Journal article
Wukul Yabang, Manning EE, Mate KE, Endacott SK, Cameron GJM
Immunol Cell Biol, 2025
Immunol Cell Biol, 2025
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APA
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Yabang, W., EE, M., KE, M., SK, E., & GJM, C. (2025). Indigenous student engagement in science: a case study addressing the lack of diversity and equity in biomedical science and pharmacy research for Aboriginal and Torres Strait Islander people. Immunol Cell Biol. https://doi.org/10.22541/au.173346352.22452098/v1
Chicago/Turabian
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Yabang, Wukul, Manning EE, Mate KE, Endacott SK, and Cameron GJM. “Indigenous Student Engagement in Science: a Case Study Addressing the Lack of Diversity and Equity in Biomedical Science and Pharmacy Research for Aboriginal and Torres Strait Islander People.” Immunol Cell Biol (2025).
MLA
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Yabang, Wukul, et al. “Indigenous Student Engagement in Science: a Case Study Addressing the Lack of Diversity and Equity in Biomedical Science and Pharmacy Research for Aboriginal and Torres Strait Islander People.” Immunol Cell Biol, 2025, doi:10.22541/au.173346352.22452098/v1.
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@article{wukul2025a,
title = {Indigenous student engagement in science: a case study addressing the lack of diversity and equity in biomedical science and pharmacy research for Aboriginal and Torres Strait Islander people},
year = {2025},
journal = {Immunol Cell Biol},
doi = {10.22541/au.173346352.22452098/v1},
author = {Yabang, Wukul and EE, Manning and KE, Mate and SK, Endacott and GJM, Cameron}
}
Abstract
Indigenous representation in Australian biomedical science and pharmacy research remains limited due to systemic barriers, historical marginalisation, and culturally inappropriate educational frameworks. This article outlines a case study of initiatives at the University of Newcastle (UoN) aimed at addressing these inequities. Central to this effort is the establishment of the Indigenous Student Engagement Committee, which promotes Indigenous participation across all academic stages. Working in conjunction with key programs, including culturally embedded pathways such as the Yapug and Miroma Bunbilla programs, undergraduate and postgraduate research fellowships, and culturally inclusive curricula, demonstrate UoN's commitment to fostering a robust pipeline for Indigenous researchers.
UoN's initiatives are grounded in collaboration with local Aboriginal communities, ensuring relevance and cultural safety. Early engagement programs with primary and secondary schools, supported by partnerships with the Wollotuka Institute, create pathways that demystify science and higher education. Hands-on experiences, such as laboratory work placements, enhance accessibility and interest among Indigenous students. At the tertiary level, efforts focus on indigenising curricula and providing dedicated spaces and mentorship that nurture academic success and cultural connection.
The article also highlights challenges, including the rigidity of traditional funding models, the discomfort of non-Indigenous staff in this space, and the need for flexible, inclusive recruitment practices. Recommendations for addressing these barriers include ongoing cultural capability training, mentorship programs, and tailored funding constructs that accommodate community commitments.
By outlining UoN’s comprehensive, culturally responsive strategies, this case study offers a model for increasing Indigenous engagement in biomedical sciences. It underscores the importance of systemic change, collaboration, and sustained investment in creating equitable pathways for Indigenous students and researchers, ultimately contributing to a more inclusive academic and research environment in Australia.
Keywords: Indigenous Australian, Aboriginal and Torres Strait Islander, biomedical science and pharmacy, Engagement, Diversity, Equity.
UoN's initiatives are grounded in collaboration with local Aboriginal communities, ensuring relevance and cultural safety. Early engagement programs with primary and secondary schools, supported by partnerships with the Wollotuka Institute, create pathways that demystify science and higher education. Hands-on experiences, such as laboratory work placements, enhance accessibility and interest among Indigenous students. At the tertiary level, efforts focus on indigenising curricula and providing dedicated spaces and mentorship that nurture academic success and cultural connection.
The article also highlights challenges, including the rigidity of traditional funding models, the discomfort of non-Indigenous staff in this space, and the need for flexible, inclusive recruitment practices. Recommendations for addressing these barriers include ongoing cultural capability training, mentorship programs, and tailored funding constructs that accommodate community commitments.
By outlining UoN’s comprehensive, culturally responsive strategies, this case study offers a model for increasing Indigenous engagement in biomedical sciences. It underscores the importance of systemic change, collaboration, and sustained investment in creating equitable pathways for Indigenous students and researchers, ultimately contributing to a more inclusive academic and research environment in Australia.
Keywords: Indigenous Australian, Aboriginal and Torres Strait Islander, biomedical science and pharmacy, Engagement, Diversity, Equity.
© 2024 Australian and New Zealand Society for Immunology, Inc.