Confirmation of Aboriginality, financial equity and policy implementation in higher education

An increasing number of Aboriginal students are participating in higher education. However, a large proportion of these students may not be adequately supported by policy and practice. Accessing financial equity is contingent on the provision of quasi-legal certification to prove Aboriginality. This study draws from a cross-institutional investigation which focused on barriers and enablers of academic success for Aboriginal students. The methodology involves an inductive, grounded theory approach, a meta-systematic analysis of university policies and semi-structured interviews. Drawing on Agency Theory, this paper investigates how university policies and practices intersect with quasi-legal evaluations of Aboriginality. Results suggest that there is a concerning level of financial inequity, lateral violence and a lack of transparency associated with the provision of support for Aboriginal students in higher education. An investigation into the link between equity funding and Confirmation of Aboriginality requires transparent access to data before policy recommendations can be made.