Enabling First Nations High School Students Access to Accounting Education at University

Abstract

Australian First Nations peoples are under-represented in university level accounting education and the profession. This study adopts the Reconciliation Framework to examine factors that encourage First Nations high school students to pursue accounting education at university. Findings from “yarning” with key stakeholders indicate that early high school level exposure to the accounting profession, financial and cultural support, and a recognition of historical trauma would enable greater participation in accounting education. The study contributes to the prior literature by adding First Nations perspectives on access to accounting education and offering recommendations for enhancing inclusivity in this domain. JEL Classifications: I23; I24; M49.