‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher education

ABSTRACT

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.

KEYWORDS:

• Learner identities
• masculinities
• support
• equity
• widening participation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The Bradley Review (2008) notes undergraduate students from low-SES backgrounds achieve at 97% of the rate of their mid-and-high-SES peers, suggesting that the barrier has to do with entry rather than performance in the system.

2 In Australia, the Higher Education Participation and Partnership Program (HEPPP) funding was distributed on basis of need, with incentives for universities to support students through to graduation. The HEPPP agenda still exists but has been reduced by the current government.

3 Depending on state requirements, carers in Australia often have a Certificate III, IV or Diploma qualification.

4 There are many possible reasons why Robbie’s ATAR did not negatively impact him securing a place at university. Most probable would be bonus points assigned for his Indigenous status and attending a disadvantaged school (Gemici, Lim, & Karmel, 2013).

Additional information

Funding

Australian Research Council (DE170100510)