Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations
This article engages with an Indigenous Quantitative Methodological Framework to examine links between a positive sense of cultural identity, future aspirations, and academic motivational tendencies. Utilising a sample of Aboriginal, non-Aboriginal and First Generation (Migrant) Australian students...
Published in: | Australian Journal of Education |
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Sage Publications Ltd.
2017
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Online Access: | https://doi.org/10.1177/0004944117731360 |
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ftaustraliancuni:oai:acuresearchbank.acu.edu.au:86x1q 2023-09-05T13:19:29+02:00 Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations Bodkin-Andrews, Gawaian Whittaker, Alison Harrison, Neil Craven, Rhonda Parker, Phil Trudgett, Michelle Page, Susan 2017 https://doi.org/10.1177/0004944117731360 unknown Sage Publications Ltd. https://acuresearchbank.acu.edu.au/item/86x1q/exposing-the-patterns-of-statistical-blindness-centring-indigenous-standpoints-on-student-identity-motivation-and-future-aspirations ISSN:0004-9441 https://doi.org/10.1177/0004944117731360 Bodkin-Andrews, Gawaian, Whittaker, Alison, Harrison, Neil, Craven, Rhonda, Parker, Phil, Trudgett, Michelle and Page, Susan. (2017). Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations. Australian Journal of Education. 61(3), pp. 225 - 249. https://doi.org/10.1177/0004944117731360 journal-article 2017 ftaustraliancuni https://doi.org/10.1177/0004944117731360 2023-08-11T15:34:03Z This article engages with an Indigenous Quantitative Methodological Framework to examine links between a positive sense of cultural identity, future aspirations, and academic motivational tendencies. Utilising a sample of Aboriginal, non-Aboriginal and First Generation (Migrant) Australian students in years 7–10, results showed strong psychometric properties across the three groups for the measures utilised. Whilst few differences were identified between the First Generation and non-Aboriginal Australian students, Aboriginal students consistently had lower future aspirations and less adaptive motivational tendencies than the two other student groups. Importantly though, Aboriginal students held a stronger sense of cultural identity. Key links between motivation and cultural identity were identified, and both were associated with stronger educational and life aspirations. The implications suggest that researchers and teachers need to recognise the importance of cultural identity as a positive driver for schooling motivation and future aspirations, and that First Nations theory and research should be engaged to override the erasing effects of Western epistemological standpoints when utilising statistical methods. Article in Journal/Newspaper First Nations Australian Catholic University: ACU Research Bank Australian Journal of Education 61 3 225 249 |
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Australian Catholic University: ACU Research Bank |
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description |
This article engages with an Indigenous Quantitative Methodological Framework to examine links between a positive sense of cultural identity, future aspirations, and academic motivational tendencies. Utilising a sample of Aboriginal, non-Aboriginal and First Generation (Migrant) Australian students in years 7–10, results showed strong psychometric properties across the three groups for the measures utilised. Whilst few differences were identified between the First Generation and non-Aboriginal Australian students, Aboriginal students consistently had lower future aspirations and less adaptive motivational tendencies than the two other student groups. Importantly though, Aboriginal students held a stronger sense of cultural identity. Key links between motivation and cultural identity were identified, and both were associated with stronger educational and life aspirations. The implications suggest that researchers and teachers need to recognise the importance of cultural identity as a positive driver for schooling motivation and future aspirations, and that First Nations theory and research should be engaged to override the erasing effects of Western epistemological standpoints when utilising statistical methods. |
format |
Article in Journal/Newspaper |
author |
Bodkin-Andrews, Gawaian Whittaker, Alison Harrison, Neil Craven, Rhonda Parker, Phil Trudgett, Michelle Page, Susan |
spellingShingle |
Bodkin-Andrews, Gawaian Whittaker, Alison Harrison, Neil Craven, Rhonda Parker, Phil Trudgett, Michelle Page, Susan Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations |
author_facet |
Bodkin-Andrews, Gawaian Whittaker, Alison Harrison, Neil Craven, Rhonda Parker, Phil Trudgett, Michelle Page, Susan |
author_sort |
Bodkin-Andrews, Gawaian |
title |
Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations |
title_short |
Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations |
title_full |
Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations |
title_fullStr |
Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations |
title_full_unstemmed |
Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations |
title_sort |
exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations |
publisher |
Sage Publications Ltd. |
publishDate |
2017 |
url |
https://doi.org/10.1177/0004944117731360 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
https://acuresearchbank.acu.edu.au/item/86x1q/exposing-the-patterns-of-statistical-blindness-centring-indigenous-standpoints-on-student-identity-motivation-and-future-aspirations ISSN:0004-9441 https://doi.org/10.1177/0004944117731360 Bodkin-Andrews, Gawaian, Whittaker, Alison, Harrison, Neil, Craven, Rhonda, Parker, Phil, Trudgett, Michelle and Page, Susan. (2017). Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations. Australian Journal of Education. 61(3), pp. 225 - 249. https://doi.org/10.1177/0004944117731360 |
op_doi |
https://doi.org/10.1177/0004944117731360 |
container_title |
Australian Journal of Education |
container_volume |
61 |
container_issue |
3 |
container_start_page |
225 |
op_container_end_page |
249 |
_version_ |
1776200273469898752 |