Upholding Heightened Expectations of Indigenous Children? Parents Do, Teachers Do Not

Autor/inn/en	Peacock, Huw; Prehn, Jacob; Guerzoni, Michael A.; Aitken, Wendy; Andersen, Clair
Titel	Upholding Heightened Expectations of Indigenous Children? Parents Do, Teachers Do Not
Quelle	In: Australian Journal of Indigenous Education, 50 (2020) 2, S.331-339 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2020.28
Schlagwörter	Indigenous Populations; Pacific Islanders; Secondary School Students; High School Graduates; Academic Achievement; Longitudinal Studies; Surveys; Foreign Countries; Parent Aspiration; Teacher Expectations of Students; Bias; Australia; Longitudinal Surveys of Australian Youth + Suchen Sie Ihr Suchwort? Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sekundarschüler; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Ausland; Elternwille; Australien
Abstract	This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term 'primary caregiver' in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teachers' expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01