Strengthening Australian Aboriginal Participation in University STEM Programs: A Northern Territory Perspective

ABSTRACT

The broad discipline of Science, Technology, Engineering and Maths (STEM) has become a global focus for education and employment. Currently, Indigenous students are less likely to engage in STEM programs and careers than in other disciplines such as education, health, social sciences and arts. In Australia, schools and tertiary institutions are investigating opportunities to increase Indigenous participation in STEM. In 2016, the XE Maths project documented a series of six case studies of diverse Australian tertiary programs focussed on increasing Indigenous participation in STEM [Paige et al. 2016. Strengthening Indigenous Participation and Practice in STEM: University Initiatives for Equity and Excellence. Magill: University of South Australia]. This paper documents Charles Darwin University's initiatives, including the Whole of Community Engagement program, which provides pathways and enabling supports to potential university students across six very remote communities in the Northern Territory. Capacity within communities, a long-term commitment and vision, and culturally responsive approaches such as both-ways STEM education are identified as central to increasing remote Indigenous community engagement with tertiary-level STEM.

KEYWORDS:

• Indigenous education
• Indigenous Tertiary Education
• Australian Higher Education
• Aboriginal and Torres Strait Islander students
• STEM Education
• Australian remote communities
• remote education
• enabling pathways

Disclosure Statement

No potential conflict of interest was reported by the authors.

Notes on Contributors

Dr Samuel Osborne is Associate Director, Regional Engagement (APY Lands) at the University of South Australia. He coordinates the university’s Pitjantjatjara language programs and has worked in Aboriginal education for more than 20 years in schooling and tertiary sectors.

Kathy Paige is a senior lecturer in science and mathematics education at the University of South Australia. Kathryn’s research interests include pre-service science and mathematics education, eco justice and place-based education.

Robert Hattam is the Professor for Educational Justice in the School of Education and the Co-Director of the Centre for Research in Educational and Social Inclusion. His research has focused on teachers’ work, critical and reconciliation pedagogies, refugees, and socially just school reform.

Professor Lester-Irabinna Rigney is Distinguished Fellow at Kings College, London. One of Australia’s most respected Aboriginal educationalists, Professor Rigney, is a descendant of the Narungga, Kaurna and Ngarrindjeri peoples of South Australia. He is an expert on Aboriginal Minority Education. He is Professor of Aboriginal Education at the Centre for Research in Education at the University of South Australia.

Anne Morrison’s doctoral research bridged the themes of linguistics, adult language learning and professional writing and communication. Since receiving her PhD in 2008 she has worked as a research assistant at the University of South Australia on a range of projects covering diverse themes including Citizen Science, Religion Studies, Teacher Wellbeing, University Outreach and Indigenous Knowledges.