ABSTRACT Maintaining connections to family, culture and community is essential for strengthening an Aboriginal child’s educational achievements. The Australian Bureau of Statistics collects self-reported information on a range of factors that can assist in understanding what influences Aboriginal children to complete school. The 2014–2015 National Aboriginal and Torres Strait Islander Social Survey (NATSISS) provides a national snapshot about how various characteristics influence the educational experience of Aboriginal children in remote Australia. In this article, findings from NATSISS have been used to interrogate qualitative data from the Whole of Community Engagement initiative led by Charles Darwin University. This is a multi-site participatory action research project working across six remote communities in the Northern Territory, Australia. We use Indigenous community perspectives to describe why maintaining connection to family, culture and community is important for both Aboriginal high school completions in remote Australia, and the subsequent impact this has on pathways into higher education.

中文翻译：

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保持与家庭，文化和社区的联系：对偏远的原住民和托雷斯海峡岛民进入高等教育的影响

摘要保持与家庭，文化和社区的联系对于增强原住民儿童的教育成就至关重要。澳大利亚统计局收集了有关一系列因素的自我报告信息，这些信息可以帮助理解什么因素影响原住民儿童完成学业。2014-2015年全国原住民和托雷斯海峡岛民社会调查（NATSISS）提供了全国快照，介绍了各种特征如何影响偏远澳大利亚原住民儿童的教育经历。在本文中，NATSISS的研究结果已用于质询查尔斯·达尔文大学（Charles Darwin University）领导的“整个社区参与”计划的质量数据。这是一个跨站点的参与性行动研究项目，横跨澳大利亚北领地的六个偏远社区。