Barriers To, and Facilitators Of, Indigenous Student Success: Perspectives from the frontline

1. Barriers To, and Facilitators Of, Indigenous Student Success: Perspectives from the frontline National Forum – Addressing the Gap Between Policy and Implementation: Strategies for Improving Education Outcomes of Indigenous Students 2018 Prof James Smith1-3, Ms Kim Robertson1 & Ms Kellie Pollard 1,4 1. Office of Pro Vice Chancellor – Indigenous Leadership, Charles Darwin University 2. National Centre for Student Equity in Higher Education, Curtin University 3. Menzies School of Health Research 4. Northern Institute, Charles Darwin University

2. Overview • CDU Context • Impetus for This Research • Methods • Qualitative Findings – Thematic Analysis • Enablers & Barriers (Students) • Enablers & Barriers (Staff) • Common Enablers & Barriers • Discussion & Recommendations  

3. Charles Darwin UniversityContext • Long history of Indigenous education • Dual-sector university • Office of Pro Vice Chancellor – Indigenous Leadership (first in Australia) • Office of Indigenous Student Services • ISSP + AFB • College of Indigenous Futures, Arts and Society • Blue 2 Precinct - Opened 2013 • Vice Chancellor’s Indigenous Advisory Council • Teaching Partnership with Batchelor Institute of Indigenous Tertiary Education • Indigenous Valedictory Ceremony • Indigenous community events and lectures • Strong focus on enhancing Indigenous research, education and engagement

4. CDU Indigenous Higher Education Research Multiple collaborative research projects over past 4 years: • Establishment of Indigenous Leadership Research & Evaluation Network (ILREN) • OLT Grant – Addressing the Gap (presented here today) • HEPPP NPP – Building the evidence about Indigenous pathways and transitions into higher education (Smith & Larkin) Three outputs - National Forum, Book and Special Issue of LC • HEPPP NPP – Northern Territory Indigenous Higher Education Policy Review (Street et. al) • HEPPP – Whole of Community Engagement initiative • Remote focus – more info at https://remotengagetoedu.com.au/

5. CDU + NCSEHE – Indigenous HE Research • NCSEHE – Identifying strategies for promoting VET to HE transitions for Indigenous learners (Smith et. al) • https://www.ncsehe.edu.au/wp-content/uploads/2017/09/08Smith_Report_FINAL.pdf • NCSEHE – Indigenous achievement in higher education and the role of self-efficacy: Rippling stories of success (Frawley et al) • https://www.ncsehe.edu.au/publications/indigenous-achievement-in-higher-education-and-the-role-of-self-efficacy-rippling-stories-of-success/ • NCSEHE – Understanding completion rates of Indigenous higher education students from two regional universities (Shalley et. al) • NCSEHE – Equity Fellowship - Strengthening evaluation in Indigenous higher education in Australia (Smith et al)

6. CDU Strategic & Operational Policy Environment

7. The impetus for this research The Behrendt et al (2012) Final Report emphasised the importance of focusing on ‘Aboriginal and Torres Strait Islander student success’ Need to build a stronger evidence-base about what works and what does not Pay attention to successful student narratives to change the dialogue to be achievement focused.

8. Methods & Participant Pool Two components – desktop policy review; and individual interviews Interviews undertaken by an Indigenous researcher (KP) 15 participants 9 students (completed or currently studying) 6 staff (one repeat interview) Student recruitment – flyers, email invite from Indigenous student services, and snowballing; no success in recruiting students that had not completed Staff recruitment though known local networks and snowball sampling Reciprocal ethics approval received from institutional HREC We have not used names, positions, schools/faculties or the age of participants to preserve anonymity individual identities

9. Thematic Analysis All Interviews conducted by female Indigenous researcher (KP) Thematic analysis through repeated examination of interview transcripts (using an inductive approach) Initial codes developed by female Indigenous researcher (KR) Coding workshopped between Indigenous and non-Indigenous researchers (JS + KR) Key enablers and barriers identified

10. Findings: Enablers & Barriers (Student Interviews)

11. Enablers (Student Interviews) …It was great having access to the Indigenous computer lab, access to the computer, printer, and internet on campus. (no.8) …I know everyone and I’m friendly with most of the people (at University) but at the end of the day, I just know I am more comfortable around Indigenous people…I feel like I know that they (non-Indigenous people) are always going to be thinking ‘you’re Indigenous. You’re getting everything because you are.’ I just know. (No.3) “

12. Enablers (Student Interviews) …my tutor. The factor is tutor support. I feel like I have an amazing tutor…she’s just really great. (No.4) …It just feels that sometimes people just don’t know how to handle me, they don’t want to deal with me, but here [Indigenous Student Services] is a very, very, very, very safe space for me. (No.7) …there was a lot more support that I received than I thought I would, especially from lecturers and other students. (No.6) … the lecturers from what I understand, you can get it more one-on-one with them and the major universities you can’t really, there’s so many (students), it’s very hard. (No.9) “

13. Barriers (Student Interviews) ……I didn’t really have a view of how it [University] would be. (No.6) …I thought I was going to be in strife because I didn’t do very well at school. (No.7) …what didn’t meet my expectation coming into my higher education degree was sitting and listening to a lecturer for 2 hours, not asking questions, not the group discussions or activities, anything. (No.8) “

14. …I ’ve been … offered tutors who aren’t skilled in the area, and I can’t understand why there’s not much communication between my School and the tutorial service. (No.9) …you can’t force someone to do something if their heart’s not in it. (No.3) …I went to a writing course at the library and its just one-to-one with a guy, like it’s so culturally unsafe. (female student No.4) Barriers (Student Interviews) “

15. Findings: Enablers & Barriers (Staff Interviews)

16. Enablers (Staff Interviews) “ having tutorial support is major with our students, especially in that first year. (No.10) …I think its very important as an Aboriginal space, that we do have Aboriginal faces. (No.10) …we use technology as much as we can, I think that’s a big benefit these days. (No.14) …sometimes its really about how badly you want to get it done and are you ready to spend much more time and effort to do that. (No.15)

17. Enablers (Staff Interviews) …as they [students] progress on their study trajectory, as they gain more and more familiarity with reading academic works … and the way English is used in an academic sense, and just through practice, people are able to take on that dialect. (No.11) …with these identified (at-risk) students, where we could be wrapping more support, especially tutorial support trying to increase hours for them … and definitely working with the academic support officers, and hopefully there’s some liaison with the Lecturers. (No.10) “

18. Barriers (Staff Interviews) …I believe there’s a real disconnect between [Indigenous student services] and the lecturers. (No.10) …I don’t believe they’ve [Indigenous students] got a very well developed idea of what a university is. (No.11) …academic English…just about all the assessments are based on your fluency with that dialect and that’s generally a barrier. (No.11) “

19. Barriers (Staff Interviews) ……Indigenous students in Australia…don’t have any access to any English as a second language programs, because we are Australian citizens. (No.13) …I think what we could do is provide a little more financial support for students. (No. 14) …non-Indigenous students they may have some role model or example in their family or someone they know who has actually achieved it…whereas for people from an Indigenous background they may be the first person (in their family) to ever finish high school. (No. 14) “

20. Common Enablers and Barriers (Staff/Students)

21. Discussion It is difficult to access Indigenous students that have dropped out, but current Students and graduates (peers) appear to be well equipped to explain why Maintaining investments in Indigenous student services – including pastoral care and tutorial support is critical (R9) Culturally safe environments are important to Indigenous students (R11, R32) Consider adopting a process that allows Indigenous mature age students to negotiate due dates for assignments per semester block (i.e. study load considered collectively across all units) Greater support mechanisms prior to, and during transitions into, university would benefit Indigenous students. (R11) Engaging families in discussions about expectations of university life is important given the volume of FIF students. The structure and nature of regional university operations are valued by Indigenous students - i.e. perceived to be less confronting than larger universities. (R15 + aligns with Halsey Review) Building the Indigenous academic workforce will help to retain Indigenous students. (R29)

22. Participant Recommendations Recommendations explicitly stated by staff : Employ a counsellor within Indigenous Student Services (OISS) Make better formal connections with Centrelink and ISS (preferably a Centrelink Officer within ISS. (R17) A one-year bridging study program that is of high quality, to get them ready and to build confidence. (R8) Peer support programs, especially those delivered by Indigenous students who have completed. Better promotional material – e.g. video short films of students who have completed. (R9) More relevant and flexible scholarships to assist those in genuine need. (R6) Embed a formal mechanism for seeking and analysing student feedback.

23. Research Recommendations (not prioritised) Establish MOU with Centrelink for joined up service delivery. (R17) Invest in English language and English Academic language skills specifically for Indigenous students. Explore more options for a one-year bridging course (e.g. Diploma of higher education studies) to prepare students for Bachelor level studies. (R6) Develop a co-ordinated case-management approach to supporting students at risk of attrition. (R11) Investigate options for culturally appropriate counselling/psychological support for students. (R11) That universities and the Australian Government invest in Indigenous-specific longitudinal and cohort studies to assist with strategy and operational development within universities. (R8) Develop peer support programs, especially with Indigenous students who have completed. Produce better promotional material e.g. short films of students who have completed. (R9) Review scholarships administration processes to direct assistance to those in genuine need. (R9) Embed formal and independent evaluation programs especially for seeking and analysing student feedback. (R35) Review Academic Support Officer roles. (R11, & R14) Formalise relationships with key Indigenous employers eg. governments and large Indigenous employer groups. (R6)

24. Acknowledgements & Contact Additional team members – Kellie Pollard Participants Research partners – CQU (lead), JCU, UoN, UniSA Commonwealth Government Office of Learning and Teaching for funding this collaborative research Contact: Professor James Smith Adjunct Professorial Research Fellow Office of Pro Vice Chancellor – Indigenous Leadership Charles Darwin University Email: james.smith@menzies.edu.au Mob: 0455 088 501