Indigenous higher education graduates challenging stereotypes: An ecological approach to resilience

Document Type

Journal Article

Publisher

Common Ground Publishing

School

School of Psychology and Social Science

RAS ID

19157

Comments

Veldman, J. A., & Guilfoyle, A. (2014). Indigenous higher education graduates challenging stereotypes: An ecological approach to resilience. The International Journal of Diversity in Education, 14(1), 1-15. https://doi.org/10.18848/2327-0020/CGP/v14i01/40046

Abstract

This paper drew on Ungar and colleagues’ (2007) conceptualisation of resilience in order to assert the need for an understanding of context-specific resilience. Utilising previous research by Sonn, Bishop, and Humphries (2000), this paper proposes that higher education Indigenous students are presented with unique challenges to study, which illuminates aspects of resilience. A “Generator vs. Degenerator” discourse shows tensions in universities’ bi-lateral potential to generate positive identity or degenerate self-concept, with corresponding context-specific aspects of resilience. This raises implications for universities, including the generating of an inclusive community environment, addressing diversity, and increasing flexibility of higher education for Indigenous students.

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