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Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface

Day, Andrew, Nakata, Vicky, Nakata, Martin and Martin, Gregory 2015, Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface, Higher education research and development, vol. 34, no. 3, pp. 501-512, doi: 10.1080/07294360.2014.973379.

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Title Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface
Author(s) Day, Andrew
Nakata, Vicky
Nakata, Martin
Martin, Gregory
Journal name Higher education research and development
Volume number 34
Issue number 3
Start page 501
End page 512
Total pages 12
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 0729-4360
1469-8366
Keyword(s) diversity
equity; higher education
Indigenous
persistence
retention
Summary The need to address the substantial inequities that exist between Indigenous and non-Indigenous Australians in higher education is widely recognised. Those factors that affect the performance of Indigenous students in tertiary education have been reasonably well documented across different institutions, disciplines, and programme levels but there has, to date, been less consideration of the processes by which Indigenous students either persist or desist in higher education. This paper aims to present a conceptual understanding of academic persistence that can inform the delivery of tailored academic support interventions to Indigenous students who are at high risk of leaving higher education.
Language eng
DOI 10.1080/07294360.2014.973379
Field of Research 170103 Educational Psychology
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor and Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30068873

Document type: Journal Article
Collections: School of Psychology
Centre for Mental Health and Wellbeing Research
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Created: Wed, 21 Jan 2015, 13:02:00 EST

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