Remote secondary education retention: What helps First Nations students stay until, and complete, year 12

被引:1
作者
Guenther, John [1 ]
Ober, Robyn [1 ]
Oliver, Rhonda [2 ]
Holmes, Catherine [1 ]
机构
[1] Batchelor Inst Indigenous Tertiary Educ, POB 2363, Parap, NT 0804, Australia
[2] Curtin Univ, Sch Educ, Perth, WA 6102, Australia
关键词
remote secondary education; First Nations students; secondary school completion; year; 12; retention; family support; remote teachers and teaching; RED DIRT THINKING; HEALTH; HEART;
D O I
10.55146/ajie.v53i1.1039
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Over recent years there has been a strong emphasis on year 12 completion as an indicator of success in remote First Nations education. The research reported in this article explores what students, school staff and community members say leads to secondary school retention and, ultimately, completion. The research was conducted in the Northern Territory and Western Australia during 2023 by a team of researchers from Batchelor Institute of Indigenous Tertiary Education, Curtin University and University of Notre Dame. The research focused on remote and very remote independent and Catholic schools. The findings suggest several factors encourage retention, including the supportive role of families (although questions remain on how families might also be supported to encourage their children), the quality of teachers and their teaching, specific school programs and initiatives, post-school pathways, and boarding schools. Student aspirations and motivation are also critical for retention. The findings have implications for schools, school systems, state and federal policies, and associated funding priorities.
引用
收藏
页数:22
相关论文
共 69 条
  • [1] Angelo D, 2022, OECD Work. Pap. 278
  • [2] [Anonymous], 2023, Aboriginal and Torres Strait Islander Health Performance Framework-summary report 2023
  • [3] Are you really using Yarning research? Mapping Social and Family Yarning to strengthen Yarning research quality
    Atkinson, Petah
    Baird, Marilyn
    Adams, Karen
    [J]. ALTERNATIVE-AN INTERNATIONAL JOURNAL OF INDIGENOUS PEOPLES, 2021, 17 (02) : 191 - 201
  • [4] Australian Government, 2024, DSS Benefit and Payment Recipient Demographics - December 2023 Quarter
  • [5] Australian Government Department of Education, 2024, School to work transitions
  • [6] Impact of a Community-Controlled Adult Literacy Campaign on Crime and Justice Outcomes in Remote Australian Aboriginal Communities
    Beetson, Jack
    Anderson, Pat
    Lin, Sophia
    Williamson, Frances
    Amazan, Rose
    Boughton, Bob
    Morrell, Stephen
    Taylor, Richard
    Schwartz, Melanie
    [J]. INTERNATIONAL JOURNAL FOR CRIME JUSTICE AND SOCIAL DEMOCRACY, 2022, 11 (04) : 56 - 68
  • [7] Benveniste T., 2020, Australian and International Journal of Rural Education, V30, P33, DOI [10.47381/aijre.v30i1.260, DOI 10.47381/AIJRE.V30I1.260]
  • [8] Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?
    Benveniste, Tessa
    Guenther, John
    Dawson, Drew
    King, Lorraine
    [J]. JOURNAL OF INTERCULTURAL STUDIES, 2019, 40 (01) : 32 - 48
  • [9] Bessarab D., 2010, International Journal of Critical Indigenous Studies, V3, P37, DOI DOI 10.5204/IJCIS.V3I1.57
  • [10] Biddle N., 2010, CAEPR working paper no. 67/2010