Indigenous University Pathways, WIL and the Strengthening of Aspirations: Robbie's Journey as a Learner

Autor/inn/en	Stahl, Garth; McDonald, Sarah; Stokes, Jennifer
Titel	Indigenous University Pathways, WIL and the Strengthening of Aspirations: Robbie's Journey as a Learner
Quelle	In: Higher Education Research and Development, 42 (2023) 7, S.1624-1639 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stahl, Garth) ORCID (McDonald, Sarah) ORCID (Stokes, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2023.2175796
Schlagwörter	Foreign Countries; Indigenous Populations; Urban Schools; Universities; Work Experience Programs; Self Esteem; Student Motivation; Self Concept; Males; Disproportionate Representation; Student Attitudes; College Students; Secondary Schools; Disadvantaged Schools; Educational Experience; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; University; Universität; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Selbstkonzept; Male; Männliches Geschlecht; Schülerverhalten; Collegestudent; Sekundarschule; Bildungserfahrung; Australien
Abstract	The underrepresentation of boys from Aboriginal and Torres Strait Islander peoples in Australian universities continues despite recent gains in widening participation. This article presents a case study documenting the transition of one Indigenous student, Robbie, from an underprivileged school located in the Western suburbs of Sydney to an urban Australian university. We focus first on his experience at university before considering how an opportunity with Work-Integrated Learning (WIL) influenced his confidence and motivation. Central to the analysis is the continual and contentious nature of Robbie's identity work concerning the opportunities he encounters. In exploring Robbie's journey as a learner, his experiences compel us to reflect on how facets of his learner identity change in relation to opportunities and what this may mean for how equity programmes provide support for vulnerable learners -- specifically how we can improve outcomes for young men from underrepresented backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01