Gawaian Bodkin-Andrews

The legacy of racism and Indigenous Australian identity within education

Publisher: Informa UK Limited

Date: 05-11-2016

DOI: 10.1080/13613324.2014.969224

AIM(E) for completing school and university: analysing the strength of the australian indigenous mentoring experience

Publisher: Emerald Group Publishing Limited

Date: 20-11-2013

DOI: 10.1108/S1479-3644(2013)0000014005

Racism, Aboriginal and Torres Strait Islander identities, and higher education: Reviewing the burden of epistemological and other racisms

Publisher: Emerald Group Publishing Limited

Date: 20-11-2013

DOI: 10.1108/S1479-3644(2013)0000014002

Tactics or strategies? Exploring everyday conditions to facilitate implementation of an Indigenous graduate attributes project

Publisher: Informa UK Limited

Date: 27-04-2019

DOI: 10.1080/1360080X.2019.1609390

Recognising aspiration: the AIME program’s effectiveness in inspiring Indigenous young people’s participation in schooling and opportunities for further education and employment

Publisher: Springer Science and Business Media LLC

Date: 20-03-2015

DOI: 10.1007/S13384-015-0174-3

Seeding success: Schools that work for aboriginal students

Publisher: The University of Queensland

Date: 18-10-2013

DOI: 10.1017/JIE.2013.6

Abstract: This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their approaches to curriculum and pedagogy. The article shows there were eight common themes that emerged in the analysis of the schools’ approaches, and these themes are considered key indicators of the ‘seeding success’.

Negotiating racism: The voices of Aboriginal Australian post-graduate students

Publisher: Emerald Group Publishing Limited

Date: 20-11-2013

DOI: 10.1108/S1479-3644(2013)0000014007

Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice

Publisher: Informa UK Limited

Date: 09-08-2016

DOI: 10.1080/14681366.2016.1214169

Questioning the General Self-Esteem Vaccine: General Self-Esteem, Racial Discrimination, and Standardised Achievement Across Indigenous and Non-Indigenous Students

Publisher: Cambridge University Press (CUP)

Date: 07-2010

DOI: 10.1375/AJGC.20.1.1

Abstract: Psychological research and the popular media culture have repeatedly noted that self-esteem positively contributes to life satisfaction and performance indicators across a large variety of domains. However, while varying measures of self-esteem may be argued to have a positive influence on outcome measures, increasing evidence suggests that perceptions of racial discrimination may also have a negative impact across a wide variety of outcomes. The current investigation used structural equation modelling techniques to examine the potential impact of Indigenous and non-Indigenous Australian students' General Self-Esteem and their perceptions of racial discrimination on spelling and maths achievement. Results indicated that General Self-Esteem displayed little or no significant relations with the performance measures, yet perceived racial discrimination significantly and negatively predicted both spelling and maths achievement for the Indigenous and non-Indigenous students. In addition, no significant latent interaction between General Self-Esteem and perceived discrimination was identified, raising questions for the self-protective properties of General Self-Esteem, at least for achievement outcomes.

Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry

Publisher: SAGE Publications

Date: 02-09-2013

DOI: 10.1177/1440783313498946

Abstract: Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choice behaviours and resources. Using the work of Boudon, the current research used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials (primary effects) versus differences in choice behaviours and resources (secondary effects) for Indigenous and non-Indigenous youth in Australia. This was applied to 10,000 Australian youth, followed over eight years. Results suggest that primary effects were predominant, however, a moderate proportion of the Indigenous university entrance rate gap is due to secondary effects.

Motivation Matters: Profiling Indigenous and Non-Indigenous Students’ Motivational Goals

Publisher: Cambridge University Press (CUP)

Date: 10-11-2014

DOI: 10.1017/JIE.2014.19

Abstract: This research explored gender and cross-cultural similarities and differences in the motivational profiles of Indigenous Papua New Guinean (PNG) and Indigenous and non-Indigenous Australians. Secondary students (N = 1,792) completed self-report motivational measures. Invariance testing demonstrated that the Inventory of School Motivation (McInerney, Yeung, & McInerney, 2001) measure was invariant across both gender and Indigenous and non-Indigenous groups. Structural equation modelling (SEM) results explicated that males were significantly more performance orientated than females in all three groups examined however, the disparity between genders was most apparent in non-Indigenous Australians. Diverging from previous findings with non-Indigenous students, the current study found that PNG and Australian Indigenous males endorsed mastery goals more strongly than Indigenous females. In contrast, non-Indigenous females were more mastery orientated than non-Indigenous males. Finally, the two Indigenous groups endorsed social goals more strongly than the non-Indigenous Australians. The current findings highlight the importance of assessing gender and group differences, as broad statements relating to student motivation do not appear to be applicable in all cultural contexts.

Validating racism and cultural respect: Testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students

Publisher: Informa UK Limited

Date: 12-2010

DOI: 10.1080/13803611.2010.550497

Uncovering the Structure of and Gender and Developmental Differences in Cyber Bullying

Publisher: Informa UK Limited

Date: 09-2012

DOI: 10.1080/00220671.2011.629692

Shaming the silences: Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices

Publisher: Informa UK Limited

Date: 13-12-2018

DOI: 10.1080/17508487.2018.1553795

Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous Graduate Attribute evaluation instrument

Publisher: SAGE Publications

Date: 08-2019

DOI: 10.1177/0004944119863927

Questioning New Directions in Understanding Student Motivation: An Investigation Into the Domain Specificity of Motivational Goals

Publisher: Informa UK Limited

Date: 12-2013

DOI: 10.1017/EDP.2013.11

Factorial Invariance Testing and Latent Mean Differences for the Self-Description Questionnaire II (Short Version) with Indigenous and Non-Indigenous Australian Secondary School Students

Publisher: Informa UK Limited

Date: 16-02-2010

DOI: 10.1080/15305050903352065

Teacher Racism, Academic Self-Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self-Sabotage for Indigenous and Non-Indigenous Australian Students

Publisher: Informa UK Limited

Date: 06-2013

DOI: 10.1111/J.1742-9544.2012.00069.X

Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement

Publisher: Elsevier BV

Date: 05-2014

DOI: 10.1016/J.LINDIF.2014.03.019

University Of Technology Sydney

Location: Australia

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Western Sydney University

Location: Australia

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Special Research Initiatives - Grant ID: SR120100005

Start Date: 12-2012

End Date: 12-2022

Amount: $3,198,392.00

Funder: Australian Research Council

Discovery Indigenous - Grant ID: IN190100014

Start Date: 03-2019

End Date: 12-2024

Amount: $502,000.00

Funder: Australian Research Council

Discovery Indigenous Researchers Development - Grant ID: DI0882472

Start Date: 2008

End Date: 04-2012

Amount: $180,000.00

Funder: Australian Research Council

Discovery Indigenous - Grant ID: IN130100051

Start Date: 06-2013

End Date: 12-2017

Amount: $410,000.00

Funder: Australian Research Council

Discovery Indigenous Researchers Development - Grant ID: DI0561141

Start Date: 02-2005

End Date: 02-2007

Amount: $37,942.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0776977

Start Date: 12-2007

End Date: 12-2012

Amount: $305,000.00

Funder: Australian Research Council

Discovery Indigenous Researchers Development - Grant ID: DI100100113

Start Date: 07-2010

End Date: 06-2014

Amount: $348,000.00

Funder: Australian Research Council

Discovery Indigenous Researchers Development - Grant ID: DI110100034

Start Date: 07-2011

End Date: 03-2014

Amount: $300,401.00

Funder: Australian Research Council

Discovery Indigenous Researchers Development - Grant ID: DI100100088

Start Date: 03-2010

End Date: 03-2012

Amount: $121,762.00

Funder: Australian Research Council