Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment
Abstract Low 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 Ind...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2008-12-01
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| Series: | The Australian Journal of Indigenous Education |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/486 |
| _version_ | 1797963432441413632 |
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| author | Catherine Howlett Monica Seini Chris Matthews Bronwyn Dillon Vivian Hauser |
| author_facet | Catherine Howlett Monica Seini Chris Matthews Bronwyn Dillon Vivian Hauser |
| author_sort | Catherine Howlett |
| collection | DOAJ |
| description | Abstract
Low 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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| first_indexed | 2024-04-11T01:28:14Z |
| format | Article |
| id | doaj.art-6d132940cf864e9989c609e6ba1b88b4 |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:28:14Z |
| publishDate | 2008-12-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-6d132940cf864e9989c609e6ba1b88b42023-01-03T10:05:53ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842008-12-0137110.1017/S1326011100016057Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of EnvironmentCatherine Howlett0Monica SeiniChris Matthews1Bronwyn Dillon2Vivian Hauser3Griffith UniversityGriffith UniversityGriffith UniversityGriffith UniversityAbstract Low 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. https://ajie.atsis.uq.edu.au/ajie/article/view/486 |
| spellingShingle | Catherine Howlett Monica Seini Chris Matthews Bronwyn Dillon Vivian Hauser Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment The Australian Journal of Indigenous Education |
| title | Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment |
| title_full | Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment |
| title_fullStr | Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment |
| title_full_unstemmed | Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment |
| title_short | Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment |
| title_sort | retaining indigenous students in tertiary education lessons from the griffith school of environment |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/486 |
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