Empowerment is the Basis for Improving Education and Employment Outcomes for Aboriginal People in Remote Australia

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2019-12-01 DOI:10.1017/jie.2018.2

Byron Wilson, Tammy Abbott, Stephen Quinn, J. Guenther, Eva McRae-Williams, Sheree Cairney

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引用次数: 8

Abstract

In Australia, Aboriginal and Torres Strait Islander people score poorly on national mainstream indicators of wellbeing, with the lowest outcomes recorded in remote communities. As part of a ‘shared space’ collaboration between remote Aboriginal communities, government and scientists, the holistic Interplay Wellbeing Framework and accompanying survey were designed bringing together Aboriginal priorities of culture, empowerment and community with government priorities of education, employment and health. Quantitative survey data were collected from a cohort of 841 Aboriginal people aged 15–34 years, from four different Aboriginal communities. Aboriginal community researchers designed and administered the survey. Structural equation modelling was used to identify the strongest interrelating pathways within the framework. Optimal pathways from education to employment were explored with the concept of empowerment playing a key role. Here, education was defined by self-reported English literacy and numeracy and empowerment was defined as identity, self-efficacy and resilience. Empowerment had a strong positive impact on education (β = 0.38, p < .001) and strong correlation with employment (β = 0.19, p < .001). Education has a strong direct effect on employment (β = 0.40, p < .001). This suggests that education and employment strategies that foster and build on a sense of empowerment are mostly likely to succeed, providing guidance for policy and programs.

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赋权是改善澳大利亚偏远地区土著人民教育和就业成果的基础

在澳大利亚，原住民和托雷斯海峡岛民在国家主流福祉指标上的得分很低，偏远社区的结果最低。作为偏远土著社区、政府和科学家之间“共享空间”合作的一部分，设计了整体的Interplay福祉框架和配套调查，将土著文化、赋权和社区的优先事项与政府教育、就业和健康的优先事项结合在一起。定量调查数据是从来自四个不同原住民社区的841名15-34岁原住民中收集的。土著社区研究人员设计并管理了这项调查。结构方程建模用于确定框架内最强的相互关联途径。探索了从教育到就业的最佳途径，赋权的概念发挥了关键作用。在这里，教育被定义为自我报告的英语识字和算术能力，赋权被定义为身份、自我效能和韧性。赋权对教育有很大的积极影响（β=0.38，p<.001），与就业有很大的相关性（β=0.19，p<0.001）。教育对就业有很大直接影响（β0.40，p<001）。这表明，培养和建立赋权意识的教育和就业策略最有可能成功，为政策和计划提供指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.