Indigenous students' aspirations : discerning 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 which 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 with results for non- Indigenous students. A total of 1,686 Indigenous and non-Indigenous students from three states completed a survey relating to study aims. Significantly more Indigenous students aspired to leaving school early and going to TAFE compared with non-Indigenous students. Indigenous students value most school subjects as more useful in helping to achieve these aims, with the exception of English subjects. However, the amount of advice Indigenous students reported receiving was very little. These 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 training they needed to do, and their academic achievement. The results in relation to self-concept are of particular concern, given that positive academic self-concept predicates academic achievement.