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Debra Wray
Debra Wray is a proud Yuin woman of the lower south coast of NSW who has been active in Aboriginal Education for over 20 years, mostly through her involvement with the NSW Aboriginal Education Consultative Group Inc. (AECG). She is a member of the Illawarra Aboriginal community and she is familiar with the concerns Aboriginal community members have in regard to the education of their children. In 2011 Debra will take up the position of Consultant in Aboriginal Education for the Department of Education & Training, Illawarra South East Region. Debra has been a lecturer in teacher education programs for about 14 years teaching in the subject areas of Aboriginal Education and Aboriginal Studies, at Sydney University and more recently Wollongong University. Debra Wray’s research interests include: Aboriginal Studies 7-12, with specific focus on retention rates, positive educational outcomes and effective teaching of Aboriginal Studies and Aboriginal students.
Qualifications
Master of Education (Honours) (UWS), Master of Education (HRD) (Sydney), Diploma in Teaching (Primary) (Wollongong)
Awards or Grants
National Council of Women NSW, Australia Day Award, 2003
Australian Research Council (ARC), Discovery - Indigenous Researchers Development Grant, 2005
Current position
Consultant in Aboriginal Education for the Department of Education & Training, Illawarra South East Region
Thesis title
HSC Aboriginal Studies: Strengths, Limitations and Impact upon Aboriginal Students’ Self-Concepts and Educational Outcomes
Abstract
Two primary, interdependent goals of the NSW Higher School Certificate Aboriginal Studies course are enhancing Indigenous students’ self-concepts and educational outcome. It was considered that these would lead to increased Indigenous student participation and retention to Year 12. Yet recently there has been a decline in enrolments. Despite the introduction of Aboriginal Studies over a decade ago, no rigorous research has been undertaken to determine the impact of the course or the extent to which the aims of the course have been achieved.
Research in Aboriginal Education has identified that Indigenous students are still not achieving at the same level as their non-Indigenous counterparts. However, the majority of studies to date have been theoretical and descriptive in nature. To address this issue, researchers in Aboriginal Education have recently emphasised that there is a need for more and better research (e.g., Craven, 2006; Mellor & Corrigan, 2004). Furthermore, Craven et al. (2005) have emphasised that “it is unlikely that desirable educational outcomes for Indigenous students will be enhanced unless intervention is firmly founded upon theory and research that demonstrates that such intervention strategies are effective” (p. 22).
The primary purpose of the present investigation was to address some of the above issues by elucidating the (a) factors that influence Indigenous students’ decisions to participate in the HSC Aboriginal Studies course; (b) impact of the course on Indigenous students’ self-concepts and educational outcomes; and (c) strengths and limitations of the course. The research was undertaken in three NSW Department of Education and Training secondary schools, located in rural, north coast, and south coast areas. Participants undertaking an individual interview comprised 22 secondary students who were undertaking the HSC Aboriginal Studies course (18 Indigenous students and 4 non-Indigenous students); 2 Indigenous students not undertaking the HSC Aboriginal Studies course; Aboriginal Education Assistants (n = 3), teachers of the HSC Aboriginal Studies course (n = 5), and Principals (n = 3). A group of Aboriginal parents (n = 3) of students undertaking Aboriginal Studies were invited to participate in group interviews. In addition, a comparison group of students from the same schools, comprising a random sample of Year 11 and Year 12 Indigenous and non-Indigenous students not undertaking the Aboriginal Studies course were invited to complete a survey.
Results indicated that Indigenous students choose Aboriginal Studies based on their need to understand more about their own culture. There were also clear educational benefits in that Aboriginal Studies was considered to be a motivational factor that encouraged attendance at school and enhanced their academic self-concept. Both staff and students suggested that the academic rigour of the Aboriginal Studies course contributed to declining enrolments. Overall the findings suggest that whilst the current course has some limitations, there are also many strengths; this implies there is a need to continue to refine the course to meet the needs of Indigenous students.
Thesis submission date
2006
Supervisors
Professor Rhonda Craven & Associate Professor Geoff Munns
Publications
Wray, D.E. (2008) A Meaningful Exchange: The Benefits of Aboriginal Community Participation in the NSW HSC Aboriginal Studies Course. Australian Association for Research in Education (AARE) Conference, Queensland University of Technology [QUT] Kelvin Grove Brisbane, Nov 30 – Dec 4, 2008
Wray, D. (2006) NSW Higher School Certificate Aboriginal Studies: Making a Difference.Aboriginal Studies Association,University of Western Sydney, Sydney, September 2006
Wray, D., Craven, R.G. & Munns, G. (2006) “Because we want to be there”: Indigenous Students Participating in NSW Higher School Certificate Aboriginal StudiesSelf-concept, Motivation, Social and Personal Identity for the 21st Century; 4th International Biennial SELF Research Conference, Ann Arbor, Michigan 23 - 27July, 2006 (Poster)
Wray, D., Craven, R.G. & Munns, G. (2006) “I like to be average, not up high or at the bottom, just in between” How Indigenous students compare with non-Indigenous students in the Aboriginal Studies Classroom. Self-concept, Motivation, Social and Personal Identity for the 21st Century; 4th International Biennial SELF Research Conference, Ann Arbor, Michigan 23 - 27July, 2006
Wray, D., Craven, R.G. & Munns, G. (2005). The Impact of the Higher School Certificate Aboriginal Studies Course: Aboriginal Students’ Perceptions. Australian Association for Research in Education (AARE) Conference, Education Research Creative Dissent: Constructive Solutions, Parramatta, 27 November – 1 December, 2005.
Wray, D., Craven, R.G. & Munns, G. (2005). Making the Grade: The Impact of Policy on the HSC Aboriginal Studies Course. Australian Association for Research in Education (AARE) Conference, Education Research Creative Dissent: Constructive Solutions, Parramatta, 27 November – 1 December, 2005.
Wray, D., Craven, R.G. & Munns, G. (2004). The Value of Stage 6 Aboriginal Studies for Indigenous Students’ Self-concepts in NSW Secondary Schools. 3rd International Biennial SELF Research Centre conference, Max Planck Institute of Education, Berlin, Germany, July 2004.
Wray, D., Craven, R.G. & Munns, G. (2004). Key Issues and Challenges in Stage 6 Aboriginal Studies. 3rd International Biennial SELF Research Centre conference, Max Planck Institute of Education, Berlin, Germany, July 2004.
Blanchard, M., French, K., Galleguillos, S., Lui, L., McKnight, A., Sherwood, J., Smith, A. & Wray, D. (2000) Creating An Optimistic Future For Indigenous Research In Education: Re-Visioning Both Outcome And Process. Australian Association for Research in Education (AARE) Conference, "Education Research: Towards an Optimistic Future". University of Sydney, Sydney. 4-7 December 2000 (published ERIC Clearinghouse)
