Appendix 4: Statistical Analysis of Responses

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Section A

From Table A4.1 it can be seen that in this sample, non-Indigenous students had a significantly higher 'success' rate than Indigenous students (83.3% compared with 59.3%; x² = 4.70, p < .05).

Table A4.1: Outcome by Ethnicity (N=105)

x² = 4.70, p < .05

When these figures are further broken down by 'mode of study' (see Table A4.2 below), it can be seen that 61.3 per cent of Indigenous students in the sample study 'on-campus' compared with 33.3 per cent of non-Indigenous students. That is, a significantly greater proportion of Indigenous students in this sample study 'on-campus' than non-Indigenous students (x² = 5.81, p < .05). While in 1995, this is no longer the situation in the Faculty of Aboriginal and Islander Studies, this was the situation prior to 1993/94, when one of the schools in the faculty did not offer its courses through distance education.

Table A4.2: Mode of Study by Ethnicity

x² = 5.81, p < .05

* N=80 because one Indigenous student not included in this and some later analyses in Section A due to missing data on one variable.

From Table A4.3a it can be seen that for this sample of students, the attrition rate for Indigenous students studying 'on-campus' is significantly higher than for those Indigenous students who study through external mode (49% compared with 25.9%; x² = 4.25, p < .05).

There was no such difference found within the non-Indigenous sample where a 100 per cent success rate was attained by those non-Indigenous students studying 'on-campus' compared with a 75 per cent success rate for those studying through external mode. A comparison of Indigenous and non-Indigenous external students (see Tables A4.3a and A4.3b) reveals an almost identical success rate (74.2% and 75% respectively) for the two groups while the success rate for 'on-campus' non-Indigenous students is almost twice that of Indigenous 'on-campus' students (100% and 51.0% respectively). Thus, 'on-campus' non-Indigenous students have a significantly greater success rate than Indigenous 'on-campus' students (Fisher's Exact Test, p = .02).

The situation where the attrition rate is greater for the 'on-campus' group is unique to the Indigenous students in this sample.

Table A4.3a and A4.3b: Outcome by Mode of Study and Ethnicity

* The different success rates shown for Indigenous students in Table A4.1 and Table A4.3a is due to missing data reducing the Indigenous sample size from N=81 (Table A4.1) to N=80 (Table A4.3a).

There are two other variables that bear directly on this issue-full-time/part-time status and 'home place' at time of entry to university.

Table A4.4a: Full-time/Part-time Status and Ethnicity

x² = 5.01, p < .05

From Table A4.4a, it can be seen that there is a significant difference between Indigenous and non-Indigenous students with respect to full-time/part-time status. A significantly greater proportion of Indigenous students study full-time than non-Indigenous students (77.5% compared with 54.2%; x² = 5.01, p < .05). This factor can, in large part, be accounted for in terms of 'mode of study' (Table A4.2). As already discussed, the majority of Indigenous students in this sample study 'on-campus', while the majority of non-Indigenous students study through distance mode. From Table A4.4b it can be seen that of those Indigenous students who study 'on-campus', the majority (95.9%) are full-time students, and only 4.1 per cent are part-time, a pattern very similar to the non-Indigenous students, of whom 100 per cent of the 'on-campus' students are full-time (see Table A4.4c).

Table A4.4b and A4.4c: Full-time/Part-time Status, Mode of Study and Ethnicity

However, when external students are considered, it is apparent that a greater proportion of Indigenous students study full-time through FLC, than is the case for non-Indigenous students (48.4% and 31.3% respectively).

Table A4.5a and A4.5b: Outcome by Full time/Part time Status and Ethnicity

From Table A4.5a, it can be seen that for the Indigenous students, those who were studying part-time had a higher (though not significantly higher) success rate than those studying full-time (72.2% compared with 56.5%; x² = 1.45, p > .05). This finding is consistent with the earlier finding concerning the significantly lower success rate of those Indigenous students studying 'on-campus' and the link between 'on-campus' study and full-time status.

For non-Indigenous students (Table A4.5b) the situation is reversed (full-time 92.3% success compared with 72.7% part-time).

For details of the link between mode of study, full time/part time status, outcome and ethnicity see Tables A4.5c and A4.5d below.

Table A4.5c and A4.5d: Full time/Part time Status, Mode of Study, Outcome and Ethnicity

With respect to 'home place' at time of entry to university, Table A4.6 shows the proportion of Indigenous and non-Indigenous students who come from 'out of town' (interstate and country South Australia), compared with those who live in the Adelaide area (local South Australia).

Table A4.6: Home Place at Time of Entry to University and Ethnicity

x² = 5.98, p < .05

* 'out of town' category includes interstate and country South Australia student.

From the above table it can be seen that there is a significant difference between Indigenous and non-Indigenous students with respect to 'home place' at time of entry to university, with 69.1 per cent of Indigenous students falling into the 'out of town' category compared with 41.7 per cent of non-Indigenous students (x² = 5.98, p < .05).

Thus, the majority of Indigenous students are from 'out of town' while for non-Indigenous the majority live locally in the Adelaide area.

An analysis of respondents 'home place' in relation to outcome is given in Table A4.7.

Table A4.7a and A4.7b: Outcome by Home Place at Time of Entry to University and Ethnicity

From Table A4.7a it can be seen that for Indigenous students there is no significant difference in success rate, regardless of whether a student comes from 'out of town' or is a local Adelaide student (x² = .16, p > .05). However, Table A4.7b indicates a significant difference for non-Indigenous students in this regard (p = .02 by Fisher's Exact Test) with local SA non-Indigenous students having a 100% success rate compared with a 60% success rate for 'out of town' students.

When Tables A4.7a and A4.7b are compared, it is apparent that while the proportion of 'out of town' Indigenous and non-Indigenous students who are successful is very similar (60.7% and 60.0% respectively), there is a significant difference (Fisher's Exact Test p = .003), when 'local SA' Indigenous and non-Indigenous students are compared: local non-Indigenous students achieve a 100 per cent success rate compared with 56 per cent of Indigenous students.

Table A4.8a and A4.8b: Mode of Study by Home Place and Ethnicity

Tables A4.8a and A4.8b provide data with respect to 'home place' in conjunction with 'mode of study', for both Indigenous and non-Indigenous students. While it is evident from Table A4.8a that there is no significant difference between 'home place' and 'mode of study' for Indigenous students (x² = .69, p > .05), there is a significant difference between 'home place' and 'mode of study' for non-Indigenous students (Fisher's Exact Test p = .006), with 'out of town' non-Indigenous students electing to study through distance mode rather than 'on-campus' (Table A4.8b).

It is of particular interest to note that while there were no 'out of town' non-Indigenous students who studied 'on-campus', 58.2 per cent of the Indigenous students from 'out of town' did study 'on-campus'.

What this means is that Indigenous students in this sample from 'out of town' have had to contend with the problems associated with relocation, a problem not evident for non-Indigenous students. Indeed 32 students, or 40 per cent of the total Indigenous sample are from 'out of town' but studying 'on-campus'. There were no non-Indigenous students in this situation. The difference between 'out of town' Indigenous and non-Indigenous students with respect to mode of study is highly significant (x² = 11.48, p < .001).

When this situation is further analysed, taking into consideration 'home place', 'mode of study' and 'outcome' (see Table A4.9), it becomes apparent that for 'out of town' Indigenous students, there is a significant relationship between 'mode of study' and 'outcome' (x² = 4.53, p < .05). 'Out of town' Indigenous students studying through distance mode have a significantly higher success rate than those studying on-campus (78.3% compared with 50%).

Table A4.9: Outcome by Mode of Study for 'Out of Town'
Indigenous Students (N=55)

While it would be convenient to explain this finding in terms of a 'relocation' factor, the data contained in Table A4.10 makes such an explanation-on its own-not viable. From a comparison of Tables A4.9 and A4.10, it can be seen that while a higher percentage of South Australian local Indigenous students study 'on-campus', than is the case for 'out of town' Indigenous students (68.0% compared with 58.2%), the success rate for Indigenous 'local' students studying 'on-campus' is very similar to the success rate for 'out of town' Indigenous students studying 'on-campus' (52.9% and 50.0% respectively).

Table A4.10: Outcome by Mode of Study for 'Local SA'
Indigenous Students (N=25)

Fisher's Exact Test p = 1.0

These statistical indicators probably don't tell the full story and the question of why Indigenous students studying 'on-campus' have a higher attrition rate than those studying through distance mode, is further pursued in Chapters 5 and 6 of this report.

The analysis for non-Indigenous students comparing 'home place', 'mode of study' and 'outcome' revealed no significant differences within the non-Indigenous group (Tables A4.7b and A4.8b). For 'out of town' non-Indigenous students there were none studying 'on-campus' and for 'local SA' non-Indigenous students there were no drop-outs. Out of town non-Indigenous students studying in external mode achieved a 60% success rate while local SA non-Indigenous students (whether studying 'on-campus' or in external mode) achieved a 100% success rate.

Table A4.11a: Outcome by Birthplace - Indigenous

x² = 6.73, p > .05

Within the Indigenous group (see Table A4.11a) shows there was no significant difference (x² = 6.73, p > .05) in outcome between those born in the various states of Australia. The highest attrition occurred among those students who were born in Queensland (62.5%), and the highest success rate was achieved by those born in South Australia (75%).

Table A4.11b: Outcome by Birthplace - Non-Indigenous

For non-Indigenous students, the highest attrition rate occurred among those students born in South Australia (22.2%). The highest success rate occurred among those students born overseas (100%). When categories were collapsed and a comparison made between non-Indigenous students from South Australia and those from 'other states' and overseas combined, no significant difference in outcome was found (Fisher's Exact Test p = .61), between those born in South Australia and those born elsewhere.

Table A4.11c: Birthplace of Students in the Sample and Ethnicity

x² = 1.98, p > .05

* In addition there were 5 overseas students in the non-Indigenous group.

When categories were collapsed to allow statistical analysis, Indigenous and non-Indigenous students did not differ significantly regarding place of birth (i.e. South Australia versus the rest)
(x² = 1.98, p > .05).

A4.12a: Outcome by Last Course Enrolled in at University of South Australia - Indigenous

Of the Indigenous sample, 43.2 per cent were enrolled in the FAIS Bachelor of Arts stream followed by 35.8 per cent enrolled in the FAIS Associate Diploma stream. The highest success rate was achieved by students enrolled in the Bachelor of Arts awards in faculties other than FAIS (75%). For awards within FAIS, the highest success rate was achieved by students enrolled in the FAIS Bachelor of Arts stream (62.9%).

Table A4.12b: Outcome by Last Course Enrolled in at University of South Australia - Non-Indigenous

Because the number of incomplete students among non-Indigenous were so few, statistical comparison by chi square analysis of successful and incomplete students in the different courses was not justified. 54.2 per cent of non-Indigenous enrolled in FAIS Bachelor of Arts stream where a 92.3 per cent success rate was achieved.

Table A4.12c: Outcome by Last Course Enrolled in, in the Faculty of Aboriginal and Islander Studies and Ethnicity

For both Indigenous and non-Indigenous students in the FAIS there was a tendency for more of the students to have enrolled in the Bachelor of Arts stream than in the Associate Diploma stream. When the six students enrolled in the Hons/MA streams were excluded from the statistical analysis, there was no significant difference found in the proportion of Indigenous and non-Indigenous students in the faculty's Bachelor of Arts or Associate Diploma streams (x² = .66, p > .05).

Table A4.13a: Outcome by Intention to Continue University in Future
- Indigenous

Of the successful Indigenous respondents, 87.5 per cent reported that they intended to continue studying in the future. This figure contains those students who are currently studying at university. Of the Indigenous incompletes, 81.3 per cent reported that they intend to continue studying in future. Overall, 85 per cent of Indigenous (successful and incomplete) reported that they intend to continue studying in the future.

Table A4.13b: Outcome by Intention to Continue University in Future
- Non-Indigenous

Of the successful non-Indigenous students, 90.0 per cent reported that they intend to continue studying in future. This figure contains those who are currently studying at university. Of the non-Indigenous incompletes, 100 per cent reported they intended to continue studying in future. Overall, 91.7 per cent of non-Indigenous students (successful and incomplete) reported that they intended to continue studying in future.

When a comparison was made between the successful students who indicated that they would 'continue university in the future' and 'others' no significant difference was found between Indigenous and non-Indigenous students (Fisher's Exact Test p = 1.0). The same was true for the incomplete students (Fisher's Exact Test p = 1.0).

A4.14: Length of Attendance Before Leaving University - Indigenous and Non-Indigenous Incompletes

From Table A4.14 it can be seen that while most Indigenous students tend to dropout within the first year, this is not the pattern for the non-Indigenous students. That 75 per cent of Indigenous students left before completing first year indicates that selection and support processes may require much closer attention.

Table A4.15a and A4.15b: Outcome by First Member of Family to Attend University and Ethnicity

For both Indigenous and non-Indigenous students there was no significant difference in outcome regardless of whether the student was the first of the family to attend university or not (Indigenous, x² = .41, p > .05; non-Indigenous, Fisher's Exact Test, p = .26). This question did not seek to ascertain whether the previous family members had successfully graduated.

Table A4.15c: Outcome by First Member of Family to attend University
and Ethnicity

x² = 0.19, p > .05

There was no significant difference between Indigenous and non-Indigenous students in the proportion of students who were the first member of their family to attend university (x² = 0.19, p > .05). While the number of non-Indigenous responses was only small and the method of selection may have skewed the results, the above finding may well be a result of the faculty's reputation for being supportive and accommodating because of the faculty's courses being also available for distance education or mixed mode delivery.

Table A4.16a and A4.16b: Outcome by Course of First Choice and Ethnicity

There was no significant difference in terms of outcome for either Indigenous or non-Indigenous subjects with respect to this variable. Whether the course is the student's first or other choice appears to make no significant difference in terms of outcome (Indigenous, x² = 1.10, p > .05; non-Indigenous, Fisher's Exact Test, p = .54).

Table A4.17a: Outcome by Gender - Indigenous

x² = 2.22, p > .05

From Table A4.17a it can be seen that for this sample, Indigenous females have a higher, but not significantly higher, success rate than males (x² = 2.22 p > .05).

Table A4.17b: Outcome by Gender - Non-Indigenous

Fisher's Exact Test p = 1.0

Table A4.17b, shows that for this sample, non-Indigenous males have a higher, but not significantly higher success rate than non-Indigenous females (Fisher's Exact Test p = 1.0).

Table A4.17c: Outcome by Gender and Ethnicity

When Indigenous and non-Indigenous 'successful' students were compared the ratio of male to female was not significantly different (x² = .45, p > .05), nor was there a significant difference with respect to incomplete students (Fisher's Exact Test p = .30).

Table A4.18a: Outcome by Language Spoken at Home - Indigenous

x² = 1.97, p > .05

There was no significant difference in outcome of the university study regardless of whether a subject spoke English at home, or English as a second language at home (x² = 1.97, p > .05). Of the Indigenous students, 19.8 per cent spoke a language other than English at home of whom 43.8 per cent were successful compared with 63.1 per cent of those subjects who spoke English at home. Thus, those who spoke English at home had a higher, though not significantly higher, success rate than the English as a second language subjects.

Table A4.18b: Outcome by Language Spoken at Home - Non-Indigenous

Fisher's Exact Test p = 1.0

Among non-Indigenous students, no significant difference in outcome was found regardless of whether a subject spoke English at home or English as a second language at home (Fisher's Exact Test p = 1.0). Of the 16.7 per cent of the non-Indigenous students who spoke a language other than English at home, 100 per cent were successful.

Non-Indigenous English as a second language speakers had a higher success rate than Indigenous English as a second language speakers.

A4.18c: Indigenous English as a second language Speakers -
Outcome by Language Spoken at Home

Fisher's Exact Test p = .06

For this sub-group of Indigenous students, whether a student spoke TSI Creole or an Aboriginal language made no significant difference to the outcome of their studies (Fisher's Exact Test
p = .06).

Of the four non-Indigenous English as a second language students, all spoke an overseas language at home. There were no incompletes among this group of students.

A4.18d: English as a First Language - Outcome by Type of English
Spoken at Home - Indigenous

For those students for whom English is a first language, there was no significant difference in outcome between those who reported that they speak standard or those who speak non-standard English (Fisher's Exact Test p = 1.0). 93.7 per cent of the sample stated that they spoke standard English and 6.3 per cent indicated that they spoke non-standard English. Surprisingly, there was a higher (though not significantly higher) success rate for those who spoke non-standard English (75.0%) compared with 61.0 per cent for those who spoke standard English.

Of the 19 non-Indigenous students for whom English is a first language, all spoke standard English. In this group, 84.2 per cent were successful.

Table A4.19a: Outcome by Age at Admission to University - Indigenous

The major concentration of Indigenous students in this sample were between the ages of 30-39 years of age at admission (32.5%). From Table A4.19a, it appears that the highest success rate was for those students who were 40 years of age and over at admission (80% success rate). The lowest success rate was for those who were less than 20 years of age at admission (46.7% success rate). However, overall differences between age groups in terms of outcome were not significant (x² = 5.09, p > .05).

Table A4.19b: Outcome by Age at Admission to University - Non-Indigenous

Of non-Indigenous students in this sample, 45.8 per cent were between the ages of 30-39 years. Similar rates of success were found for all age groups. Statistical analysis was not justified given the small number of entries in some categories.

Table A4.19c: Age at Admission to University and Ethnicity

From Table A4.19c it can be seen that the age distribution for Indigenous and non-Indigenous is similar. Statistical analysis was not justified given the small number of entries in some categories.

Table A4.19d: Successful Outcome by Age at Admission to University and Ethnicity

The age distribution is similar for both Indigenous and non-Indigenous successful students.

Table A4.19e: Unsuccessful Outcome by Age at Admission to University and Ethnicity

From Table A4.19e it can be seen that the age distribution of Indigenous and non-Indigenous incomplete students is similar. Age at admission appears not to be a major factor determining the outcome for either the Indigenous or non-Indigenous group.

Table A4.20a: Highest Level of Education at Entry to University and Ethnicity

Amongst the students in this sample, there was a significant difference (x² = 11.98, p < .05), between Indigenous and non-Indigenous students with respect to their highest level of education prior to entry to the University of South Australia. The greatest difference occurred with respect to the proportion of Indigenous and non-Indigenous who had reached year 12 (29.7% compared with 62.5% respectively) and those who had completed less than year 12 (40.5% Indigenous compared with 8.3% non-Indigenous). This difference could have been further accentuated if the successful completion of year 12 had been ascertained. Many Indigenous students reach year 12 but do not complete it successfully.

Table A4.20b: Highest Level of Education at Entry to University and Ethnicity (Categories collapsed)

From Table A4.20b it can be seen that the difference between Indigenous and non-Indigenous is highly significant (x² = 8.55, p < .01). Whereas in the Indigenous group 30 (40.5%) had less than year 12 level of schooling, only 2 (8.3%) of the non-Indigenous students had less than year 12 schooling. Clearly the students in the non-Indigenous group entered university with a higher level of education.

Table A4.20c: Outcome by Highest Level of Education at Entry to University - Indigenous

Statistical analysis of the figures in Table A4.20c was not justified given the small number of entries in most categories. Moreover, there is no clear or consistent relationship evident between level of education at entry and outcome.

For 29.7 per cent of Indigenous students year 12 was the highest level of education prior to university entry. A further 23 per cent had already completed an undergraduate award or Advanced Certificate. However, the highest success rate was achieved not by the students in these two categories but by those students who had not studied beyond year 9 (100% success rate), while those who had completed year 12 achieved a 68.2 per cent success rate. The lowest success rate occurred with those students whose highest grade at school was unknown, but who had 'some TAFE or University experience' prior to entry to University of South Australia (20% success rate). Those students who had already completed an undergraduate award or Advanced Certificate had a low 52.9 per cent success rate.

When the data in Table A4.20c is further analysed in relation to outcome, it becomes apparent that for Indigenous students studying mainly in the Faculty of Aboriginal and Islander Studies, attendance at school to year 12 has not ensured success whereas of the 30 Indigenous subjects who had completed less than year 12, 56.7 per cent were successful, either having completed the course or currently successfully studying in the course.

Table A4.20d: Outcome by Highest Level of Education at Entry to University - Non-Indigenous

Statistical analysis of these figures was not justified because of the small number of entries in most categories.

The majority (62.5%) of non-Indigenous students in this sample had completed year 12 of schooling, followed by those who had already completed an undergraduate award (16.7%). Again, as with the Indigenous students, the non-Indigenous students who had completed an Advanced Certificate or undergraduate award prior to entry to university, had a surprisingly low (50%) success rate. Those who had completed year 12 achieved a 93.3 per cent success rate.

Table A4.20e: Outcome by Highest Level of Education at Entry to University
- Indigenous (Categories collapsed)

From Table A4.20e, it can be seen that when categories are collapsed to allow statistical analysis there is no significant difference (x² = 2.44, p > .05), between highest level of education prior to entry to university and outcome for Indigenous students. However, those students with year 11 and year 12 schooling have the highest success rate (66.7%). It is of interest to note that those students with year 10 level of education or less have a 50% success rate compared with a 45.5% success rate for those students who entered university with some TAFE/uni background or who have completed an Advanced Certificate or undergraduate award.

Of even greater interest is the surprisingly high success rate of students with less than year 10 education. Table A4.20f provides a comparison of students with less than year 10 education and those with year 10 schooling. From this table it can be seen that there is a significant difference between those students who had completed year 10 and those who had completed only year 9 of schooling or less (Fisher's Exact Test, p = .03).

Table A4.20f: Outcome by Highest Level of Education at Entry to University
- Indigenous (Year 10 Compared with less than Year 10 Education)

Table A4.21a: Outcome by Family Situation at Time of Entry to University - Indigenous

For Indigenous students in this sample, the majority (55.1%) came 'alone', followed by those who came with 'partner and children' (17.9%). The greatest success rate was achieved by those who came with 'partner and children' (78.6%), followed by the students who came 'alone leaving partner and/or children at permanent home' (75% success rate). Those who had the lowest success rate were those students who came with 'partner and children and partner studying too' (40% success rate). The surprising finding is that the success rate for those Indigenous students who came 'alone with their children' and who thus had the sole responsibility for their care, is only marginally lower than for those who came 'alone' (50% compared with 51.2%). Statistical analysis was not justified given the small number of entries in most categories.

Table A4.21b: Outcome by Family Situation at Time of Entry to University - Non-Indigenous

For non-Indigenous students in this sample, 43.5 per cent came 'alone', followed by those who were in the category of came with 'partner and children and partner studying too' (21.7%). The greatest success rate was achieved by those who came 'alone', those who came with 'partner' and those who came with 'partner and partner studying too' - each a 100% success rate. That is, the greatest success rate was achieved by those non-Indigenous students who were not encumbered with children. Lowest success rate was for categories came 'with children' and came with 'partner and children'-each with a success rate of 66.7%. Statistical analysis was not justified given the small number of entries in each category.

While the 'alone' category for non-Indigenous students gave a 100 per cent success rate, for Indigenous students the success rate in this category was only 51.2 per cent. The other noteworthy feature is the difference in success rate between those Indigenous students who came 'alone' (51.2% success rate) and those who came 'alone leaving partner and children at home' (75% success rate).

Table A4.22a: Outcome by Present Occupation - Indigenous

From Table A4.22a, it can be inferred that while 79.2 per cent of successful Indigenous students are presently involved in some form of study only 27.3 per cent of incomplete students are so engaged.

Of the incomplete students, 57.6 per cent are currently employed compared with 16.7 per cent of successful students. Of the incomplete students, 15.2 per cent are unemployed and seeking work compared with 2.1 per cent of successful students.

Statistical analysis was not justified given the small number of entries in some categories.

A4.22b: Outcome by Present Occupation - Non-Indigenous

While 70 per cent of non-Indigenous successful students are presently involved in 'study' or 'work and study' only 25 per cent of incomplete students are so engaged. Of the successful students, 30 per cent are working compared with 75 per cent of the incomplete students.

Statistical analysis was not justified given the small number of entries in some categories.

Table A4.22c: Successful Outcome by Present Occupation and Ethnicity

When Indigenous and non-Indigenous successful students are compared on this variable, it is found that 79.2% of Indigenous subjects are either 'studying' or 'working and studying' compared with 70% of non-Indigenous subjects.

16.7% of Indigenous successful students are working compared with 30% of non-Indigenous successful subjects. Statistical analysis was not justified given the small number of entries in some categories.

Table A4.22d: Unsuccessful Outcome by Present Occupation and Ethnicity

Of the Indigenous incomplete students, 27.3 per cent are currently involved in 'study' or 'work and study' compared with 25 per cent of non-Indigenous incomplete students. Of the Indigenous incomplete students, 57.6 per cent are working at present compared with 75 per cent of non-Indigenous incomplete students. While 15.2 per cent of the Indigenous incomplete students are presently unemployed there are no non-Indigenous incomplete students in a similar position.

Statistical analysis was not justified given the small number of entries in some categories.

Table A4.23a: Outcome by Occupation Immediately Before Entry to University - Indigenous

Of the Indigenous students, 10 per cent were attending school immediately before entering university, 12.6 per cent were 'studying at uni/TAFE' or 'working and studying', 61.3 per cent were working, 10 per cent 'unemployed' and 6.3 per cent engaged in full time home duties (see Table A4.23a above).

There was no significant difference between Indigenous successes and Indigenous incompletes on this variable (x² = 8.18, p > .05). The highest success rate (100%) was found for those students who had either been 'studying at uni/TAFE' prior to University entry, or who had been 'working and studying'.

Those who had been at school immediately before entering university, and those who have been unemployed prior to entry to university had the lowest success rate (50% in each case).

When those who were engaged in some form of study immediately before entry to university are classified as a group, 77.8 per cent are successful compared with those who came from a work background (53.1%).

Table A4.23b: Outcome by Occupation Immediately Before Entry to University - Non-Indigenous

A total of 17.4 per cent of the non-Indigenous students were attending school immediately before entering university; 34.8 per cent were 'studying at uni/TAFE' or 'working and studying'; 26.1 per cent were working, 8.7 per cent were engaged in full time home duties and 13.0 per cent were unemployed (Table A4.23b above).

There was no significant difference between non-Indigenous successful and incomplete students on this variable (x² = 3.16, p > .05). The highest success rate was for those who had been at school immediately before entering university, those who had been 'working and studying' and those who were engaged in 'full time home duties' before entering university (100% in each case). Those who had been unemployed immediately before entering university had the lowest success rate (66.7%).

Table A4.23c: Students Occupation Immediately Before Entry to University and Ethnicity

Table A4.23c provides a comparison of Indigenous and non-Indigenous students. In this comparison, it is worth noting that while 52.2 per cent of the non-Indigenous sample had been engaged in study of some sort immediately before entering university, only 22.5 per cent of the Indigenous sample had been so engaged.

That is, a greater proportion of the non-Indigenous sample entered university from a 'study' background (52.2%) than was so for the Indigenous sample (22.5%). Indeed, 61.3 per cent of the Indigenous sample came to university from a work background compared with 26.1 per cent of the non-Indigenous sample and, in this sample, Indigenous subjects who came to university from a 'work' background had a lower success rate than those Indigenous who came from a 'study' background (53.1% compared with 77.8%-Table A4.23a above).

Thus in summary, the figures indicate that for those engaged in 'study' immediately prior to entering university, 77.8 per cent of Indigenous subjects are successful compared with 91.6 per cent of the non-Indigenous subjects, while for those who came from a work background 53.1 per cent of Indigenous subjects are 'successful' compared with 83.3 per cent of non-Indigenous subjects.

It is also worth noting that while 4 of the 8 Indigenous students who had been attending school immediately before entering university dropped out there were no dropouts among the comparable non-Indigenous group.

Table A4.23d and A4.23e provide details of outcome, ethnicity and occupation immediately prior to entry to university.

Table A4.23d: Successful Outcome by Students Occupation Immediately Before Entry to University and Ethnicity

Table A4.23e: Incomplete Outcome by Students Occupation Immediately Before Entry to University and Ethnicity

Table A4.24a: Outcome by Occupation Five Years Before Entry to University - Indigenous