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Reconsidering Engagement: Aligning Teacher Qualities with Indigenous Students' Aspirations and Needs

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Title: Reconsidering Engagement: Aligning Teacher Qualities with Indigenous Students' Aspirations and Needs
Language: English
Authors: Iliana Skrebneva (ORCID 0000-0002-2840-4029), Kevin Lowe (ORCID 0000-0002-2982-6565), Kayla Goetz (ORCID 0009-0004-6833-600X)
Source: Educational Research. 2025 67(1):20-40.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Pacific Islanders, Student Needs, High School Teachers, Teacher Attitudes, Principals, Administrator Attitudes, High School Students, Student Attitudes, Parents, Parent Attitudes, Student Experience, Expectation, Culturally Relevant Education, Power Structure, Teacher Characteristics, Teacher Behavior, Teacher Student Relationship
Geographic Terms: Australia
DOI: 10.1080/00131881.2024.2438644
ISSN: 0013-1881
1469-5847
Abstract: Background: Indigenous people worldwide face significant educational challenges, with Australia's Aboriginal students experiencing an academic achievement gap with their non-Aboriginal peers. Despite various policy initiatives, systemic issues continue to impact the educational experiences of Aboriginal students. Understanding the role of teacher qualities in engaging Aboriginal students is a critical step towards addressing these challenges. Purpose: Using Indigenous Standpoint Theory, this study investigates how teachers' and principals' perceptions of the qualities needed to support Aboriginal students align with students' and communities' beliefs and aspirations. Method: Qualitative data were collected from six New South Wales government high schools through semi-structured interviews with the six school principals and 22 teachers, as well as focus group discussions with 102 Aboriginal students and 36 parents and community members across the schools. Participants were asked about Aboriginal students' schooling experiences, teacher expectations, school support, and student--teacher relationships. Findings: Analysis revealed a disconnect between educators' intentions and Aboriginal students' self-articulated needs. The findings identified that educators' efforts to support students were often hindered by practices that deeply embed Western concepts within the structures and policies of mandatory education, whereas Aboriginal students emphasised the importance of trust, compassion, and culturally relevant approaches in teacher-student relationships. These desires are frequently overlooked in current educational strategies. The study also found that challenges in engaging Aboriginal students in schools had little to do with capacities to learn but rather with a system designed to control students through institutional policies and practices that can hinder access to education aligned with their goals. Conclusion: The study suggests that if teachers and school leaders educate from a perspective of Aboriginal strength and success, they could move away from deficit understandings and instead explore culturally relevant ways of engaging students in the classroom. This approach not only has the potential to support student 'success as Aboriginal' but also to address the systemic disconnect between educational practices and students' cultural needs and aspirations.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500087
Database: ERIC
FullText Text:
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  Data: Reconsidering Engagement: Aligning Teacher Qualities with Indigenous Students' Aspirations and Needs
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Iliana+Skrebneva%22">Iliana Skrebneva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2840-4029">0000-0002-2840-4029</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kevin+Lowe%22">Kevin Lowe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2982-6565">0000-0002-2982-6565</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kayla+Goetz%22">Kayla Goetz</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6833-600X">0009-0004-6833-600X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research%22"><i>Educational Research</i></searchLink>. 2025 67(1):20-40.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Label: Page Count
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  Data: 21
– Name: DatePubCY
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Pacific+Islanders%22">Pacific Islanders</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00131881.2024.2438644
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0013-1881<br />1469-5847
– Name: Abstract
  Label: Abstract
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  Data: Background: Indigenous people worldwide face significant educational challenges, with Australia's Aboriginal students experiencing an academic achievement gap with their non-Aboriginal peers. Despite various policy initiatives, systemic issues continue to impact the educational experiences of Aboriginal students. Understanding the role of teacher qualities in engaging Aboriginal students is a critical step towards addressing these challenges. Purpose: Using Indigenous Standpoint Theory, this study investigates how teachers' and principals' perceptions of the qualities needed to support Aboriginal students align with students' and communities' beliefs and aspirations. Method: Qualitative data were collected from six New South Wales government high schools through semi-structured interviews with the six school principals and 22 teachers, as well as focus group discussions with 102 Aboriginal students and 36 parents and community members across the schools. Participants were asked about Aboriginal students' schooling experiences, teacher expectations, school support, and student--teacher relationships. Findings: Analysis revealed a disconnect between educators' intentions and Aboriginal students' self-articulated needs. The findings identified that educators' efforts to support students were often hindered by practices that deeply embed Western concepts within the structures and policies of mandatory education, whereas Aboriginal students emphasised the importance of trust, compassion, and culturally relevant approaches in teacher-student relationships. These desires are frequently overlooked in current educational strategies. The study also found that challenges in engaging Aboriginal students in schools had little to do with capacities to learn but rather with a system designed to control students through institutional policies and practices that can hinder access to education aligned with their goals. Conclusion: The study suggests that if teachers and school leaders educate from a perspective of Aboriginal strength and success, they could move away from deficit understandings and instead explore culturally relevant ways of engaging students in the classroom. This approach not only has the potential to support student 'success as Aboriginal' but also to address the systemic disconnect between educational practices and students' cultural needs and aspirations.
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  Data: 2026
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  Data: EJ1500087
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      – Type: doi
        Value: 10.1080/00131881.2024.2438644
    Languages:
      – Text: English
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      Pagination:
        PageCount: 21
        StartPage: 20
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Pacific Islanders
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teacher Behavior
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Australia
        Type: general
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      – TitleFull: Reconsidering Engagement: Aligning Teacher Qualities with Indigenous Students' Aspirations and Needs
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              Y: 2025
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