Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment

Autor/inn/en	Howlett, Catherine; Seini, Monica; Matthews, Chris; Dillon, Bronwyn; Hauser, Vivian
Titel	Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment
Quelle	In: Australian Journal of Indigenous Education, 37 (2008), S.18-27 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Indigenous Populations; Foreign Countries; Federal Government; School Holding Power; Environmental Education; College Students; Educational Strategies; Enrollment; Interviews; Science Curriculum; Indigenous Knowledge; Curriculum Development; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; Bundesregierung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Collegestudent; Lehrstrategie; Einschulung; Interviewing; Interviewtechnik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Australien
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. (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10