Desiring education, exhibiting agency, experiencing systemic obstacles: Re-examining the perceptions and experiences of education among Indigenous and non-Indigenous students in Australia

Mary-anne Macdonald; Eyal Gringart; Terry  Kessaris; Renae Isaacs-Guthridge

doi:10.55146/ajie.v54i1.626

Authors

Mary-anne Macdonald Edith Cowan University https://orcid.org/0000-0002-7869-9355
Eyal Gringart Edith Cowan University https://orcid.org/0000-0002-6683-3879
Terry Kessaris Edith Cowan University
Renae Isaacs-Guthridge Edith Cowan University https://orcid.org/0000-0002-8397-6695

DOI:

https://doi.org/10.55146/ajie.v54i1.626

Keywords:

theory of planned behaviour, perceived benefit of education, self-efficacy, Indigenous education, school completion

Abstract

We present new findings from a Western Australian mixed-methods study exploring a sample of Indigenous and non-Indigenous secondary school students’ (N = 536) experiences and perceptions of school. Respondents hailed largely from remote or regional Western Australia, although approximately half attended boarding school. This article presents findings of multivariate analysis of responses to the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ) and identifies that Indigenous and non-Indigenous students in this study were found to be equally likely to report a positive perception of the benefit of education and the importance of attending and completing year 12, and equally likely to experience family support for education. Yet, student experience of positive school culture, career development opportunities and access to study environment significantly differed across schools. Despite equivalencies across groups regarding perceived importance of completing school, Indigenous students were significantly less likely than non-Indigenous students to express an intention to go on to further education beyond year 12.

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Author Biographies

Mary-anne Macdonald, Edith Cowan University

Dr Mary-anne Macdonald's research explores education practices that promote social cohesion and robust engagement with diversity. Her work is grounded in education and psychological theory, and her experience as a former schoolteacher. Her recent research explores practices that enable non-Indigenous educators to engage authentically with Aboriginal peoples and knowledges.

Eyal Gringart, Edith Cowan University

Eyal Gringart is an expert social psychologist with a keen interest in human rights and Aboriginal and Torres Strait Islander Peoples’ wellness. He is versed in both quantitative and qualitative approaches to research and has made various significant contributions to the body of knowledge. He has supervised PhD, Masters, and Honours research projects and held numerous leadership positions. Currently, Eyal is the Academic Lead Psychology at Edith Cowan University.

Terry Kessaris, Edith Cowan University

Terry Ngarritjan Kessaris is an Alawa/Marra scholar whose work challenges colonial practices and explores the covert and overt practices of racism in social spaces. She brings her personal and family experiences of remote and rural Australia to Initial Teacher Education, highlighting the need for serious changes in education systems.

Renae Isaacs-Guthridge, Edith Cowan University

Renae Isaacs-Guthridge is a Noongar and Yamatji yorga (woman) with connections to Countries across each Nation. Renae has worked extensively across all levels of education, and is currently employed as an academic at Kurongkurl Katitjin, Edith Cowan University’s Centre for Indigenous Australian Education and Research. Renae is passionate about Aboriginal education and constantly questions the adequacy of Australia’s colonial education system. Renae is currently completing her PhD, Aboriginal Student Transition to University – A Strengths-based Approach.

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