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Addressing the Foundations for Improved Indigenous Secondary Student Outcomes: A South Australian Qualitative Study

Published online by Cambridge University Press:  22 July 2015

Kiara Rahman
Kiara Rahman*
Affiliation:
David Unaipon College of Indigenous Education and Research, Level 2, Yungondi Building, 70 North Terrace, Adelaide, South Australia, 5000, Australia
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Abstract

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.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue 1 , 2010 , pp. 65 - 76
Copyright
Copyright © Cambridge University Press 2010

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