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Confirmation of Aboriginality, Financial Equity and Policy Implementation in Higher Education

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Title: Confirmation of Aboriginality, Financial Equity and Policy Implementation in Higher Education
Language: English
Authors: Karen Wallace (ORCID 0009-0001-3320-7724), Treesa Heath (ORCID 0000-0003-0589-128X)
Source: Journal of Higher Education Policy and Management. 2026 48(1):76-95.
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: 20
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Indigenous Populations, College Students, Educational Equity (Finance), Educational Policy, Program Implementation, Higher Education, Academic Achievement, School Policy, Educational Practices, Barriers, Federal Aid, Financial Support, Resource Allocation, Legal Problems, Documentation
Geographic Terms: Australia
DOI: 10.1080/1360080X.2025.2545054
ISSN: 1360-080X
1469-9508
Abstract: An increasing number of Aboriginal students are participating in higher education. However, a large proportion of these students may not be adequately supported by policy and practice. Accessing financial equity is contingent on the provision of quasi-legal certification to prove Aboriginality. This study draws from a cross-institutional investigation which focused on barriers and enablers of academic success for Aboriginal students. The methodology involves an inductive, grounded theory approach, a meta-systematic analysis of university policies and semi-structured interviews. Drawing on Agency Theory, this paper investigates how university policies and practices intersect with quasi-legal evaluations of Aboriginality. Results suggest that there is a concerning level of financial inequity, lateral violence and a lack of transparency associated with the provision of support for Aboriginal students in higher education. An investigation into the link between equity funding and Confirmation of Aboriginality requires transparent access to data before policy recommendations can be made.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505289
Database: ERIC
FullText Text:
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  Data: Confirmation of Aboriginality, Financial Equity and Policy Implementation in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Karen+Wallace%22">Karen Wallace</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-3320-7724">0009-0001-3320-7724</externalLink>)<br /><searchLink fieldCode="AR" term="%22Treesa+Heath%22">Treesa Heath</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0589-128X">0000-0003-0589-128X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education+Policy+and+Management%22"><i>Journal of Higher Education Policy and Management</i></searchLink>. 2026 48(1):76-95.
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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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  Data: 20
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Equity+%28Finance%29%22">Educational Equity (Finance)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Aid%22">Federal Aid</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Legal+Problems%22">Legal Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/1360080X.2025.2545054
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  Data: 1360-080X<br />1469-9508
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An increasing number of Aboriginal students are participating in higher education. However, a large proportion of these students may not be adequately supported by policy and practice. Accessing financial equity is contingent on the provision of quasi-legal certification to prove Aboriginality. This study draws from a cross-institutional investigation which focused on barriers and enablers of academic success for Aboriginal students. The methodology involves an inductive, grounded theory approach, a meta-systematic analysis of university policies and semi-structured interviews. Drawing on Agency Theory, this paper investigates how university policies and practices intersect with quasi-legal evaluations of Aboriginality. Results suggest that there is a concerning level of financial inequity, lateral violence and a lack of transparency associated with the provision of support for Aboriginal students in higher education. An investigation into the link between equity funding and Confirmation of Aboriginality requires transparent access to data before policy recommendations can be made.
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  Data: 2026
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  Group: ID
  Data: EJ1505289
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505289
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        Value: 10.1080/1360080X.2025.2545054
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      – Text: English
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        PageCount: 20
        StartPage: 76
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Educational Equity (Finance)
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      – SubjectFull: Program Implementation
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      – SubjectFull: Higher Education
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      – SubjectFull: School Policy
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      – SubjectFull: Educational Practices
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      – SubjectFull: Barriers
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      – SubjectFull: Federal Aid
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      – SubjectFull: Financial Support
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      – SubjectFull: Australia
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