Dr. Bostwick’s research explores how quantitative methods can be used effectively and appropriately in Indigenous Australian education projects.
The problem
Aboriginal and Torres Strait Islander education projects are often competing for limited funding, time, and resources shared across a wide range of institutional priorities. Research and evaluation designs within these projects are crucial, as demonstrating impact is an important component that helps to secure future opportunities. To date, qualitative methods have been the dominant approach, and the use of quantitative methods—an effective way to demonstrate impact—has been relatively limited.
The proposed research
With the support of a University of Melbourne Early Career Researcher Grant, Dr. Keiko Bostwick is investigating the growing role of quantitative methods in research and evaluation in Indigenous education projects in Australia. Incorporating quantitative approaches in Indigenous education projects requires careful consideration, as previous uses have perpetuated deficit perspectives, reinforced monolithic interpretations of Indigenous Communities, or have focused on outcomes that can be readily measured (e.g., school attendance, NAPLAN scores) but may or may not have aligned with Community interest. Dr Bostwick seeks to further understand the potential for using quantitative methods to complement existing approaches and demonstrate impact, alongside examining their (un)intended consequences for project outcomes, design, delivery, and evaluation.
The intended impact
This research is a step towards understanding how Aboriginal and Torres Strait Islander education projects can most effectively incorporate quantitative research methods that align with overall project goals, prioritise the needs and aspirations of the Indigenous Communities they serve, and have the capacity to impact policy and compete for future funding.