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ERIC Number: ED474684
Record Type: Non-Journal
Publication Date: 2003-Jan
Pages: 14
Abstractor: N/A
Reference Count: N/A
Completion of Twelve Years of Schooling or Its Equivalent.
Herbert, Jeannie
Interviews and focus group meetings were held at 24 schools and 3 nonschool sites across Queensland (Australia) to identify current success experienced by Aboriginal and Torres Strait Islander students, as well as effective practices that promote such success. School statistics are of limited value because Indigenous identification is not mandatory; these data suggest that if Indigenous students are retained until year 10, their chances increase of completing year 12. However, Indigenous students have considerably lower retention rates than non-Indigenous students and are subject to disciplinary action at 2-3 times the rate of their non-Indigenous peers. Opinions were gathered from a range of stakeholders, including parents, students, Indigenous community members, teachers, and other school staff. In some schools, Indigenous student success was obviously increasing, and many teachers were consciously seeking to be better teachers of Indigenous students. Indigenous Studies programs were scarce in schools. However, some teachers were trying to develop a culturally inclusive curriculum, particularly in community schools. Alternative programs for Indigenous students featured vocational education, apprenticeships, alternative locations, or distance education. Positive factors impacting year 12 retention included various student motivations and goals, role models, support mechanisms, and Indigenous education workers. Other issues related to retention and school completion included remote students' transition to boarding school, growing emphasis on achievement, racism, peer pressure to drop out, and student absenteeism. (SV)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia