Unravelling the structure and measurement of indigenous students' self-concepts and aspirations

The aims of this study were to critically analyse Indigenous students' self-concepts and schooling, further education, and employment aspirations. A total of 1686 secondary students (517 Indigenous and 1151 non-Indigenous) from urban and rural regions from 3 Australian States completed a questionnaire. Significantly more Indigenous students in comparison to non-Indigenous students aspired to: leave school early, go to Technical and Further Education college (TAFE), make a contribution to society and community, and were less likely to have identified employment or further education preferences. 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. Indigenous students compared to non-Indigenous students rated 9 potential barriers with significantly higher scores compared to non-Indigenous students in regard to limiting or stopping them from achieving what they want to do. Indigenous students were also found to have statistically significantly lower academic (school, maths, verbal) self-concepts. The results in relation to self-concept are of particular concern given positive academic self-concept predicate academic achievement and other desirable educational outcomes.