3: The Research Sample

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Comparison of Sample Statistics with Overall FAIS Statistics

1995 Faculty of Aboriginal and Islander Studies Enrolment Statistics

Other Comparisons with 1995 Statistics

A total of 105 subjects made up the sample, of whom 81 were of Aboriginal and Islander descent and 24 were of non-indigenous ancestry. The constitution of the sample based on ethnicity and mode of study are given in Tables 3.1 to 3.16 below (percentages are in parenthesis). The sample itself was not randomly chosen using statistical techniques, but it was stratified on a number of variables including age, gender, outcome of study, highest level of education at entry to university and marital status, to ensure a degree of representativeness. In addition, respondents were drawn from the various locations where the research team visited; namely, Adelaide, country South Australia, Alice Springs, Darwin, Cairns and Brisbane. Telephone interviews were also used to broaden the sample and to meet the stratification requirements by enabling respondents living in areas not visited by the research team to be involved.

It must be conceded that the sample was relatively small for a study of this kind. It follows from this that fairly substantial differences between responses from different groups of people, such as indigenous and non-indigenous students, drop-outs and completers, were needed before an acceptable level of significance could be claimed. In making judgements regarding the significance of group differences and relationships between variables conventional inferential statistics were used. Chi square analyses, in particular, were used whilst acknowledging unavoidable limitations on the randomness of the samples, due primarily to the inaccessibility of some respondents it had been intended to interview.

Table 3.1: Ethnicity (N=105)

Of the 81 indigenous students involved in the sample, 74 were of Aboriginal descent and 7 students of Torres Strait Islander descent. The non-indigenous sample included 5 students who were born overseas.

Table 3.2: Ethnicity by Outcome (N=105)

Of the 81 indigenous students in the sample, 48 (59.3 per cent) fell into the successful category. This category includes 14 completed and 34 current continuing students. Thirty-three (40.7%) of the indigenous students in the sample had left university without completing their course. Of the 24 non-indigenous students in the sample, 20 (83.3%) were classified as successful and 4 (16.7%) as non completers. The non-indigenous successful category includes 8 completed and 12 current students.

The ratio of successful to non-completion students for indigenous and non-indigenous respondents in the sample was approximately that experienced throughout the university by both groups. (1994-95 retention rates for indigenous and non-indigenous students across the university were 54 per cent and 78 per cent respectively).

Table 3.3: Gender (N=105)

The gender of the subjects interviewed paralleled the faculty and university's gender balance with a majority of females (Table 3.3 above).

Table 3.4: Age at Admission to University (N=101)*

* Sample size reduced because of missing data in this and some later tables.

The subjects' age at admission to the university has been advanced as a possible factor in student success, maturity being seen as a positive factor. This sample exhibited the same pattern of age distribution as the 1995 faculty enrolments (Table 3.4 above).

Table 3.5: Birthplace (N=103)

* Within the indigenous sample the 'other states' category included 22.8% from NT and
20.3 per cent from Queensland.

The national focus of the Faculty of Aboriginal and Islander Studies program is strongly reflected in that more than two-thirds of Aborigines in the sample were born outside South Australia. This has been a common feature for a number of years. The sizeable percentage of people born overseas is an accurate reflection of the use some migrant groups are making of the special entry procedures and the welcoming and non-threatening atmosphere of the faculty (Table 3.5).

Table 3.6: Highest Level of Education at Entry to University (N=98)

The university's special entry policy has enabled over 50 per cent of the Aboriginal and Torres Strait Islander sample to gain entry to undergraduate programs. Nearly 30 per cent of Aboriginal and Torres Strait Islander subjects stated they had year 12 level schooling, but interview comments suggest that well over half of these had not successfully completed their secondary education. The non-Aboriginal subjects were mainly (91.7%) at year 12 or higher level of education prior to entry into university (Table 3.6).

Table 3.7: First Member of Family to Attend University (N=105)

The majority of Aboriginal and Torres Strait Islander subjects were the first members of their family to attend university, but this was surpassed by the non-indigenous subjects (Table 3.7).

Table 3.8: Continue University in Future (N=104)

Both indigenous and non-indigenous subjects indicated that future university studies were contemplated by the vast majority, although 12.5 per cent of the indigenous respondents did not wish to continue in the future (Table 3.8).

Table 3.9: Last Course Enrolled in at University of South Australia (N=105)

As can be seen from Table 3.9, the majority of both indigenous and non-indigenous interviewees were enrolled in the Faculty of Aboriginal and Islander Studies BA stream (43.2% and 54.2% respectively). This closely resembles the enrolment pattern of the faculty for the last few years.

Table 3.10: Full time/Part time status (N=104)

While most of the interviewees were full-time enrolments, the non-indigenous group were twice as likely to be part-time when compared with indigenous respondents (Table 3.10).

Table 3.11: Mode of Study (N=105)

The indigenous group was much more likely to study on-campus while, as Table 3.11 shows, the non-indigenous subjects were twice as likely to study by external/mixed mode (66%) than on-campus (33%). This is perhaps a reflection that indigenous students enrol on-campus in the faculty because of its reputation in indigenous Australia while the non-indigenous students enrol in faculty courses due to their availability by distance education.

For indigenous students, the external category includes 27 students studying in external mode and 5 studying in mixed mode. For non-indigenous students, this category includes 14 students studying in distance mode and two students studying in mixed mode.

Table 3.12: Home Place at Time of Entry to University (N=105)

The indigenous respondents indicated that less than one third were local Adelaide residents, nearly half were from interstate, and the remainder were from country South Australia. The majority of non-indigenous subjects were Adelaide locals (58%) (see Table 3.12 above). This again supports the contention that the faculty's reputation is widespread in the Aboriginal and Torres Strait Islander communities.

Table 3.13: Family Situation at Time of Entry to University (N=102)

From Table 3.13 it can be seen that students from a wide range of family situations were included in the sample. For both indigenous and non-indigenous students the largest category was those students who came 'alone'.

This 'alone' category is distinct from the 'alone, leaving partner and/or children at permanent home' category. Respondents in the former category were identified as having neither partner nor children, while in the latter category respondents indicated that they had left their partner and/or children at their permanent home and had come to university on their own.

Table 3.14: Language Spoken at Home (N=105)

Table 3.14 provides details of the language spoken by respondents at home. English was a second language at home for similar percentages of the indigenous and non-indigenous respondents.

Table 3.15: For English as a Second Language Speakers, Language Spoken at Home (N=20)

Table 3.15 gives the proportion of students who spoke a language other than English. The non-indigenous group had four overseas languages, while among the indigenous English as a second language (ESL) group, there were seven respondents who used TSI Creole at home while nine used an Aboriginal language.

Table 3.16: For Non-English as a Second Language Speakers-Type of English (N=82)

Non-standard English was used in four indigenous homes (see Table 3.16).

Table 3.17: Course First Choice (N=105)

There was little difference between the indigenous and non-indigenous respondents in respect to gaining entry to the course of their first choice. The selection process for Aboriginal and Torres Strait Islander students is controlled by staff who counsel students regarding their choice of courses so the likelihood of their being unsuccessful in gaining entry to the course of their choice is heavily reduced (see Table 3.17 above).

Comparison of Sample Statistics with Overall Faculty of Aboriginal and Islander Studies Statistics

The sample of respondents was not statistically random so the years of 1993 and 1995 were selected for a statistical comparison with the sample to ensure that the sample generally reflected the student profile within the faculty.

The 1993 statistical data were chosen as this was within the mid range of years from which the respondents sampled for this survey were at the University. 1993 was also selected as this was the year in which the School of Aboriginal and Islander Administration (SAIA-one of the schools within the Faculty of Aboriginal and Islander Studies) began offering its courses through the Flexible Learning Centre (FLC-previously known as the Distance Education Centre). The Aboriginal Studies and Teacher Education Centre, the other school within the Faculty of Aboriginal and Islander Studies, has been offering its courses in external mode for many years.

It was important to reflect the faculty student profile of 1993 as it was at a time when many of the students in the sample had either completed their course or were in their final year; had dropped out, or were first year students.

In relation to the 1993 university statistics, some data have been omitted for comparison purposes. This has been done because students enrolled in the Associate Diploma (Anangu Education) were not included in this study by design. The Advisory Committee for the project felt the inclusion of the Anangu Pitjantjatjara courses could bias the results because of their different background and experiences. The effect of omitting the figures for the Associate Diploma (Anangu Education) is to reduce the overall total, the number of students studying in external mode and the total male/female figures by 52 persons.

Table 3.18: Aboriginal/TSI Students and Non-Aboriginal Students (in persons) Enrolled in the Faculty of Aboriginal and Islander Studies in 1993 by Type of Enrolment and Gender (Students Enrolled in Associate Diploma (Anangu Education) not Included)

In selecting the students to be interviewed, every effort was made to ensure a reasonable match between the characteristics of the sample and the characteristics of the student population in the Faculty of Aboriginal and Islander Studies in 1993.

The following tables compare the 1993 Faculty of Aboriginal and Islander Studies statistics and the sample statistics.

Table 3.19a: 1993 Faculty of Aboriginal and Islander Studies (FAIS) Population Statistics, Sample Statistics and Mode of Study

For indigenous students in the sample the proportion 'on-campus' to 'external' do
not differ significantly from the FAIS population statistics (x2 = 0.12 p > .05). The same is true with respect to non-indigenous students in the sample (x2 = 1.38 p > .05).

Table 3.19b: 1993 Faculty of Aboriginal and Islander Studies (FAIS) Population Statistics, Sample Statistics and Gender

For indigenous students, the proportion of males to females in the sample does not differ significantly from the FAIS population statistics (x2 = 0.79 p > .05). The same is true with respect to the non-indigenous students in the sample (x2 = 0.02
p > .05).

1995 Faculty of Aboriginal and Islander Studies Enrolment Statistics

The 1995 student enrolment statistics for the Faculty of Aboriginal and Islander Studies were also considered as this was the third full year of study for those BA students who began their courses in 1993-in either external or internal mode. It also provided an indication of the change in the student profile within the faculty after SAIA began offering its courses in external mode in 1993 (Associate Diploma (Anangu Education) included in the 1995 statistics).

Table 3.20: Total Indigenous and Non-indigenous Students (in persons) in the Faculty of Aboriginal and Islander Studies by Type of Enrolment and Gender, 1995

When the figures in Tables 3.18 and 3.20 are compared, several major shifts are apparent in the profile of the Faculty of Aboriginal and Islander Studies students if the 1993 data is amended to include the 52 Associate Diploma (Anangu Education) students studying in external mode. Total student numbers (in persons) have increased from 507 in 1993 to 691 in 1995.

While the overall figures for 'mode of study' have changed from 1993 to 1995, the greatest change in this category is apparent for indigenous students. Again if the 1993 data for indigenous students is corrected to include the 52 missing Associate Diploma (Anangu Education) students studying in external mode, the proportion of indigenous students studying 'on-campus', compared to those studying in 'external mode' in 1993 is 47.2 per cent to 52.8 per cent (101 on-campus indigenous and 113 external indigenous).

In 1995, the proportions have changed, with only 26 per cent of indigenous students studying 'on-campus' and 74 per cent studying in 'external mode'. This shift in the mode of study among indigenous students has important implications in relation to the findings of this study and the future directions of the teaching and support programs of the faculty.

Other Comparisons with 1995 Statistics

Table 3.21a: Home Place of Students in Faculty of Aboriginal and Islander Studies in 1995-Indigenous and Non-indigenous

* In addition, 5 non-indigenous students were from overseas and the home place of 8 non-indigenous students was unknown.

# Home place of 23 indigenous students unknown and not included in above figures.

From Table 3.21a, it can be inferred that the total 'out of town' indigenous students number 225 or 77 per cent of the total indigenous enrolled in FAIS in 1995: this compares with 68.8 per cent of 'out of town' students included in the sample. The total 'out of town' non-indigenous students number 174 or 50.9 per cent of the total non-indigenous enrolled in FAIS compared with 41.7 per cent of 'out of town' non-indigenous students included in the sample.

Table 3.21b: Age of Students in Faculty of Aboriginal and Islander Studies, 1995-Indigenous and Non-indigenous

When the 1995 FAIS population figures in Table 3.21b are compared with the age distribution of the respondents in the sample (Table 3.4), it is apparent that the two distribution are very similar, with the exception of the less than 20 years of age group.

Table 3.21c: Basis of Admission-Common Among Undergraduate Students 1995-Indigenous and Non-indigenous

* 1 additional non-indigenous admitted on basis of institutional assessment examination

Table 3.21c provides information regarding the basis of admission to university. From this table it can be seen that a greater proportion of indigenous than non-indigenous students enter university through the special entry provisions of the university.