Cultivating Capability: Explicating What Works for Gifted Aboriginal Students

• In Event: 49.032 - Indigenous Issues in Education and Research

Abstract

Objectives or Purpose
Gifted Aboriginal students in Australia are under-represented in selective education settings. The aim of the present investigation was to provide preliminary insights into the factors that influence Aboriginal students in their decisions to pursue or decline opportunities to attend academically selective settings.

Perspective(s) or theoretical framework
This study synergistically capitalizes on cutting-edge interdisciplinary theory and research in Aboriginal Education (Craven, 2011) to explicate what works to cultivate capability and maximize the potential of gifted Aboriginal primary students. The investigation is underpinned by research on self-beliefs that have shown that individuals’ beliefs have major influences on their behavior and choice.

Methods, techniques, or modes of inquiry
Eighty semi-structured qualitative interviews were conducted with Aboriginal and non-Aboriginal stakeholders from both primary and secondary schools. These stakeholders included: students, parents, and school staff. All interviewees were asked similar questions related to four research questions to capture and compare multiple stakeholders’ perceptions. Analyses of the interview data produced major themes that were closely aligned with the research questions.

Data sources, evidence, objects, or materials:
Interviews were conducted using an interview schedule that was developed by both Aboriginal and non-Aboriginal researchers with appropriate skills and qualifications in education administration, curriculum development, Aboriginal studies, and educational psychology.

Results and/or substantiated conclusions or warrants for arguments/point of view
Important findings were: almost half of the Aboriginal students interviewed declined the offer for a placement in a selective school (none of the non-Aboriginal students interviewed declined the offer); Aboriginal students are more likely to make the decision themselves (as opposed to parents) to apply for a selective setting compared with non-Aboriginal students; school staff see parental encouragement as an important factor; and a lack of communication with parents about selective schooling lessens parents’ chances of knowing about selective schooling opportunities. Several important recommendations emerged: it is important to ensure that gifted Aboriginal students are identified and encouraged by their school to apply for selective education from an early age; professional teacher development could focus on ensuring that teachers are knowledgeable about Aboriginal culture and Aboriginal giftedness, and how to identify and encourage gifted Aboriginal students; more information about the application process and the advantages of selective settings could be provided to school staff to pass on to Aboriginal students and their families; more information needs to flow to families about the on-line process and assistance with this process provided to parents where appropriate.

Scientific or scholarly significance of the study or work:
Improving educational opportunities for Aboriginal Australians is a national priority for addressing the disproportionate disadvantage they suffer. This study extends our understandings of the factors that influence gifted and talented Aboriginal students in deciding whether they will participate in selective learning environments. The findings will assist in cultivating the capabilities of gifted Aboriginal students in Australia.

Authors

• Anthony Dillon, Australian Catholic University

• Janet Mooney, Australian Catholic University

• Fabri Blacklock, Australian Catholic University

• Rhonda G. Craven, Self-employed

• Alexander Seeshing Yeung, National Institute of Education - Nanyang Technological University