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.

1. More Aboriginal
and Torres Strait
Islander Teachers
Initiative
MATSITI – ACDE: Retention and graduation of
Aboriginal and Torres Strait Islander students in initial
Teacher Education programs: A preliminary discussion
of the research
Dr Jo Lampert
Dr Bruce Burnett
(Professor Wendy Patton, Anita Lee
Hong, Professor Annette Patterson)
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2. Australian Council of Deans of Education
component of the MATSITI project
Stage 1: Literature Review
Stage 2: Institutional scans (qualitative and quantitative)
Stage 3: Interviews and data collection at key sites
Stage 4: Institutional Action Plans
ACDE Video
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3. Retention and graduation of Aboriginal and Torres Strait Islander students in
initial teacher education: a review of the literature
Urban, rural, remote Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education: a review of the
Mainstream, cohort literature (participation, retention, support)
Theme Overview of literature
Significance of attracting and retaining Indigenous (over fifteen recent Gov‟t reports) Leadership, equity and social inclusion (WP), Provision of employment pathways, significance of role
teachers –why does it matter? models, Closing the Gap, significance to embedding of Indigenous perspectives; „cultural brokers‟
Barriers
Financial hardship Poverty and impact on entry (imp. of scholarships, etc.), literacy and numeracy, opportunity, retention in programs
Personal issues “discomfort, loneliness, homesickness, anxiety, depression...”; significance of mentors and Indigenous Centres
Academic skills Bridging and tertiary prep, academic skills, benefits of ITAS; Language related issues (as impacting on remote TE programs)
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
Cultural issues Issues around „cultural safety‟
Racism
Culturally appropriate/ responsive pedagogy; *Indigenous perspectives*,
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- Reports of racism; lack of familiarity or training of both academic and professional staff as well as fellow students
Indigenous faculty
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
Cohort Programs Significance to communities, pathways, better completion rates, struggle to prove credibility, instable funding, issues related to online
learning
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4. 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
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5. • “ 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”.
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6. 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 Mixed reports on why scholarships go untaken
institutional procedure „first-in-family‟
Lack of awareness/sensitivity Reports of racism; lack of familiarity or training of both academic and
amongst non-Indigenous professional staff as well as fellow students
faculty
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7. • “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”.
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8. 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
Cohort Programs Significance to communities, pathways, better completion rates, struggle to prove
credibility, instable funding, issues related to online learning
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9. • “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. “
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10. 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
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11. Number of students studying Number of Indigenous students
ITE in 2007 studying ITE in 2007
SA & NT WA
SA & NT WA
QLD
Vic & QLD
Tas
Vic & Tas
NSW NSW
Total Population Distribution 2006 Indigenous Population Distribution
Census 2006 Census
SA & NT WA WA
QLD
QLD
SA & NT
Vic & Tas
Vic &
NSW Tas
NSW
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12. Number of Indigenous Students studying ITE
Number of Students studying ITE in 2009
in 2009
WA
SA & NT WA 4%
9% 11% QLD
19%
SA & QLD
NT 20%
12%
Vic & Tas Vic & Tas
19% 12%
NSW
42%
NSW
52%
Number of Students studying ITE in 2010 Number of Indigenous Students studying ITE
in 2010
SA & NT WA WA
9% 11% QLD 4%
19%
QLD
SA & NT 19%
13%
Vic & Tas Vic & Tas
19% 12%
NSW
42%
NSW
52%
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13. Number of students studying Number of Indigenous students
ITE in 2011 studying ITE in 2011
WA
WA SA & NT
SA & NT
QLD
QLD
Vic &
Tas
Vic & Tas
NSW NSW
Total Population Distribution 2006 Indigenous Population Distribution
Census 2006 Census
SA & NT WA WA
QLD
QLD
SA & NT
Vic & Tas
Vic &
NSW Tas
NSW
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14. Percentage Indigenous students studying ITE
3.00%
2.50%
QLD
2.00%
Percentage
NSW
1.50% Vic & Tas
SA & NT
1.00%
WA
0.50% Australia
0.00%
2006 2007 2008 2009 2010 2011 2012 Year
Percentage Indigenous population studying ITE compared to
the percentage of Indigenous people in each state
160%
140%
120% QLD
Percentage
100% NSW
80% Vic & Tas
60% SA & NT
40% WA
20% Australia
0%
2006 2007 2008 2009 2010 2011 2012 Year
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15. Australia Wide Distribution
600
500
2007
400 2008
300 2009
2010
200
2011
100
0
Early Childhood EC - 0 to 5 years EC - 0 to 8 years Combined Primary Middle School Secondary Other
(please select EC/Primary and/or K-12
from the
following)
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16. Australia Wide choice of ITE Major
100
90
80
70
60
2007
50 2008
2009
40 2010
2011
30
20
10
0
EC - 0 to 5 years EC - 0 to 8 years Combined Primary Middle School Secondary Other
EC/Primary and/or K-12
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17. Australia Wide Gender Distribution
1400
1200
1000
800
Male
600 Female
400
200
0
2007 2008 2009 2010 2011
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18. Australia Wide Indigenous Student Age Distribution
900
800
700
600 School Leavers (age 17/18)
500
Age 19-24
400
300
Age 25+
200
100
0
2007 2008 2009 2010 2011
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19. Indigenous Students Study Mode
900
800
700
600
500
On-campus
400 Off-campus
300
200
100
0
2007 2008 2009 2010 2011
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20. Australia Wide Course Completions
700
600
500
400
Commencing
Course Completions
300
200
100
0
2007 2008 2009 2010 2011
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21. 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
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