Gawaian Bodkin-Andrews
University of Technology, Sydney
71 Papers
376 Citations
Gawaian Bodkin-Andrews is an academic researcher from University of Technology, Sydney. The author has contributed to research in topics: Indigenous & Racism. The author has an hindex of 16, co-authored 71 publications. Previous affiliations of Gawaian Bodkin-Andrews include University of Western Sydney & University of Sydney.
Chat about Author
Papers
Aboriginal girls circle: enhancing connectedness and promoting resilience for Aboriginal girls
Brenda Dobia,Gawaian Bodkin-Andrews,Roberto H Parada,Virginia O'Rourke,Shirley Gilbert,Annie Daley,Sue Roffey +6 more
- 17 Feb 2014
TL;DR: The Aboriginal Girls' Circle (AGC) intervention as discussed by the authors is an intervention targeted to increase social connection, participation and self-confidence amongst Aboriginal girls attending secondary schools, which has been evaluated at Dubbo College in NSW.
19
Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry:
TL;DR: This paper used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials versus differences in choice behaviours and resources for Indigenous and non-Indigenous youth in Australia.
18
AIM(E) for completing school and university : analysing the strength of the Australian Indigenous mentoring experience
Gawaian Bodkin-Andrews,Valerie Harwood,Samantha McMahon,Amy Priestly +3 more
- 20 Nov 2013
TL;DR: The results suggested that AIME is an effective tool for increasing not only the educational aspirations of Aboriginal and Torres Strait Islander students but also their levels (and utility) of School Self-concept and School Enjoyment.
Another Brick in the Wall? Parent Perceptions of School Educational Experiences of Indigenous Australian Children
Michelle Trudgett,Susan Page,Gawaian Bodkin-Andrews,Corrinne Franklin,Alison Whittaker +4 more
- 01 Jan 2017
TL;DR: The results find that Parent 1s’ perception that the teacher of the study child was sensitive to the needs of Indigenous families was regularly and positively linked to good relationships with the school, suggesting the relationships between teachers and parents are not only of great importance, but that the nature of this relationship must move beyond a homogeneous and Eurocentric understanding of what constitutes Aboriginal and Torres Strait Islander parents and their families.
17
‘we are history in the making and we are walking together to change things for the better’: exploring the flows and ripples of learning in a mentoring programme for indigenous young people.
TL;DR: This article explored the unique mentoring model that the Australian Indigenous Mentoring Experience (AIME) has established to assist Australian Indigenous young people succeed educationally and found that there seems to be a discernible mutual reciprocity inherent in the learning outcomes of this mentoring program; the mentors are learning along with the mentees.