'I See Myself as Undeveloped': Supporting Indigenous First-in-Family Males in the Transition to Higher Education

Autor/inn/en	Stahl, Garth; McDonald, Sarah; Stokes, Jennifer
Titel	'I See Myself as Undeveloped': Supporting Indigenous First-in-Family Males in the Transition to Higher Education
Quelle	In: Higher Education Research and Development, 39 (2020) 7, S.1488-1501 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stahl, Garth) ORCID (McDonald, Sarah) ORCID (Stokes, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1728521
Schlagwörter	Foreign Countries; Indigenous Populations; Males; Disproportionate Representation; Higher Education; Academic Aspiration; Student Adjustment; Secondary Education; Peer Influence; Mentors; Student Needs; Low Income Groups; First Generation College Students; Student Experience; Grade 12; High School Students; Masculinity; Cultural Influences; Student Personnel Services; Academic Support Services; College Freshmen; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Male; Männliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sekundarbereich; Studienerfahrung; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Oberschule; Männlichkeit; Cultural influence; Kultureinfluss; Studienanfänger; Australien
Abstract	The underrepresentation of males from particular equity groups in Australian universities continues despite recent gains in achievement. This article presents a case study of the transition of one Aboriginal student, Robbie, from a school located in the Western suburbs of Sydney to an urban Australian university. Drawing on recent theorisations of learner identities, we investigate the formation of Robbie's aspirations, as well as the support he is entitled to and capitalises upon. The case study captures how different aspects of Robbie's life interrelate, as well as how he accesses support over time in transitioning from secondary school to university. Exploring Robbie's journey as a learner compels us to think critically about equity programmes and emphasise the role of close family involvement, peer mentoring and personalised support to improve outcomes for students from underrepresented backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01