Is there a relationship between the school success
of Indigenous students and positive self-identity?

A recent research report concludes that it is possible to achieve a positive self-identity both as an Indigenous Australian and as a competent and confident student within the school system. However, high self-esteem and a positive identity as an Indigenous person alone do not appear to be linked to successful educational outcomes.

The Positive Self-Identity for Indigenous Students and Its Relationship to School Outcomes project, commissioned by the Department of Education, Science and Training (DEST) in 1999, considered the relationship between school outcomes, such as attendance levels, participation in schooling, levels of achievement and completion of schooling, and the self-identities of young Indigenous Australians. Positive self-identity has been suggested as one of the factors that is related to attachment to school and positive school outcomes for Indigenous students.

What is the relationship between positive self-identity and the school success of Indigenous young people?

Students in the study showed positive self-identity as Indigenous people, although this was not necessarily linked with successful educational outcomes. Positive self-identity as a student, however, is likely to be associated with school success. To develop positive self-identity as a student, Indigenous students need to perceive value in schooling. Factors associated with this include:

• school – where students have a sense of belonging;
• teachers – who are warm, supportive and have positive expectations;
• curriculum – which has relevance; and
• support and encouragement from family, peers and community.

The project found that achievement of a well-integrated identity depends on a number of factors that are related to the school and home environments. The extent to which schools and individual teachers recognise and incorporate the cultural identities of students into the school environment and curriculum is critical to the development of a positive cultural identity among Indigenous people. So, too, is the recognition in the home of the importance to young people of an education that equips them for life in a complex and constantly changing world.

We need to ensure that all aspects of the identities of Indigenous young people are valued. In the school environment this means that the identities of students as Aboriginal or Torres Strait Islander people need to be valued as much as do their identities as students.

The researchers noted that there are many Indigenous Australian contexts and multiple influences on the identities of Indigenous youth. For some students these differences will not be at great odds with each other. However, when students experience marked differences between the distinct environments in which they function, and when they have not been helped to understand and adjust to those differences in terms of their own functioning, the tension created may serve to alienate them from one environment or the other. The differences between environments should be reduced when this is possible and appropriate. Alternatively, students need to learn ways of functioning in multiple environments that do not create tension for them.

The project found that the relationship between self-identity (and other self-related constructs) and school performance is complex. In general, efforts to enhance self-identity (self-concept) via generalised self-concept programmes have not had lasting effects on the school performance of students. Efforts that emphasise increasing academic skill levels have been more effective. When students are helped to master academic skills, they develop a more positive concept of themselves as students. They are then more likely to persist rather than give up easily on academic tasks, and are more likely to approach rather than avoid new tasks. Early success at school is important so that students develop the basic skills needed to continue at more advanced levels.

The researchers made the point that principals and teachers have a central role if schools are to be places in which students feel their Indigenous identities are valued, as well as places where they can develop the skills they need in order to have positive identities as students. There are implications for teacher recruitment and training, and for the ongoing support and professional development of teachers who work with Indigenous students.

How can positive self-identity be increased in order to improve school outcomes for Indigenous students?

The project found that in terms of attachment to and participation in school, students need to feel valued as Indigenous people. In terms of school performance, students need to value the attainment of the academic, personal, and social skills commonly promoted in Australian schools and perceive themselves to be capable of such attainment. For these things to occur attention needs to be focussed on:

• integrating, where appropriate, school, health and social services to enable education and other services to be planned and delivered in a more cohesive manner;
• the qualities of teachers supported by specialised pre and in-service training programmes which encompass the full range of Indigenous issues;
• appropriate support and induction into their school communities for teachers;
• promoting the teaching profession to Indigenous Australians, including the development of more flexible pathways from lower level qualifications into teacher education;
• flexible approaches to school organisations and curriculum implementation;
• continued bilingual language programmes where appropriate;
• involving Indigenous parents and the wider Indigenous community in schools;
• appropriate discipline practices within schools that are inclusive of all students;
• alternative education programmes;
• career education;
• family and community support; and
• promotion of a range of Indigenous role models.

The report can be accessed on the Internet at:
/http://www.DEST.gov.au/schools/publications/index.htm (2000 School Education Publications).

For further information or a copy of the report, contact:

Eileen Newmarch
Director, Equity Section
Analysis and Equity Branch
Department of Education, Training and Youth Affairs
Phone: (02) 6240 9123
email: eileen.newmarch@DEST.gov.au

CONTENTS

This edition of Learning for All provides details of some significant developments in the education and training of Indigenous Australians in the schools, vocational education and training, and higher education sectors. The publication also provides information on research findings and best practice in education.

Closing the Gaps – an overview of outcomes for Indigenous students in the different sectors.

Introduction – the Minister for Education, Training and Youth Affairs, the Hon Dr David Kemp MP.

The National Indigenous English Literacyand Numeracy Strategy – a major initiative to improve educational outcomes for Indigenous students.

Absenteeism investigated – examines the attendance rates of Indigenous students at all levels of schooling and ways to improve them.

Is there a relationship between the school success of Indigenous students and positive self-identity? – considers the relationship between school outcomes and the self-identities of young Indigenous Australians.

Developing Best Practice with Indigenous New Apprenticeships – identifies innovative ways to implement Indigenous New Apprenticeships.

Helping Indigenous students make the transition from school to work – examines how Indigenous students are performing at a number of transition points from school to work. (continued over page)

Green Corps – discusses the participation of Indigenous people in this national training programme for young Australians.

What Works? – discusses effective teaching strategies, which were trialled in schools throughout Australia during 1998 and 1999. 17 Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005.

Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005.

Kardu Kigay – young men in a remote Aboriginal community are helped to develop self-esteem, strengthen English literacy and numeracy skills and gain skills for possible future employment.

Territorian takes out top training award – for Indigenous students in the 2000 Australian Training Awards.

Career options and the world of work – help for Indigenous students and their parents to make choices about their education and careers.

Gumala Mirnuwarni – “coming together to learn”, Indigenous community, schools and industry in the Karratha region of Western Australia work together.

WADU “together in partnership and trust” – innovative workplace learning experiences for Indigenous secondary students.

Indigenous law students gain work experience – since the 1970s Indigenous law students have been helped to successfully complete their degree.

Yandi – an assignment and assessment tracking database to increase the success and retention rates for Indigenous students.

Open Learning Initiatives to Assist Indigenous Australians – aim to improve access to education for Indigenous people.

The Facts and Figures section – profiles trends in participation by Indigenous Australians across all sectors of education and training.

Questionnaire: Learning for All: Opportunities for Indigenous Australians. – The editors would appreciate your feedback on the pilot edition of Learning For All.