Do Socially Anxious Teens use the Internet More? An Experience Sampling Method Study Exploring Technology Use and Mood

The current study examined mood and internet use in 109 young people (age M = 14.7yrs; 69% female) using Experience Sampling Methodology (ESM) over a 7-day period. Participants were classified as experiencing low or high social anxiety (LSA and HSA) and their mood, internet frequency, and online coping were compared. Young people high in social anxiety reported greater average worry, sadness and loneliness, than low socially anxious young people, who reported greater average happiness. In addition, social anxiety was found to be a positive predictor of online frequency and online coping in young people. Descriptive snapshots were also generated to illustrate the differing mood landscapes and internet use of young people

Antisocial behaviour during the teenage years: Understanding developmental risks

Individuals are far more likely to engage in antisocial behaviour during adolescence than any other period of their life. This paper presents selected results from two studies which used secondary data analysis to provide a theoretically informed picture of youths’ decision-making process in relation to delinquency. Study 1 focused on changes in adolescents’ perceived rewards and delinquency involvement over four years. Results showed that high levels of perceived rewards go hand in hand with high levels of delinquency, but perceived antisocial rewards ‘topped out’ by age 14, suggesting that the best time to intervene is during early adolescence or late childhood. Study 2 focused on anger control. Youth who were highly delinquency-involved were especially likely to report surges in anger on days when they experienced a stressor, pointing to a need for delinquency prevention programs aimed at emotion control, including cognitive reappraisal. Improving these skills should enhance youths’ ability to navigate risk during the teenage years

'Wings to fly': A case study of supporting Indigenous student success through a whole-of-university approach

© The Author(s) 2019. Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a 'whole-of-university' approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives

‘Wings to fly’: A case study of supporting Indigenous student success through a whole-of-university approach

Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a ‘whole-of-university’ approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives

Cultural studies and critical allyship in the settler colonial academe

Successive generations of First Nation scholars have critiqued the ongoing institutional and disciplinary complicity of Higher Education to support settler colonialism. These critiques extend to include Cultural Studies, despite the field’s inter (anti)disciplinary efforts to expose power and inequality in social relations, dominant institutions, popular culture, and everyday life. As part of the university-machine, Cultural Studies is disconnected from the inherently pedagogical experiences and knowledge of Culture and Country for many Aboriginal and Torres Strait Islander peoples. With an emphasis on praxis, we critique three autoethnographic examples of interactions between Indigenous agents and the settler colonial academe as a call to mobilize Cultural Studies literacies as a pedagogy of critical allyship to Aboriginal and Torres Strait Islander scholars. Cultural Studies as critical allyship pedagogy supports non-Indigenous agents to conduct rigorous critique of internalized and institutional settler colonial hegemony, identifying absences and erasures of Indigenous agency, autonomy, and self-determination. These gaps and silences are not for allies – or Cultural Studies – to fill; rather the project is to leverage Cultural Studies methodologies to cede epistemological space in the academe to Indigenous ways of knowing and being without intervention, assimilation, or academic critique

Cultural studies and critical allyship in the settler colonial academe

Successive generations of First Nation scholars have critiqued the ongoing institutional and disciplinary complicity of Higher Education to support settler colonialism. These critiques extend to include Cultural Studies, despite the field’s inter (anti)disciplinary efforts to expose power and inequality in social relations, dominant institutions, popular culture, and everyday life. As part of the university-machine, Cultural Studies is disconnected from the inherently pedagogical experiences and knowledge of Culture and Country for many Aboriginal and Torres Strait Islander peoples. With an emphasis on praxis, we critique three autoethnographic examples of interactions between Indigenous agents and the settler colonial academe as a call to mobilize Cultural Studies literacies as a pedagogy of critical allyship to Aboriginal and Torres Strait Islander scholars. Cultural Studies as critical allyship pedagogy supports non-Indigenous agents to conduct rigorous critique of internalized and institutional settler colonial hegemony, identifying absences and erasures of Indigenous agency, autonomy, and self-determination. These gaps and silences are not for allies–or Cultural Studies–to fill; rather the project is to leverage Cultural Studies methodologies to cede epistemological space in the academe to Indigenous ways of knowing and being without intervention, assimilation, or academic critique

Erratum: 'Wings to fly': A case study of supporting indigenous student success through a whole-of-university approach (Australian Journal of Indigenous Education (1-10) DOI: 10.1017/jie.2019.6)

© The Author(s) 2019. This article was published with an error in figure 1. The correct figure 1 is shown below. (Figure Presented). Cambridge University Press apologises for this error and any inconvenience caused

Factors that enable Australian Aboriginal women’s persistence at university: A strengths-based approach

Aboriginal and Torres Strait Islander women are increasingly completing university at rates higher than their male counterparts. However, the reasons for this trend, including factors that support Indigenous women’s determination to persist with university study, remain undocumented in the literature. We applied a strengths-based approach to determine factors that enabled eight Aboriginal women’s success at university. In a project devised, designed and facilitated by Aboriginal women with university degrees, participants were invited to contribute to a yarning circle discussion where they were prompted to discuss strengths they drew upon to persist in their studies. Thematic analysis of the yarning data revealed four superordinate themes related to persistence: affirming educational experiences, peer support, developing a growth mindset, and the Aboriginal Education Unit. Findings suggest that the women’s persistence was a combination of intrinsic and extrinsic factors, all of which were contextualised within the intersectional experience of being both Aboriginal and female. This study acts to balance a deficit bias in studies about Indigenous people and higher education by elucidating the strengths of a specific Aboriginal cohort. Additionally, the findings can be translated into deeper understanding and practical guidance for universities to better support Indigenous women

Educating Rita at the cultural interface: exploring intersections between race and gender in the experiences of Australian Aboriginal women at university

While a significant minority cohort, Australian Aboriginal women are increasingly attending university. However, their experiences remain largely undocumented in the literature. This study focused on the experience of eight female Aboriginal students who completed an Indigenous-only bridging course where they watched the film, Educating Rita, about a working-class woman attending university. The protagonist was a catalyst for a yarning circle which captured participants’ free-flowing conversation about barriers and motivators at university. Thematic analysis of yarning data suggested that the participants faced class and gender-based struggles, which intersected with struggles faced by Indigenous students more broadly. Motivation to persist with university was expressed through paradox; family, community, and caregiving were key motivators and key obstacles. Findings from this study have theoretical and practical application: they illustrate a gendered experience of the Cultural Interface and offer catalysts for tailored support strategies to enable Australian Aboriginal women to undertake and achieve university degrees

The time for inclusive care for Aboriginal and Torres Strait Islander LGBTQ + young people is now

Understanding the multiple identity groups of Aboriginal and Torres Strait Islander LGBTQ+ young people can assist in meeting their health care needs