Positive self–identity for Indigenous students and its relationship to school outcomes

This project investigates the premise that positive self-identity is one of the factors that result in a greater commitment and connection to schooling by Indigenous students, leading to better school outcomes. Its aims were to: define the concept of positive self-identity for Indigenous students; identify the factors that contribute to positive self-identity formation; analyse the role of positive self-identity in affecting school outcomes for Indigenous students; devise a working definition of positive self-identity for Indigenous students; and suggest practical strategies for increasing the positive self-identity of Indigenous students in order to improve their school outcomes.

Findings indicate that the attitude and behaviour of significant others are the most important factors in the development and maintenance of a positive self-identity for Indigenous students. Within the home context, parents/carers and grandparents are especially influential. Within the school context, teachers have most impact on the development of positive self-identity.

To develop positive self-identity as a student, Indigenous students need to perceive value in schooling. Factors associated with this include the school attitude; teacher support and promotion of education as a valuable commodity; a relevant school curriculum; and support and encouragement from family, peers and community. In terms of attachment to and participation in school, students need to feel valued as Indigenous people. Attention therefore needs to be focused on the qualities of teachers; school organisation and curriculum issues; continued bilingual language programs where appropriate; involvement of Indigenous people in schools; discipline practices within schools; alternative education programs; career education; family and community support; and promotion of a range of Indigenous role models.

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