Abstract:
This study investigates the impact of a context-based educational aspiration intervention program on Aboriginal and Torres Strait Islander young people. The program was co-designed and co-facilitated by Elders, the local Aboriginal and Torres Strait Island community and University educators and named Marigurim Yan (Strong Walk). The central aim was to enhance educational aspirations and career pathways by utilising a student-centric, strength-based approach. The design of Marigurim Yan focused on the salutogentic factors that actively promote learning and educational engagement, as identified in literature, specifically cultural identity, belonging, collaboration with community, high expectation relationships and culturally responsive Aboriginal pedagogies. A quasi-experimental mixed methods research design was used to assess the impact of the program where both quantitative and qualitative data was collected pre and post intervention. Data collection instruments involved surveys and reflective questionnaires which used a mixture of closed and open responses. The closed responses used a 5-point Likert scale response set to provide the quantitative data, whilst the open-ended questions provided qualitative insights into the impact of the program. Paired samples t-tests found significant differences in the students' knowledge and understanding of educational pathways and post school career options. Changes in participants perceptions of their strengths and skills, along with changes in their intentions for education and career choices were also evident from the reflective questionnaires. Interestingly, analysis of student responses indicates a shift in their mindsets, where they focused on factors they could control and take responsibility for to enhance their educational attainment. Marigurim Yan’s attention to enhancing educational attainment through employing salutogentic pedagogical strategies provides a successful model for such programs in the future. For Marigurim Yan to be sustainable across schools it is crucial that community education counsellors are upskilled to enact such strategies within their own school contexts. Further investigation into how education might be re-valued to widen the focus from attendance and engagement to attainment is also warranted.