Disentangling Indigenous Students’ Aspirations: A Critical Analysis Elucidating Dreams and Realities

This study was commissioned by the Department of Education, Science and Training (DEST) under its Education Innovation Program (EIP). This paper reports on aspects of the quantitative component of the study. The aims of this component of the study were to: a) identify Indigenous secondary school students' aspirations; b) elucidate the relation of key variables to Indigenous students' aspirations; c) identify Indigenous students' perceptions of the relevance of their current studies and of further education to achieve their aspirations; d) identify Indigenous students' preferences for further education in regard to vocational education and higher education; e) identify the key sources of and quality of career advice Indigenous students have received; f) elucidate Indigenous students' perceptions of any barriers they may face in attaining their aspirations; and g) compare and contrast the pattern of results for Indigenous students to results for non-Indigenous students. Indigenous and non-Indigenous secondary students from urban and rural regions completed a survey to ascertain students' self-perceptions pertaining to the study aims. A total of 1686 students (517 Indigenous and 1151 Non-Indigenous) from urban and rural regions from 3 Australian States participated in the quantitative component of the study. Significantly more Indigenous students, aspired to leaving school early and going to TAFE in comparison to non-Indigenous students. Indigenous students perceived TAFE to be more useful to helping them to achieve their aspirations compared to non-Indigenous students and were less likely to know much about what sort of job they would like to undertake or what sorts of further education and training they could undertake after they left school. Indigenous students were significantly more confident in being able to make a contribution to society and their community. Indigenous students value most school subjects as more useful in helping to achieve their schooling aspirations and entry into TAFE compared to non-Indigenous students, with the exception of English subjects which were equally valued. Family and friends were the most frequently consulted sources for career advice for both Indigenous and non-Indigenous students, however, the amount of advice Indigenous students reported receiving from most sources was very little with the exception of family where advice was sought often. Indigenous students identified a lack of family support as a key barrier to achieving their aspirations, followed by the amount of career advice they had been given, their knowledge of what further education or job training they needed to do, and their academic achievement. It …