First Nations Males: Addressing the Crisis of Underrepresentation in Higher Education

In 2018, Australia saw 18,062 First Nation students enrolled in higher education, comprising just 1.8% of the total student population. ?While this number represents a commitment by First Nation communities toward higher education, a significant and troubling gender disparity persists, particularly for First Nation males. ?Of the 7,273 First Nation students commencing a higher education course that year, only 2,372 were male, compared to 4,901 female students. The completion rates are equally concerning, with First Nation females twice as likely to complete their courses (1,952) as First Nation males (913).

This pattern is part of a broader, systemic issue within higher education, where First Nations males are the least represented group, both nationally and globally. ?First Nation men face unique and compounding challenges that lead to lower participation, retention, and completion rates in higher education. ?These statistics not only highlight a gendered divide within First Nation communities but also serve as a stark reminder of how First Nation males are being left behind in the pursuit of educational equity.

The Impact of Underrepresentation

The underrepresentation of First Nations males in higher education has far reaching implications. ?Educational attainment is one of the most reliable indicators of life outcomes, whether in health, employment, income, or overall well-being. ?By not engaging in higher education, First Nation males are at a disadvantage in numerous ways.? Lower participation in higher education translates to fewer job opportunities and career progression. ?First Nation males are more likely to remain in low wage, insecure jobs without the qualifications needed to secure long-term employment.? Education is linked to health outcomes and First Nations males already experience poorer health compared to the broader population. ?Without the benefits of higher education, which often correlates with better health literacy and access to services, this gap is likely to widen.

When First Nation males do not complete their education, the intergenerational cycle of disadvantage is perpetuated. ?Education is a crucial tool for breaking this cycle, and without significant representation in higher education, future generations of First Nation males are at risk of being similarly disengaged from opportunities for advancement.? First Nations communities’ benefit when their members, both male and female achieve educational success and assume leadership roles. ?When First Nation males are underrepresented, it diminishes the diversity of perspectives that could inform decision making and leadership within their communities.

Barriers to Participation

The barriers faced by Indigenous males in higher education are multifaceted. ?Many Indigenous males feel alienated within the higher education system, which is often structured around Western values and norms. ?This disconnection can lead to feelings of not belonging or being misunderstood, discouraging their persistence.? Indigenous males may feel the need to prioritise immediate income generation over education, particularly if they are expected to support their families or communities financially. ?Higher education may seem unattainable or irrelevant in the face of such immediate needs. ?The legacy of colonisation, forced removal, and systemic discrimination continues to have profound effects on First Nation males, who are overrepresented in the criminal justice system and face higher rates of mental health challenges. ?These complex issues often divert attention away from education as a priority.

A Call to Action for Universities

The disparity in higher education participation for First Nation males is a national crisis that universities must address through deliberate and targeted interventions. ?Without direct and strategic efforts, First Nation males will continue to be sidelined in the educational system, perpetuating cycles of disadvantage. ?Key actions universities can take should include the development of culturally Inclusive curricula, that reflect First Nation ways of knowing, being, and doing. ?This includes embedding First Nations perspectives across all disciplines, ensuring that First Nation males see themselves and their cultures represented in what they learn.

Universities should implement outreach programs specifically aimed at engaging First Nation males from a young age. ?Mentorship programs that pair First Nation male students with male role models from academia and their own communities can provide the support, guidance, and inspiration they need to persist in their studies.? Universities need to offer more flexible pathways for First Nation males who may be balancing work, family, and cultural responsibilities. ?This includes part-time courses, online learning options, and recognising prior learning and skills gained outside the formal education system.? Including cultural learnings.

Providing scholarships and financial incentives targeted at First Nation males can reduce the economic barriers to higher education. ?These scholarships should not only cover tuition but also living expenses, allowing students to focus on their studies.? Mental health, cultural safety, and academic support services tailored to the needs of Indigenous males are essential.? Universities should offer culturally safe spaces and services that recognise the unique challenges faced by First Nation males in higher education. ?Building strong relationships with First Nation communities is critical. ?Universities should collaborate with First Nations leaders and communities to ensure that higher education programs are relevant and accessible, like the Agri-programs offered in regional areas. ?This includes creating partnerships with local schools and offering pathways that support First Nation males from high school to university.

It’s time to disrupt this trend

The chronic underrepresentation of First Nations males in higher education is a pressing issue that demands immediate action. ?Universities have a responsibility to intervene and disrupt this trend, offering targeted programs and support services that cater to the specific needs of First Nation males. ?Education is a powerful tool for social change, and by increasing First Nation male participation in higher education, we can contribute to the creation of more equitable and prosperous communities.? Now is the time for universities to act, not just by acknowledging the problem but by implementing solutions that drive meaningful change. ?With concerted efforts, we can ensure that First Nation males have the same opportunities to succeed in higher education as their peers, leading to brighter futures for themselves, their families, and their communities.