOI10.1375/s1326011100000922
OpenAlexW1538953691
LanguageEN
Citations received10
References cited14

It is well documented, that Indigenous students, compared with their non-Indigenous counterparts, attend school less frequently, and are more likely to develop anti-schooling attitudes leading to their early exit from school (Hayes et al., 2009; Gray & Partington, 2003; Hunter & Schwad, 2003). Although research does suggest that there has been some gradual improvements in some areas of education over the years, serious gaps still remain between Indigenous and non-Indigenous student learning outcomes. There is a great need, to build on the more significant research on Indigenous education that is focused on exploring the achievement potentials of Indigenous students to address the foundations for improved Indigenous student outcomes. This paper reports on a South Australian qualitative study based on interviews with 36 Indigenous senior secondary students, on factors which facilitate improved learning and achievement, leading to higher levels of secondary school completion among Indigenous youth

Academic achievement · Biology · Indigenous · Indigenous Education · Pedagogy · Political science · Project commissioning · Publishing · Qualitative research · Social science · Sociology · Student achievement · Traditional knowledge · Education Systems and Policy · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Ecology

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