NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1276283
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: N/A
'I See Myself as Undeveloped': Supporting Indigenous First-in-Family Males in the Transition to Higher Education
Stahl, Garth; McDonald, Sarah; Stokes, Jennifer
Higher Education Research and Development, v39 n7 p1488-1501 2020
The underrepresentation of males from particular equity groups in Australian universities continues despite recent gains in achievement. This article presents a case study of the transition of one Aboriginal student, Robbie, from a school located in the Western suburbs of Sydney to an urban Australian university. Drawing on recent theorisations of learner identities, we investigate the formation of Robbie's aspirations, as well as the support he is entitled to and capitalises upon. The case study captures how different aspects of Robbie's life interrelate, as well as how he accesses support over time in transitioning from secondary school to university. Exploring Robbie's journey as a learner compels us to think critically about equity programmes and emphasise the role of close family involvement, peer mentoring and personalised support to improve outcomes for students from underrepresented backgrounds.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A