Abstract
'Indigenous academics are a minority within the academy, with the disparity between Indigenous and non-Indigenous academics, staffing and student numbers well established. A growing body of literature examines the motivations of Indigenous peoples who enrol in and complete university degrees; however, there is a dearth of literature examining the journeys and motivations of those who, as well as graduating, also choose to be academics. A review of papers largely produced by Indigenous academics highlights that, though a paucity of literature directly centres their motivation in undertaking their initial studies or joining the academy, legacy, family and community motivations appear regularly, though often mentioned in incidental, backgrounded or de-centred ways. Drawing upon existing literature, interviews with 17 Indigenous academic women and Indigenous research methodologies, this article foregrounds and centres consideration of legacy motivations for academic women’s professional work and initial journey into higher education study. It argues the implications of academic engagement for Indigenous women, in so-called Australia, include wider influences, impacts and outcomes for their immediate familial, extended kinship and broader Indigenous community groups. It posits that these are not secondary or incidental, but primary motivations and shaping influences on Indigenous women’s academic careers and how they should be understood, valued and supported by institutions.' (Publication abstract)
