# data[].attributes.body
- Attending under-achieving schools, preparation for higher education not a priority, not many resources

-      Seeing it as a ‘big step’, lack of local familiarity with higher education, big transition they need to take time to prepare for

-      Financial barriers – not being able to afford tuition

-      Needing to try and balance part-time work and higher education

-      Not being able to get student loans/not seeing it as worth it

-      Parents and family not having gone to higher education – may be worried about it

-      Peers – not being the normal thing to do, leaving behind friends

-      Class consciousness – feeling like a fish out of water, not wanting to go to schools in better off areas

-      The lure of full-time employment – earn money straight away, concrete job

-      Not having social/education knowledge

# data[].attributes.body
-      Working class culture, growing up not valuing education or thinking about pursuing it

-      Lack of finance, parents being unemployed or with working class jobs

-      Living in disadvantaged areas, lack of resources and good schools

-      Not having a family that can financially and emotionally support them

-      Feeling like they have to support their family with money and not take more by going to uni

-      Education system not being catered towards them, not allowing for the fact that these students don’t have capacity to learn at the same pace, don’t have great environments at home

-      Families might have difficulties, alcohol and drug abuse, homelessness, family violence etc.

# data[].attributes.body
1. Teaching materials.
- Aboriginal students' first language is often not English.
- A lack of aboriginal history in teaching materials
2. Teacher
- A lack of Aboriginal teachers 0.7%
3. Youth and family
- Aboriginal youth only aspire for low-paid jobs
- Tuition fee
- A lack of role models

# data[].attributes.headline
What are the consequences of these barriers? 

# data[].attributes.subject
What are the consequences of these barriers? 

# data[].attributes.body
-      They are less likely to engage in full time education or work

-      Less likely to attain year 12 equivalent – need this to get a good job

-      Having negative attitudes towards school (being suspended, expelled or leaving early)

-      Under-represented in higher education

-      Working class kids getting working class jobs

-      Feeling like they don’t have the choice/option to go study

-      Having different ideas of what a ‘good’ job is – different aspirations

-      Cycle of disadvantage they can’t escape
- On average, low SES kids are 3 years behind their peers at school
- The proportion of low SES students who meet each academic milestones is 10% to 20% lower than other Australian students

# data[].attributes.headline
Students will often belong to more than one equity group at the same time and face common barriers!!

# data[].attributes.subject
Students will often belong to more than one equity group at the same time and face common barriers!!

# data[].attributes.body
- financial disadvantage
- cultural barriers - language, different values and ideas of education
- lack of familial support and experience (parents not having completed higher education)
- lack of access to resources (geographically and socially)
- disengagement with school - low achievement, different values
- segregation in schools - separated by academic skill (often disadvantaged areas have disadvantaged schools)
- feeling like they don't belong in higher education
- education system not catering for these different groups

# data[].attributes.body
-Aboriginal school students, especially those living in rural and remote areas, achieve below the national standard in oral language, literacy and numeracy.
-Incarcerated Indigenous and low Socioeconomic status (SES) young people typically have very low literacy and numeracy skills which precludes them from future education and or employment opportunities, thus continuing the cycle of disadvantage, exclusion and despair.
-high identity crisis rate (connection with language) - mental wellbeing, self-esteem, feeling dissociated with their culture.
-On leaving school their unemployment rate is three times that of non-Aboriginal people.
-Life-long consequences: when compared to non-Aboriginal people on average they die younger and suffer higher levels of ill health.

# data[].attributes.body
-      Introduce policies that help students with student life – e.g. getting financial aid, student accommodation, loans

-      Make it more financially appealing – grants or delayed tuition feeds

-      Low-cost supplies, accommodation etc.

-      Increasing student-specific policies/programs in school

-      Making private tutoring or study help more accessible to help under-achieving students

-      Holding information sessions with families to help them understand higher education options

-      Engagement programs in school – even after school curriculum to keep students connected with school and teachers eg. Indigenous youth & Arts/Sports programmes

# data[].attributes.body
Solutions of other intersected areas would help.
1. More financial allocations / scholarships/ policy preferences/ etc.
2. Komla Tsey : 'Aboriginal empowerment’ or ‘empowerment education’-less intrusive means of community assistance based on empowerment and positivity rather than direct intervention, and which aims to address feelings of ‘powerlessness resulting from colonisation’
3. community approaches and empowerment- youth development programmes are most effective when they support and encourage personal growth, connection to community and society, and responsibility, and when they empower young people towards greater self-confidence and motivation. e.g. The Holyoake DRUMBEAT programme utilized education in hand drumming in Australian Aboriginal youth communities to promote a sense of belonging, self-esteem, cooperation and ‘regard for their own potential’, as well as to re-integrate the youth into the schooling system
Idea: use art/sports to ‘stimulate conversation about challenges, strengths and changes in the community as a creative and inspiring method of knowledge translating and sharing’

# data[].attributes.body
・Communication difficulties
・Cultural differences
・Not having formal education

・Expensive fees for non-English students

→ International Students Fee (1 year) University of Melbourne: $91,000-170,000

Domestic Students: about $6,500-10,000

# data[].attributes.body
・Language difference

・Coming from a different country and having different culture

・Not having the English education
→ There are some facilities that will prepare international students to get into higher education
・Financial disadvantages
→ International students not getting benefits from the Australian government

# data[].attributes.body
https://www.teachforaustralia.org/2017/04/02/the-cycle-of-disadvantage/

https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/jr092-disadvantage-higher-education.pdf

http://acsa.edu.au/pages/images/Walsh%20&%20Black%20-%20Overcoming%20the%20barriers.pdf

https://www.humanrights.gov.au/sites/default/files/content/pdf/human_rights/rural_remote/qldsub2.pdf

https://www.theguardian.com/australia-news/2017/mar/15/socioeconomic-disadvantage-students-three-years-behind-report-finds
http://www.mitchellinstitute.org.au/wp-content/uploads/2015/10/Factsheet-1-Effects-of-socioeconomic-status.pdf

# data[].attributes.body
・More scholarships for international students
・Providing more language institutions in a lower cost
・Holding classes to understand cultures
・Providing institutions to assist student’s mental health

# data[].attributes.headline
What are the consequences of these barriers?

# data[].attributes.subject
What are the consequences of these barriers?

# data[].attributes.body
・Limited assistance
→ Few facilities that educate higher education level English
There are colleges that prepare students (Trinity College etc.) however the tuition fee is expensive.
Trinity College (1 year): 31,000-33,000
・Even if non-English speakers are able to receive higher education, the assistance in the university is limited
→feelings of isolation, intimidation, homesickness and loneliness
→ International students are less likely to see someone for mental health compared with Australian-born students
International students: 22%
Australian-born students: 57%
・International fee's occupying high percentage of the revenue of higher education

# data[].attributes.body
Major barriers to access include:
- individual aspirations
- socio-cultural influences
- financial issues
- lack of availability of education services.

# data[].attributes.body
The education of rural communities has been a concern for all levels of government since the arrival of the Europeans.

As the importance of the rural economy to the nations prosperity has changed over the last 60 years, there has been an increasing disjuncture between the education provided to, and the education needed in, rural regions. This disjuncture has seen education conceived in terms of the values and priorities of the increasingly powerful metropolitan communities that dominate the nation’s economy. Cosmopolitan values and economic concerns have taken precedence over the educational needs and desires of the rural communities whose interests Federal policy is meant to serve.

The challenges of rural schooling in Australia, and the apparent under-achievement of rural students, have been a perennial issue since the advent of mass primary education in the late 1800’s. Figures show that over education achievement has not changed much since the Human Rights Inquiry of 2001

# data[].attributes.body
Rural and remote students have reduced access to education services compared to metropolitan students. These students attend school less frequently, are less likely to go to university and are more likely to drop out if they enrol.

Remote students have less positive dispositions towards school on every measure (belonging, self-confidence, purpose and perseverance) than their regional and metropolitan peers.

The mean NAPLAN score for students in major city areas is about 20 points higher than for students in other locations, and the scores are consistently lower across all rural and regional locations

the average number of days absent from school per student, are higher in rural and regional areas.

Year 12 completion rates are lower in rural and regional areas.

# data[].attributes.body
https://study.unimelb.edu.au/how-to-apply/fees/student-contribution-amounts
https://study.unimelb.edu.au/__data/assets/pdf_file/0033/84399/2020-tuition-fee-tables-for-international-students.pdf
https://files.eric.ed.gov/fulltext/EJ1094885.pdf
https://www.trinity.unimelb.edu.au/pathways-school/apply/dates-fees
https://www.teachforaustralia.org/2017/04/02/the-cycle-of-disadvantage/
https://dfat.gov.au/aid/topics/investment-priorities/education-health/education/Documents/australian-education-system-foundation.pdf

# data[].attributes.body
Ewing, B., & Sarra, G. (2018). Working with incarcerated indigenous and low socioeconomic status youth and their teachers to improve learning outcomes in mathematics. Curriculum Perspectives, 38(2), 117. Retrieved from https://search-ebscohost-com.ezp.lib.unimelb.edu.au/login.aspx?direct=true&db=edo&AN=ejs46422633&site=eds-live&scope=site

Oliver, R., & Exell, M. (2019). Promoting Positive Self-Identity in Aboriginal Students: Case Studies of Clontarf Academy Youth Living A Rural Community. Australian & International Journal of Rural Education, 29(1), 30–44. Retrieved from https://search-ebscohost-com.ezp.lib.unimelb.edu.au/login.aspx?direct=true&db=ehh&AN=135924437&site=eds-live&scope=site

ANTHONY, B., WESTON, D., & VALLEN, S. (2018). Thumbs Up: The effective use of music in health and well-being education for Australian Aboriginal youth in remote communities. International Journal of Community Music, 11(1), 71–89. https://doi-org.ezp.lib.unimelb.edu.au/10.1386/ijcm.11.1.71_1

Ministerial Council on Education, E. T. and Y. A. C. S. (Australia). (1995). A National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples, 1996-2002. Retrieved from https://search-ebscohost-com.ezp.lib.unimelb.edu.au/login.aspx?direct=true&db=eric&AN=ED449929&site=eds-live&scope=site

https://theconversation.com/history-textbooks-still-imply-that-australians-are-white-72796
http://acms.sl.nsw.gov.au/_findingaid/2011/D13956/a5108001.pdf
https://theconversation.com/why-many-high-achieving-indigenous-students-are-shunning-university-79749
https://www.smh.com.au/entertainment/tv-and-radio/this-is-why-i-m-doing-it-brooke-boney-on-her-viral-today-moment-20190404-p51an9.html
https://www.theguardian.com/australia-news/2018/feb/19/most-indigenous-students-consigned-to-schools-with-least-capacity-to-help

# data[].attributes.body
provide more targeted information on pathways into further education to assist rural students and parents to make informed educational choices

develop and implement a method to systematically monitor performance of schools, identify good practice schools and disseminates this information across its rural school networks

provide financial support for rural teachers to participate in professional development

increase opportunities to learn languages other than English in rural schools through online programs

# data[].attributes.body
-      There is more recognition and research into different equity groups and more acknowledgement of the barriers they face

-      More programs/help available – counsellors at school etc.

-      Still under-represented in higher education – nothing to help them once they leave school unless they seek it out

-      Education system still hasn’t changed its programs – e.g. VCE still judging all students the same way regardless of backgrounds

-      It takes a good teacher/invested adult to help these students – disadvantaged schools don’t always have these people