A Case Study of Factors Influencing the Retention of Aboriginal Students in Years 11 and 12 in Two Rural High Schools in the New England Region

Abstract

This research investigates the retention of Years 11 and 12 Aboriginal students who were enrolled in two government high schools in the New England Region of New South Wales. The study attempts to identify those factors which influence Aboriginal students to leave school during Years 11 and 12, and those which encourage them to complete the New South Wales Higher School Certificate (NSW HSC). Key questions raised during the research are in response to examining statistics, reports and individual papers by scholars who specialise in the field of Aboriginal education. Qualitative in-depth interviews, focus group and phone interviews were conducted for this research. The participants include Aboriginal students who left school during Years 11 and 12 and those who completed the NSW HSC, the parents of both groups, and their teachers. The three groups provide a link from school to home in the study. ... The findings of the research revealed seven key areas that can be recognised as having an effect on the retention of this cohort of students. They included relationships, partnerships, teacher training, parental involvement, introduction to senior years study, Vocational, Education and Training (VET) course attendance and Aboriginal Education Assistant support. In addition, past research supports the view that the achievement of the NSW HSC offers more employment and further education opportunities for Aboriginal youth. Conclusions drawn from the findings can be added to those of the current list of research conducted on finding ways to improve the retention of Years 11 and 12 Aboriginal students.