Racial-Ethnic Identity and Academic Self-Efficacy of Indigenous Australian Students Studying on Scholarships at Independent Australian Boarding Schools--A Systematic Quantitative Literature Review

Autor/in	Parsons, Alan
Titel	Racial-Ethnic Identity and Academic Self-Efficacy of Indigenous Australian Students Studying on Scholarships at Independent Australian Boarding Schools--A Systematic Quantitative Literature Review
Quelle	In: Diaspora, Indigenous, and Minority Education, 13 (2019) 3, S.146-164 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parsons, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2019.1593134
Schlagwörter	Foreign Countries; Boarding Schools; Self Efficacy; Ethnicity; Racial Identification; Indigenous Populations; Pacific Islanders; Student Attitudes; Resistance (Psychology); Resilience (Psychology); Australia + Suchen Sie Ihr Suchwort? Ausland; Boarding school; Internat; Self-efficacy; Selbstwirksamkeit; Ethnizität; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Schülerverhalten; Resistenz; Australien
Abstract	By 2016, 3,369 places in Australian boarding schools were held by Aboriginal and Torres Strait Islander students. Of these, nearly 2,350 Indigenous students attended independent boarding schools, many on scholarship. Despite these numbers and the historical inequalities and assimilationist policies of the past, there is very limited research on the impact of the independent boarding school environment on the racial-ethnic identity formation and academic self-efficacy of these students. Using the systematic quantitative literature review method, from an initial search result of 204 papers, 66 papers were identified in peer-reviewed journals that explore some aspect of racial-ethnic identity, academic self-efficacy, or the boarding experiences of Indigenous students. Of these papers, only five qualitative studies make mention of aspects of identity and self-efficacy of Aboriginal and Torres Strait Islander students enrolled in independent boarding schools, although no exploration was made of these characteristics. This paper identifies research priorities that will enhance understanding of the consequences of Indigenous scholarship programs on the racial-ethnic identity and academic self-efficacy of these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01