Motivation and emotion/Book/2020/Indigenous Australian education and work motivation

Indigenous Australian education and work motivation:
What motivates Indigenous Australian people to engage in education and work?

Overview

Community influence on motivation to succeed
Costs v Benefits
How this information can be used

What motivates Indigenous Australian people to engage in education and work?

Figure 1. A group of school-aged Aboriginal children

Studying what motivates Indigenous Australia to engage in schooling and work is important, especially when considering the significantly high rates of Indigenous Australian unemployment^[1] and low school attendance rates^[2] when compared to their non-Indigenous peers.

Teaching an Aboriginal students requires sensitivity for their special needs and knowledge about Aboriginal cultural protocols (Bishop & Durksen, 2020). For example, Aboriginal students can avoid direct eye contact to an adult as it is considered rude in Aboriginal culture. Martin (2006) highlighted the importance of empirically investigating multidimensional motivation and engagement among Indigenous students, as well as the significance of motivation and engagement in Indigenous students academic performance, including in the context of individual and socio-demographic factors.

Community influence on motivation to succeed

Collectivist culture's influence on motivation

Child-rearing's influence on habits/motivation
Social circle's influence on motivation
Community supports' buffering effect
How strong community support influences motivation and success

https://search.informit.com.au/documentSummary;dn=109525586669720;res=IELIND

https://www.researchgate.net/profile/Natasha_Magson/publication/280770927_Motivation_Matters_Profiling_Indigenous_and_Non-Indigenous_Students'_Motivational_Goals/links/55da4a6408aeb38e8a8a11c1/Motivation-Matters-Profiling-Indigenous-and-Non-Indigenous-Students-Motivational-Goals.pdf

https://research.acer.edu.au/ausse/2/

Costs v Benefits

Barriers

Limited options due to rural environments
Lack of opportunities compared to non-Indigenous Australians
Less benefits of motivated efforts compared to non-Indigenous Australians
Expectations to participate and succeed in non-Indigenous cultures^[3]

Intrinsic and extrinsic sources

Innate want to succeed
Passion engagement
Motivation for traditional forms of work (such as hunting and how that is largely discredited despite being present in Indigenous Australians living traditional lifestyles)

https://openresearch-repository.anu.edu.au/handle/1885/145527

http://eprints.batchelor.edu.au/293/

https://www.tandfonline.com/doi/abs/10.1080/07294360.2014.973379

https://www.researchgate.net/profile/Dennis_Foley/publication/292700295_An_examination_of_Indigenous_Australian_entrepreneurs/links/54739fe20cf245eb436db6ff/An-examination-of-Indigenous-Australian-entrepreneurs.pdf

https://www.sciencedirect.com/science/article/abs/pii/S0305750X03000184

https://www.tandfonline.com/doi/abs/10.1080/09585192.2018.1528556

https://link.springer.com/chapter/10.1007/978-3-030-11542-5_6

https://www.tandfonline.com/doi/abs/10.1080/00664670600572330

Relation to motivational theories

Determine the main motivational frameworks applied and tie them and the overall research themes together so the next section will be easier to understand

How this information can be used

More community-led outreach programs
More widespread opportunities for rural Indigenous populations
Encouraging Indigenous children to continue education

Conclusion

Summarise the main points from each section
Relink how that information is important and can be used to create better support systems/results

References

Bishop, M., & Durksen, T. L. (2020). What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature. Educational Research (Windsor), 62(2), 181–198. https://doi.org/10.1080/00131881.2020.1755334

Martin, A. J. (2006). A motivational psychology for the education of Indigenous Australian students. The Australian Journal of Indigenous Education, 35(2006), 30–43. https://doi.org/10.1017/S1326011100004142

Martin, A. (2006). A Motivational Psychology for the Education of Indigenous Australian Students. The Australian Journal Of Indigenous Education, 35, 30-43.

External links

↑ Best, R., & Burke, P. (2019). Is there regional lock-in of unemployment rates in Australia?. Australian Journal Of Labour Economics, 2(2).
↑ Australian Government, Australian Institute of Health and Welfare, Australian Institute of Family Studies. (2010). School attendance and retention of Indigenous Australian students (pp. 2-6). Closing the Gap Clearinghouse.
↑ Burbank, V. (2006). From Bedtime to On Time: Why Many Aboriginal People Don't Especially Like Participating in Western Institutions. Anthropological Forum, 16(1), 3-20.

[1] Best, R., & Burke, P. (2019). Is there regional lock-in of unemployment rates in Australia?. Australian Journal Of Labour Economics, 2(2).

[2] Australian Government, Australian Institute of Health and Welfare, Australian Institute of Family Studies. (2010). School attendance and retention of Indigenous Australian students (pp. 2-6). Closing the Gap Clearinghouse.

[3] Burbank, V. (2006). From Bedtime to On Time: Why Many Aboriginal People Don't Especially Like Participating in Western Institutions. Anthropological Forum, 16(1), 3-20.

[1]

[2]

[3]