Educating Rita at the Cultural Interface: Exploring Intersections between Race and Gender in the Experiences of Australian Aboriginal Women at University

Autor/inn/en	Bennett, Rebecca; Uink, Bep; Van den Berg, Chanelle
Titel	Educating Rita at the Cultural Interface: Exploring Intersections between Race and Gender in the Experiences of Australian Aboriginal Women at University
Quelle	In: Diaspora, Indigenous, and Minority Education, 15 (2021) 2, S.84-98 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2020.1815699
Schlagwörter	Foreign Countries; Indigenous Populations; Females; College Attendance; College Students; Barriers; Social Bias; Gender Bias; Racial Bias; Academic Persistence; Gender Issues; Cultural Influences; Stereotypes; Films; Indigenous Knowledge; Student Experience; Family Influence; Child Rearing; Social Class; Coping; Resilience (Psychology); Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Weibliches Geschlecht; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Collegestudent; Geschlechterstereotyp; Racial discrimination; Rassismus; Geschlechterfrage; Cultural influence; Kultureinfluss; Klischee; Film; Studienerfahrung; Kindererziehung; Social classes; Soziale Klasse; Bewältigung; Australien
Abstract	While a significant minority cohort, Australian Aboriginal women are increasingly attending university. However, their experiences remain largely undocumented in the literature. This study focused on the experience of eight female Aboriginal students who completed an Indigenous-only bridging course where they watched the film, Educating Rita, about a working-class woman attending university. The protagonist was a catalyst for a yarning circle which captured participants' free-flowing conversation about barriers and motivators at university. Thematic analysis of yarning data suggested that the participants faced class and gender-based struggles, which intersected with struggles faced by Indigenous students more broadly. Motivation to persist with university was expressed through paradox; family, community, and caregiving were key motivators and key obstacles. Findings from this study have theoretical and practical application: they illustrate a gendered experience of the Cultural Interface and offer catalysts for tailored support strategies to enable Australian Aboriginal women to undertake and achieve university degrees. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01