Socioeconomic status, academic self-concept and Indigenous status : Moderation effects on secondary school non-completion across policy contexts

Schellekens, Melissa

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Socioeconomic status, academic self-concept and Indigenous status : Moderation effects on secondary school non-completion across policy contexts

Schellekens, Melissa

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Schellekens, Melissa

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Substantial inequities exist in the secondary school completion rates between Indigenous and non-Indigenous students internationally, and in Australia. This thesis aims to understand the interplay between key sociodemographic factors, including academic self-concept, socioeconomic status and Indigenous status, in predicting secondary school completion. While academic self-concept has been demonstrated to predict academic achievement, less evidence exists for academic self-concept in predicting school completion. Little research uses an intersectional approach to explore how sociodemographic contexts moderate this relation, particularly in Indigenous and low socioeconomic groups. This thesis addresses this lack of research using a systematic review (Study 1) and analyses of two large-scale representative and longitudinal datasets (Studies 2 & 3). Study 1 identified significant moderation effects between academic self-concept and a variety of educational outcomes. Moderation effects between academic self-concept, Indigenous status and socioeconomic status on school non-completion were pursued in Study 2, through multilinear regression analysis (n = 9378). Study 2 found the link between socioeconomic status and school non-completion to be significantly moderated by Indigenous status, controlling for academic achievement. Increased socioeconomic status for Indigenous students was not correlated with reduced school non-completion. Study 3 replicated the significant interaction effect of Indigenous status and socioeconomic status on school non- completion (n = 8759). Sampling occurred after increases to the compulsory school leaving age across Australia. Findings infer this policy reform improved school completion for Indigenous, low socioeconomic and low academic self-concept students. This thesis improves knowledge of educational inequity relating to school completion for Indigenous students and will assist in addressing that inequity.