The Role of Achievement, Gender, SES, Location and Policy in Explaining the Indigenous Gap in High-School Completion

Autor/inn/en	Schellekens, Melissa; Ciarrochi, Joseph; Dillon, Anthony; Sahdra, Baljinder; Brockman, Robert; Mooney, Janet; Parker, Philip
Titel	The Role of Achievement, Gender, SES, Location and Policy in Explaining the Indigenous Gap in High-School Completion
Quelle	In: British Educational Research Journal, 48 (2022) 4, S.730-750 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Philip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3791
Schlagwörter	Foreign Countries; Indigenous Populations; High School Students; Graduation Rate; Academic Achievement; Socioeconomic Status; Urban Areas; Rural Youth; Urban Youth; Economically Disadvantaged; Achievement Gap; Dropout Rate; Sex; Educational Policy; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Socio-economic status; Sozioökonomischer Status; Urban area; Stadtregion; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Urban areas; Stadt; Geschlecht; Geschlechtsverkehr; Politics of education; Bildungspolitik; Australien
Abstract	Internationally, there is a gap in high-school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high-school completion between Australian Indigenous and non-Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not for Indigenous students. Conversely, rural and poor non-Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on 'Indigenous gaps' in educational attainment. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01