The effects of Aboriginal tertiary students' perceived experiences of racism and of cultural resilience on educational engagement

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI:10.55146/ajie.v51i2.27

J. Gibbs, Y. Paradies, Graham Gee, Nicholas Haslam

{"title":"The effects of Aboriginal tertiary students' perceived experiences of racism and of cultural resilience on educational engagement","authors":"J. Gibbs, Y. Paradies, Graham Gee, Nicholas Haslam","doi":"10.55146/ajie.v51i2.27","DOIUrl":null,"url":null,"abstract":"Racism pervasively impacts the lives of Aboriginal and Torres Strait Islander peoples and is a substantial barrier to accessing, engaging and succeeding within secondary education. Cultural resilience and support have been identified as critical to Aboriginal success within racist institutions. However, research examining experiences of racism and cultural resilience among Aboriginal tertiary students is limited. This study explored the relationship between racism, cultural resilience, and educational engagement and academic outcomes in a sample of these students (N = 63). We proposed that higher perceived racism would be associated with lower engagement and academic outcomes. The study also developed a new measure of Aboriginal tertiary students’ experience of racism during their studies, which demonstrated good reliability and validity. Experiencing racism was associated with perceiving a less supportive learning environment, and with lower learning outcomes, developmental outcomes and overall student satisfaction.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Indigenous Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.55146/ajie.v51i2.27","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

Racism pervasively impacts the lives of Aboriginal and Torres Strait Islander peoples and is a substantial barrier to accessing, engaging and succeeding within secondary education. Cultural resilience and support have been identified as critical to Aboriginal success within racist institutions. However, research examining experiences of racism and cultural resilience among Aboriginal tertiary students is limited. This study explored the relationship between racism, cultural resilience, and educational engagement and academic outcomes in a sample of these students (N = 63). We proposed that higher perceived racism would be associated with lower engagement and academic outcomes. The study also developed a new measure of Aboriginal tertiary students’ experience of racism during their studies, which demonstrated good reliability and validity. Experiencing racism was associated with perceiving a less supportive learning environment, and with lower learning outcomes, developmental outcomes and overall student satisfaction.

查看原文本刊更多论文

土著高等教育学生的种族主义和文化韧性体验对教育参与的影响

种族主义普遍影响着土著和托雷斯海峡岛民的生活，是获得中等教育、参与中等教育并取得成功的一个重大障碍。文化复原力和支持被认为是原住民在种族主义机构中取得成功的关键。然而，对土著大学生种族主义经历和文化复原力的研究有限。本研究以这些学生为样本（N=63），探讨了种族主义、文化韧性、教育参与度和学业成绩之间的关系。我们提出，感知到的种族主义程度越高，参与度和学术成果就越低。该研究还开发了一种新的衡量土著大学生在学习期间种族主义经历的方法，该方法具有良好的可靠性和有效性。经历种族主义与感受到支持性较差的学习环境有关，与学习成绩、发展成绩和学生整体满意度较低有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.