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Retention and graduation of Aboriginal and Torrres Strait Islander students in initial teacher education Jo Lampert and Bruce Burnett, Queensland University of Technology Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July. More Aboriginal and Torres Strait Islander Teachers Initiative.
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CRICOS No. 00213Ja university for the worldrealR
More Aboriginal and Torres Strait Islander Teachers Initiative
Dr Jo Lampert Dr Bruce Burnett
(Professor Wendy Patton, Anita Lee Hong, Professor Annette Patterson)
MATSITI – ACDE: Retention and graduation of Aboriginal and Torres Strait Islander students in initial Teacher Education programs: A preliminary discussion of the research
CRICOS No. 00213Ja university for the worldrealR
Australian Council of Deans of Education component of the MATSITI project
Stage 1: Literature ReviewStage 2: Institutional scans (qualitative and quantitative) Stage 3: Interviews and data collection at key sites Stage 4: Institutional Action Plans
ACDE Video
CRICOS No. 00213Ja university for the worldrealR
Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education: a review of the literature
CRICOS No. 00213Ja university for the worldrealR
Barriers Overview of literature Financial hardship Poverty and impact on entry (imp. of scholarships, etc.), literacy
and numeracy, opportunity, retention in programs Academic skills Bridging and tertiary prep, academic skills, benefits of ITAS;
Language related issues (as impacting on remote TE programs) Personal issues “discomfort, loneliness, homesickness, anxiety, depression...”;
significance of mentors and Indigenous Centres Whiteness of Faculty Universities as white institutions; ‘cross cultural experience’ for
students; Social/ cultural isolation/marginalisation Some discussion of Indigenous pedagogies – teaching understood differently Indigenous standpoint
Points in red have been highlighted in interviews as well
CRICOS No. 00213Ja university for the worldrealR
• “ I remember sitting in a lecture on the first day thinking oh my God! I cried for three days”.
• “Things have improved since they have offered sessions in things like Blackboard. The transition is the hardest thing”.
• “ They should be more flexible with lending books … the mail is really an issue where I live and it’s a trust issue. We’re adults”.
• “ I wish there was better understanding of cultural issues, like when I have to attend a funeral”.
CRICOS No. 00213Ja university for the worldrealR
Barriers Overview of literature Cultural issues Issues around ‘cultural safety’
Culturally appropriate/ responsive pedagogy; *Indigenous perspectives* Racism Clash of priorities: family responsibilities, relationship, ‘making a difference’ ‘Indigenous learning styles’ misunderstood as cognitive rather than about cultural priorities
Institutional Practices Course progression, definitions of ‘failure’ and success, university timelines Experiences on practicum Sparse literature here on how Aboriginal and Torres Strait Islander
students experience prac Lack of familiarity with institutional procedure
Mixed reports on why scholarships go untaken ‘first-in-family’
Lack of awareness/sensitivity amongst non-Indigenous faculty
Reports of racism; lack of familiarity or training of both academic and professional staff as well as fellow students
CRICOS No. 00213Ja university for the worldrealR
• “We have to hammer it home that students are doing the same course as everyone else”
• “In first year they just assume everyone is on the same playing field”.
• “These students are responsible members of their communities. They have way more responsibilities than lots of other students”.
CRICOS No. 00213Ja university for the worldrealR
What works? Significance of partnerships Between faculties and Indigenous Centres
Between Indigenous and non-Indigenous faculty Between Faculty and communities
Significance of Indigenous support Indigenous centres, Indigenous Faculty members, sustained Indigenous leadership within faculties; tensions between Faculties and Indigenous Support units
Indigenous employment issues Indigenous faculty, sustainability of appointments
CRICOS No. 00213Ja university for the worldrealR
• “The support really varies. Some of us barely ever see our tutors and others know the content really well. The best tutors know their content and can really help us. “
CRICOS No. 00213Ja university for the worldrealR
Programmatic Data (Indigenous specific)
ALL QUEENSLAND UNIVERSITIES - SUMMARY
COURSE ENROLMENTS 2007 2008 2009 2010 2011 2012 (Preliminary)
Total (All Students in Education courses) 14766 13807 13714 14110 13831 8845
Total (Indigenous Students) 302 300 296 283 303 216
Indigenous % 2.05% 2.17% 2.16% 2.01% 2.19% 2.44%
Indigenous Students: Place in course
Commencing 162 123 128 112 112 87
Course Completions 44 68 58 33 35 2
Indigenous Students: Level/Type of Course
4-Year Degree
Early Childhood (please select from the following) 0 0 0 0 0 0
EC - 0 to 5 years 0 0 0 0 0 0
EC - 0 to 8 years 31 31 25 35 45 46
Combined EC/Primary 25 15 15 14 14 17
Primary 130 135 100 125 129 79
Middle School and/or K-12 17 15 7 5 1 1
Secondary 79 68 51 60 76 64
Other Major or No Major 1 8 58 13 11 7
Graduate Entry
Early Childhood (please select from the following) 0 0 0 0 0 0
EC - 0 to 5 years 0 0 0 0 0 0
EC - 0 to 8 years 1 0 0 1 0 0
Combined EC/Primary 2 0 6 6 0 4
Primary 2 2 2 3 6 2
Middle School and/or K-12 3 2 0 0 0 1
Secondary 8 7 14 7 9 6
Other Major or No Major 3 4 2 4 5 3
Indigenous Students: Gender
Male 62 66 68 58 64 38
Female 240 234 228 225 239 178
Indigenous Students: Age group
School Leavers (age 17/18) 14 23 21 14 22 20
Age 19-24 132 130 128 124 134 90
Age 25+ 161 150 149 149 154 109
Indigenous Students: Study Mode
On-campus 196 180 179 160 173 104
Off-campus 53 46 44 56 61 30
Mixed Mode 49 57 63 53 57 0
Basis of Entry
ATAR 5 2 2 5 1 7
Indigenous Pathway/Entry program 4 4 5 5 5 4
TAFE qualification 6 4 4 5 6 3
Other 19 18 17 17 16 14
CRICOS No. 00213Ja university for the worldrealR
QLD
NSW
Vic & Tas
SA & NT WA
Number of students studying ITE in 2007
QLD
NSW
Vic & Tas
SA & NT WA
Number of Indigenous students studying ITE in 2007
QLD
NSW
Vic & Tas
SA & NT WA
Total Population Distribution 2006 Census
QLD
NSWVic & Tas
SA & NT
WA
Indigenous Population Distribution 2006 Census
CRICOS No. 00213Ja university for the worldrealR
QLD19%
NSW42%
Vic & Tas19%
SA & NT9%
WA11%
Number of Students studying ITE in 2009
QLD19%
NSW42%
Vic & Tas19%
SA & NT9%
WA11%
Number of Students studying ITE in 2010
QLD20%
NSW52%
Vic & Tas12%
SA & NT12%
WA4%
Number of Indigenous Students studying ITE in 2009
QLD19%
NSW52%
Vic & Tas12%
SA & NT12%
WA4%
Number of Indigenous Students studying ITE in 2010
CRICOS No. 00213Ja university for the worldrealR
QLD
NSW
Vic & Tas
SA & NT WA
Number of students studying ITE in 2011
QLD
NSW
Vic & Tas
SA & NTWA
Number of Indigenous students studying ITE in 2011
QLD
NSW
Vic & Tas
SA & NT WA
Total Population Distribution 2006 Census
QLD
NSWVic & Tas
SA & NT
WA
Indigenous Population Distribution 2006 Census
CRICOS No. 00213Ja university for the worldrealR
2006 2007 2008 2009 2010 2011 20120.00%
0.50%
1.00%
1.50%
2.00%
2.50%
3.00%
Percentage Indigenous students studying ITE
QLD
NSW
Vic & Tas
SA & NT
WA
Australia
Year
Per
cen
tag
e
2006 2007 2008 2009 2010 2011 20120%
20%
40%
60%
80%
100%
120%
140%
160%
Percentage Indigenous population studying ITE compared to the percentage of Indigenous people in each state
QLD
NSW
Vic & Tas
SA & NT
WA
Australia
Year
Per
cen
tag
e
CRICOS No. 00213Ja university for the worldrealR
Early Childhood (please select
from the follow-ing)
EC - 0 to 5 years
EC - 0 to 8 years
Combined EC/Primary
Primary Middle School and/or K-12
Secondary Other0
100
200
300
400
500
600
Australia Wide Distribution
2007
2008
2009
2010
2011
CRICOS No. 00213Ja university for the worldrealR
EC - 0 to 5 years EC - 0 to 8 years Combined EC/Primary
Primary Middle School and/or K-12
Secondary Other0
10
20
30
40
50
60
70
80
90
100
Australia Wide choice of ITE Major
2007
2008
2009
2010
2011
CRICOS No. 00213Ja university for the worldrealR
2007 2008 2009 2010 20110
200
400
600
800
1000
1200
1400
Australia Wide Gender Distribution
Male
Female
CRICOS No. 00213Ja university for the worldrealR
2007 2008 2009 2010 20110
100
200
300
400
500
600
700
800
900
Australia Wide Indigenous Student Age Distribution
School Leavers (age 17/18)
Age 19-24
Age 25+
CRICOS No. 00213Ja university for the worldrealR
2007 2008 2009 2010 20110
100
200
300
400
500
600
700
800
900
Indigenous Students Study Mode
On-campus
Off-campus
CRICOS No. 00213Ja university for the worldrealR
2007 2008 2009 2010 20110
100
200
300
400
500
600
700
Australia Wide Course Completions
Commencing
Course Completions
CRICOS No. 00213Ja university for the worldrealR
Stage 3 of project (Interviews)
• A number of sites selected across Australia the basis of:– significant number of Indigenous preservice students or a
distinctive program within a particular institution– regional vs. urban– mainstream vs. cohort– remote/community-based