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It highlights a research gap in mentorship during the post-secondary transition and notes limited systemic or institutional impact despite widespread program funding. Using Indigenous ontological lenses, the authors argue for reconceptualising mentee success and reorienting mentorship frameworks to strengthen young people’s connections with culture, community, Elders and Country, while addressing declining engagement rates.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/researching-and-reorienting-mentorship-practices-to-empower-the-success-of-indigenous-australian-young-people/594205/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/researching-and-reorienting-mentorship-practices-to-empower-the-success-of-indigenous-australian-young-people/594205.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article focus on mentorship during the post-secondary transition phase?","Question",{"text":112,"@type":113},"It argues that the transition into further education or early career pathways is a critical stage for addressing inequities. The article also notes a lack of material focusing on mentorship provided during this post-secondary transitional phase.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the article identify in existing mentorship scholarship and programs?",{"text":117,"@type":113},"It reports that much literature problematises Indigenous mentees and is limited to specific programs, communities, or cohorts. It also observes that little systemic or institutional impact has resulted despite many funded mentorship programs.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the authors propose mentorship should be reconceptualised?",{"text":121,"@type":113},"They call for reconceptualising Indigenous mentee success through Indigenous ontological lenses. The article advocates reorienting mentorship frameworks toward approaches that strengthen connections with culture, community, Elders and Country.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594205,1792190716,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people  \nMatilda Harry1, Michelle Trudgett2, Susan Page2, Rebekah Grace3  \n1 Western Sydney University Graduate Research School, Western Sydney University Kingswood Campus, Kingswood, New South Wales, 2747, Australia, [email: m.harry@westernsydney.edu.au](email: m.harry@westernsydney.edu.au)  \n[2](2 Office of the Deputy Vice-Chancellor)[ Office of the Deputy Vice-Chancellor](2 Office of the Deputy Vice-Chancellor), Indigenous Leadership at Western Sydney University, Building EB.2. 40, Western Sydney University Parramatta South Campus, Parramatta, New South Wales, 2150, Australia  \n3 Transforming early Education And Child Health (TeEACH) Research Centre, Western Sydney University, Westmead Campus, Westmead, New South Wales, 2145, Australia  \nThis article discusses mentorship provided to Indigenous1 Australian secondary school leavers. The authors suggest that, although current scholarship in the field is insightful, there is a dearth of material focusing on mentorship provided during the post-secondary school transitional phase. Also, much literature problematises Indigenous mentees and is contextually bound to individual programs, singular communities or cohorts. Although governments, industries, communities and further education providers have funded and facilitated many mentorship programs across the nation, little systemic or institutional impact has been made. Current data demonstrates a continuous downward trajectory in the full engagement of Indigenous Australian secondary school leavers, that is, those who are working full-time, studying, or both studying and working (Australian Bureau Statistics, 2021; Commonwealth of Australia, 2018) . This is concerning, as the post-secondary school transitional phase is cited as a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (Bodkin-Andrews et al. , 2013; O’Shea et al. , 2016) . By centring national and international First Nations scholars, the authors argue for reconceptualisationsof Indigenous mentee success through Indigenous ontological lenses and reorientations of mentorship frameworks towards approaches which strengthen young people and their connections with culture, community, Elders and Country.  \nKeywords: Mentorship, Indigenous young people, Indigenous further education, Indigenous employment, Indigenous leadership, skill development, cultural competence, nationhood  \nIntroduction  \n1 In this paper, the term “Indigenous” refers to people of Aboriginal and Torres Strait Islander descent, who identify as Aboriginal or Torres Strait Islander and are accepted as an Aboriginal or Torres Strait Islander person in the community in which they live or have lived. It is understood that not all Aboriginal and Torres Strait Islander people identify using the term “Indigenous”, however, this term will be used for the purposes of this paper. The term “non-Indigenous” refers to all other Australians. In this paper,“First Nations people” refers to people with familial heritage from, and membership in, the ethnic groups who are the earliest known inhabitants of an area. Literature discussing First Nations peoples’ experiences in America, Australia, Canada, New Zealand and Hawaii is considered in this paper. While we note that AJIE follows the convention of minimal capitalisation, we have chosen to capitalise “Elders”,“Country”,“Men’s Business”, and “Women’s Business” as this is respectful of cultural protocols.  \nThe transitional phase into further education or early career pathways for Indigenous secondary school leavers is a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (Bodkin-Andrews et al., 2013; Gray & Beresford, 2008; McKnight et al., 2018; O’Shea et al., 2016; Toombs & Gorman, 2010). Therefore, it is concerning that national data from the last","cbCaiqOIdlAgYNhN","https://ap.wps.com/l/cbCaiqOIdlAgYNhN","pdf",344170,18,"English","# Introduction\n## Scope and definitions of key terms\n## Transition phase and equity concerns\n## Mentorship definitions and intended outcomes\n## Limitations of current mentorship discourse","[{\"question\":\"Why does the article focus on mentorship during the post-secondary transition phase?\",\"answer\":\"It argues that the transition into further education or early career pathways is a critical stage for addressing inequities. The article also notes a lack of material focusing on mentorship provided during this post-secondary transitional phase.\"},{\"question\":\"What problem does the article identify in existing mentorship scholarship and programs?\",\"answer\":\"It reports that much literature problematises Indigenous mentees and is limited to specific programs, communities, or cohorts. It also observes that little systemic or institutional impact has resulted despite many funded mentorship programs.\"},{\"question\":\"How do the authors propose mentorship should be reconceptualised?\",\"answer\":\"They call for reconceptualising Indigenous mentee success through Indigenous ontological lenses. The article advocates reorienting mentorship frameworks toward approaches that strengthen connections with culture, community, Elders and Country.\"}]","Researching and Reorienting Mentorship Practices to Empower the Success of Indigenous Australian Young People | PDF",1792078718,45]