Schools and Universities as Elders: Institutional Mentoring and the Indigenous Student

Edited book (chapter)


Keating, Geoff. 2023. "Schools and Universities as Elders: Institutional Mentoring and the Indigenous Student." Padro, Fernando F, Green, Jonathan H. and Bull, David (ed.) Widening Participation in Higher Education. Singapore. Springer. pp. 1-16
Chapter Title

Schools and Universities as Elders: Institutional Mentoring and the Indigenous Student

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleWidening Participation in Higher Education
AuthorsKeating, Geoff
EditorsPadro, Fernando F, Green, Jonathan H. and Bull, David
Page Range1-16
SeriesUniversity Development and Administration
Chapter Number5
Number of Pages16
Year2023
PublisherSpringer
Place of PublicationSingapore
ISBN97898119-95538
ISSN2522-5626
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-19-9553-8_30-1
Web Address (URL)https://link.springer.com/referenceworkentry/10.1007/978-981-19-9553-8_30-1
Abstract

The transition from secondary education to tertiary education is often a period of intense disruption and upheaval for students. Dornbusch, for example, argues that all transitions are stressful events, while Whitt et al. explored the concept of support mechanisms as opportunities to stay in tertiary education (Whitt et al., J High Educ 72(2):172–204, 2001; Dornbusch, J Adolesc Res 15(1):173–177, 2000). The importance of mentorship in transition is particularly important to Indigenous students and replicates the traditional practice of Elders guiding young people throughout their journey in life (Busija et al., Gerontologist 60(3):513–524, 2020). Traditional societies, such as those observed in Australia, have long-held traditions of this model of development among young people; however, the disruption of colonialism and establishment of non-traditional institutions has led to the failure of these to be maintained.
A growing area of scholarship looks at the role of mentoring outside of traditional relationships, with the focus being on using traditional relational techniques to increase retention into tertiary studies. There is a concurrent school of thought which looks at the viability of continued school interaction into a “Year 13,” a voluntary mentoring year of transition between the student’s past institution and the student’s further progression. It is important, therefore, to look at the ways in which tertiary institutions and schools can effectively partner to improve student outcomes and retention.

KeywordsYear 13; transitions; secondary school; tertiary; partnerships
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020450205. Aboriginal and Torres Strait Islander higher education
390303. Higher education
390306. Secondary education
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Byline AffiliationsUniSQ College
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