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 |
| 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 |
| 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. |
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| ISSN: | 1360-080X 1469-9508 |
| DOI: | 10.1080/1360080X.2025.2545054 |
