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New Edith Cowan University (ECU) research has revealed Indigenous students value education and have strong aspirations for success – but there is an urgent need to address inequities in Australian education.
The study led by Dr Mary-anne Macdonald, a researcher from Kurongkurl Katitjin Edith Cowan University's Centre for Indigenous Australian Education and Research, surveyed 536 secondary students in Western Australia to investigate their perceptions of education. Participants hailed largely from remote or regional Western Australia, although approximately half attended boarding schools in Perth or regional towns.
The study compared students' experiences at school and the family support they received. It aimed to understand how experiences, similarities and differences between Indigenous and non-Indigenous students shape their education aspirations.
Key findings:
- Indigenous students were more likely to value school attendance and completion than non-Indigenous students.
- Both Indigenous and non-Indigenous students shared similar aspirations, family support, and belief in the value of education, though Indigenous students were less likely to see tertiary study as part of their future.
- Indigenous students less frequently had access to computers and internet at home or lived with family who had completed tertiary education, despite attending schools of similar socioeconomic status. Some of these differences reflect ongoing effects of historic racism in education settings.
- Students in Western Australia experience significant variability in school quality, with schools differing widely in the level of support they provide with homework completion, career information and post-secondary transitions, positive school culture and promotion of Indigenous culture.
- School-level differences had a greater impact on students' experiences than cultural background, particularly regarding support services and sense of belonging.
- Respectful teacher-student relationships were especially motivating for Indigenous students.
Accessibility impacts desire for further education
Dr Macdonald said the study showed Indigenous students and their families are keen to achieve benefit from education and recognise the importance of school attendance and completion.
However, despite Indigenous students' positive beliefs regarding Year 12 completion, they were less likely to picture themselves pursuing further education beyond Year 12.
"This finding is likely tied to structural inequity. Higher education in Australia is geared towards students who reside in urban areas, have higher family education and income levels, and have access to ICT and education infrastructure," Dr Macdonald said.
The power of relationships – and the harm of racism
Dr Macdonald said Indigenous students were far more likely to say their motivation to attend school was linked to the quality of their relationships with teachers.
"That tells us that relationships with teachers really matter. When students feel respected and supported by their teachers, they're more likely to stay engaged – and that's especially true for Indigenous students."
The research also found evidence of the harmful effects of "deficit discourse" – a pattern of thinking that assumes Indigenous students are less capable or less interested in learning.
"These assumptions can be incredibly damaging," she said.
"Our data shows that Indigenous students have strong self-belief and motivation – so when teachers or institutions have low expectations, they're undermining students who are doing everything they can to succeed."
Call to address inequities
Dr Macdonald is urging policy makers and education leaders to invest in addressing the equity gap in public and rural schools – particularly when it comes to access to quality teachers, internet and computers for homework, tuition and education role models.
"Our study shows that secondary education is equally desirable amongst Indigenous and non-Indigenous students, but it is not equally accessible."
"We need to capitalise on students' desire for education and address some of the resourcing roadblocks that impact education attainment."
The paper ‘Desiring education, exhibiting agency, experiencing systemic obstacles: Re-examining the perceptions and experiences of education amongst Indigenous and non-Indigenous students in Australia' is published in The Australian Journal of Indigenous Education.
