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Abstract:
A large body of research details the complex status of Indigenous education in Australia. Despite numerous programs, strategies, and reviews, Aboriginal and Torres Strait Islander students still have lower academic achievement levels than non-Indigenous students (as measured by NAPLAN). This was most recently demonstrated in the 2011 census data, which indicates that less than 30% of young Indigenous Australians are completing school to year 12, as opposed to more than 70% of non-Indigenous students (Australian Bureau of Statistics, 2011). The broader literature suggests that parental involvement in their children’s education significantly contributes to improved academic, social, personal and professional outcomes for students, parents, and educators alike (Christianakis, 2011; Cox, 2005; Jeynes, 2012; Rege & Almeida, 2013). These outcomes can be enhanced and optimised when parents are able to access the school and their children on a regular basis. However, many Indigenous students are being educated at boarding schools or residences in larger cities or regional areas, with a push to expand this, as recommended by the recent Indigenous Education Review in the Northern Territory (Wilson, 2014). As students are being educated away from their home communities, adequate ability for parental involvement may be limited or non-existent. This requires consideration by all boarding school staff and teachers, yet limited research has examined such complexities. Furthermore, it is necessary to explore the effect of boarding on Australian families and communities to highlight further complications and ways to address them in the boarding school context. The purpose of this paper is to inform a better understanding of the dynamics of boarding schools for remote Aboriginal and Torres Strait Islander students. It begins by defining what parental involvement is and discusses the role of parent- school communication in education. It then explores the previous literature surrounding parental involvement in schools and their children’s education. The barriers and improvements to communication and involvement are also examined in the context of local schools, and their implications in the boarding environment. The paper is written as part of a PhD research project that considers the importance of cultural and educational contexts in parental involvement and communication, especially for Indigenous Australian families.
