“Not just a tutor”: Successful supplementary tuition for Australian Indigenous students in higher education

Cameron Lydster, Jason Murray

Research output: Contribution to journalArticleResearchpeer-review

Abstract

It is consistently reported in the literature that Aboriginal and Torres Strait
Islander students have much lower rates of access, retention and completion
in higher education compared to non-Indigenous students. Seemingly bucking
this trend, Bond University has experienced retention and completion rates
above national averages amongst its Indigenous students. One of the identified
factors contributing to the success of Indigenous students at the University
has been the supplementary tuition in the form of Bond Indigenous Tutoring
(BIT), formerly known as ITAS. This paper investigated the experiences
of both Indigenous students and staff involved in the federally funded
tuition scheme in order to identify the outcomes of the tuition, what is required
for successful tuition and whether the programme was considered part of a
deficit model of support for Indigenous learners. Participants in the study indicated
that the tutoring programme led to increased confidence amongst students,
reduced stress and improved grades. Requirements for a successful programme
included rapport between student and tutor, tailoring instruction to
students’ needs, covering content specific knowledge and academic skills development
when necessary and matching students and tutors from similar
fields and age groups. Finally, the majority of participants argued that BIT
was not part of a deficit model. It is hoped this paper adds to the literature
providing evidence for the efficacy of supplementary tutoring for Indigenous
students.
Original languageEnglish
Pages (from-to)A140- A160
Number of pages21
JournalJournal of Academic Language and Learning
Volume13
Issue number1
Publication statusPublished - 2019

    Fingerprint

Cite this