FOOTPRINTS FORWARDS BLOCKED BY A FAILURE DISCOURSE: ISSUES IN PROVIDING ADVICE ABOUT MEDICINE AND OTHER HEALTH SCIENCE CAREERS TO INDIGENOUS SECONDARY SCHOOL STUDENTS
FOOTPRINTS FORWARDS BLOCKED BY A FAILURE DISCOURSE: ISSUES IN PROVIDING ADVICE ABOUT MEDICINE AND OTHER HEALTH SCIENCE CAREERS TO INDIGENOUS SECONDARY SCHOOL STUDENTS
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DOI：
10.1177/103841620901800105
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发表时间：
2009-04-01
影响因子：
1.3
通讯作者：
Chambers, Helen
中科院分区：
文献类型：
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作者：
Chesters, Janice;Drysdale, Marlene;Chambers, Helen
一种占主导地位的话语认为土著中学生很可能早早离开学校，不太可能从事卫生事业。我们认为，这种失败的话语塑造了大多数土著学生的学校和大学过渡经历，无论他们的能力和愿望如何。职业发展从业人员有可能改变土著学校学生的经历，并在缩小土著和非土著健康成果之间的差距方面发挥作用。然而，在对我们的调查作出回应的144名维多利亚州中学职业顾问或指导顾问中，只有18%或26人表现出知识、技能和理解，能够有效地为表达对健康职业感兴趣的土著学生提供咨询和支持。
A dominant discourse constructs Indigenous secondary school students as likely to leave school early and unlikely to take up a health career. We believe that this failure discourse shapes the school and tertiary transition experience for the majority of Indigenous students, regardless of their capabilities and aspirations. Career development practitioners have the potential to change the experiences of Indigenous school students and play a part in closing the gap between Indigenous and non-Indigenous health outcomes. However, only 18% or 26 out of 144 Victorian secondary school career advisers or guidance counsellors who responded to our survey demonstrated the knowledge, skills and understanding to effectively advise and support an Indigenous student who expressed an interest in a health career.