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Report
Prepared for: The Victorian Electoral Commission
Colmar Brunton Contacts: Leanne Bouchier and Kirstin Couper
Phone: (03) 8640 5200
Email: [email protected]; [email protected]
Issue Date: 02/03/12
Project: 42449 43
www.cbr.com
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Table of contents
1. Executive summary ............................................................................................. 4
2. Methodology ........................................................................................................ 6
2.1. Methodology Overview .......................................................................................................................... 6
2.2. Phase One: Qualitative Methodology .................................................................................................... 7
2.3. Phase Two: Quantitative Methodology .................................................................................................. 8
3. Detailed findings - Phase One: Qualitative ........................................................ 11
3.1. Setting the scene ................................................................................................................................. 11
3.2. Social marketing - Encouraging engagement with the electoral system .............................................. 13
3.3. Overall strategy ................................................................................................................................... 15
3.4. Benefits ................................................................................................................................................ 15
3.5. Barriers ................................................................................................................................................ 18
3.6. Overcoming the barriers - making it easier .......................................................................................... 22
3.7. Influential others .................................................................................................................................. 25
3.8. Segmentation hypothesis .................................................................................................................... 26
4. Detailed Findings - Phase Two: Quantitative ..................................................... 33
4.1. Setting the scene ................................................................................................................................. 33
4.2. Thinking about enrolling to vote ........................................................................................................... 37
4.3. Thinking about elections and voting .................................................................................................... 47
4.4. Communications .................................................................................................................................. 55
5. Recommendations ............................................................................................. 59
6. Appendix A: Qualitative discussion guide .......................................................... 61
7. Appendix B: Other documents ........................................................................... 66
8. Appendix C: Quantitative Questionnaire ............................................................ 68
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Index of Tables
Table 1. Qualitative research sample 7
Table 2. Behaviour Change Model 14
Table 3. Current enrolment status 38
Table 4. Attitudes towards voting 50
Table 5. Benefits of voting – identifying powerful slogans 57
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Index of Figures
Figure 1. Segmentation Hypothesis 26
Figure 2. Segmentation hypothesis 31
Figure 3. Age of respondents 33
Figure 4a & 5b. Location of residence and Gender 34
Figure 5. Identification as Aboriginal or Torres Strait Islander 34
Figure 6. Employment status 35
Figure 7. Qualifications 36
Figure 8. Current enrolment status 37
Figure 9. Past enrolment status 38
Figure 10. Influences to enrol 40
Figure 11. The level of ease for enrolling to vote 41
Figure 12. Reasons why enrolling is perceived as easy 42
Figure 13. Barriers to enrolment 44
Figure 14. Future intentions of engagement in the electoral system 45
Figure 15. Access to information about enrolling to vote 46
Figure 16. Elections voted in 47
Figure 17. Attitudes towards voting 49
Figure 18. How voting relates to the individual – Respondents not enrolled 52
Figure 19. How voting relates to the individual – Respondents enrolled 52
Figure 20. The level of ease of voting 53
Figure 21. Making voting easier for those who find it difficult 54
Figure 22. Benefits of voting – identifying powerful slogans 56
Figure 23. Media sources 58
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1. Executive summary Background
The Victorian Electoral Commission (VEC) wants to increase engagement of Aboriginal people in the
electoral system. In April 2010 the VEC contracted Colmar Brunton to conduct research in this area.
The project was commissioned in two separate phases: Phase one – qualitative, and Phase two –
quantitative.
The objectives of the qualitative phase were:
1. To identify barriers to enrolment and voting among Aboriginal Victorians, particularly young
people.
2. To record proposals for improving the level of knowledge and engagement.
The objective of the quantitative phase was:
1. To measure how the qualitative findings are received by a broader audience.
Methodology
In order to achieve these objectives eight key stages of research were developed. These included:
1. A scoping co-design stage to confirm details of the project approach. This stage included
approval by the VEC’s Aboriginal Advisory Group;
2. The development of a Qualitative Discussion Guide;
3. Qualitative Exploration. This involved a pilot stage involving community visits to Mildura and
Robinvale in mid June 2010 followed by the main research phase involving community visits
to Bairnsdale and Melbourne in late July 2010;
4. Analysis and reporting at the end of July and early August;
5. Development of a quantitative online questionnaire;
6. A re-scoping phase to confirm the vision for the quantitative phase of the research. This stage
included finalising details of the questionnaire and details of recruitment;
7. Administer the quantitative online questionnaire. This stage involved emailing invitations
containing a link to the survey to potential respondents. Additionally, make contact with
community groups to encourage participation; and
8. Analysis and reporting of the quantitative online questionnaire.
Fifty-one people were interviewed during the course of the qualitative community visits. All
interviewing was completed between June and July 2010, and interviews lasted approximately one
hour.
Two hundred and five people completed the quantitative online questionnaire between August 2011
and January 2012.
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Key findings & Recommendations
The findings from the report highlighted a number of recommendations. This is a summary of the
recommendations, further details are provided in the body of the report.
Priority areas were identified to encourage voting among young Aboriginal Victorians. These include
development of communications around the key benefits/messages and exchange statements
identified in this research. Messages that were most positively received by younger respondents
included:
Your vote can make a difference – nothing will get better if you don’t vote.
Voting is honoring and respecting the struggles of your ancestors who fought for equality.
Voting shows that you care enough to stand up and be counted.
These messages should be communicated using social pressure for maximum impact. Parents, other
senior members of family and Elders in the community have the highest level of influence on
Aboriginal people. Consequently they would be the best placed to deliver these messages.
It is also recommended that strong relationships be forged with existing Aboriginal networks and
organizations to both communicate messages from the VEC as well as facilitate enrolment and
voting. These networks and organizations can encourage influential others to carry messages to
those who are not engaged with the electoral system and also make it well known that enrolling is a
simple process and assist anyone who is not confident.
Consideration could also be given to other strategies highlighted by research participants to
encourage voting such as:
Encourage community groups and influential people to motivate people who are enrolled to
vote on the day, thereby avoiding a fine. This could include creating a celebratory
environment on voting day, for example a BBQ organised by local community groups.
Providing transport and/or childcare.
From a strategic social marketing perspective, it is recommended that:
1. Enrolling and voting is positioned as relevant, desirable and appropriate for young Aboriginal
people;
2. The VEC ensure their audience is aware of the range of ways that they can enrol and vote;
3. Benefits which outweigh the perceived negative consequences of engaging with the electoral
system are promoted including through the use of influential others; and
4. The VEC ensure enrolling and voting delivers on the benefits particularly in terms of being
clearly linked to feeling good (confident, happy, proud, satisfied, relieved), being
acknowledged by respected others for taking a stand, “having my say” and “helping my mob”,
and (for some) continuing the struggle of their ancestors who fought for the vote for all
Aboriginal people.
We appreciate that not all of these recommendations will be immediately actionable by the VEC.
However, they identify the main barriers that Aboriginal people, particularly from younger age groups,
face in engaging with the electoral system.
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2. Methodology 2.1. Methodology Overview
Phase One: Qualitative
Fieldwork was conducted between 12 June and 29 July 2010. This section of the project consists of
five stages.
Phase Two: Quantitative
Fieldwork was conducted between 26th of August 2011 and 30
th January 2012. This section of the
project consists of three stages.
• To create a shared vision for the project and engage decsion makers and stakeholders in the process including approval by the VEC’s Aboriginal Advisory Group.
Stage 1:
Scoping
•Colmar Brunton and the VEC develop a discussion guide addressing the objectives of the research.
Stage 2:
Development of Discussion Guide
•A pilot series of interviews in Mildura and Robinvale (n=20)
•Further interviews were conducted with respondents recruited on an "ad hoc" basis (in Melbourne and Gippsland (n=31)
Stage 3:
Qualitative Exploration - Depth interviews
•Colmar Brunton to provide a Word report detailing the finding of the Qualitative Exploration research stage
Stage 4:
Analysis and Reporting
•Development of an online questionnaire for a subsequent (related) research project, designed to quantify findings from the qualitative research.
Stage 5:
Development of Quantitative (online) Questionnaire
•To create a shared vision for the project and engage decsion makers and stakeholders in the process as well as gain approval of the questionnaire to be sent into field
Stage 1:
Scoping
•Email invitations containing a link to the online survey sent to potential respondents
•Visits to Aboriginal Community Groups conducted to gain further respondents
Stage 2:
Administer the Online Survey
•Colmar Brunton to incorporate a quantitative chapter of findings into the existing qualitative Word report providing commentary to tie the two phases together.
Stage 3:
Analysis and Reporting
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2.2. Phase One: Qualitative Methodology
Sample profile
The following table provides a sample breakdown of participants.
Table 1. Qualitative research sample
Group, mini-group or individual interview
Location Date Participant demographics
Group 1 Robinvale 12 June 2010 Female 19, Female 18, Female 17, Female 17, Female 14
Group 2 Robinvale 12 June 2010 Female 29, Female 25, Male 24, Female 23
Group 3 Mildura 13 June 2010 Female 19, Female 18, Male 19, Male 21, Male 14
Group 4 Mildura 17 June 2010 Male 30, Male 29, Female 21, Male 19, Female 19, Male 23
Group 5 Bairnsdale 27 July 2010 Female 34, Female 23, Female 20, Female 29, Female 23, Female 25, Female 30
Group 6 Bairnsdale 27 July 2010 Female 21, Female 20, Female 20
Depth Interview Bairnsdale 28 July 2010 Female 29
Group 7 Bairnsdale 28 July 2010 Male 19, Male 20, Female 23, Male 26, Male 32
Group 8 Melbourne 29 July 2010 Male 21, Male 25, Male 29, Male 20, Female 19, Female 18, Female 24, Female 18
Group 9 Melbourne 29 July 2010 Male 25, Male 21, Female 20
Group 10 Melbourne 29 July 2010 Male 20, Male 25, Male 26, Male 18
Total: N=51 (29 females and 22 males)
Discussion Guide Development
A qualitative methodology was used and a discussion guide was designed in partnership with the
VEC. This is presented in Appendix A: Qualitative discussion guide.
Recruitment Process
Participants were recruited either on an ad-hoc basis or through contacts at different organisations
involved with Aboriginal youth. During the pilot phase of the research (June 12 -17, 2010),
participants were recruited via a working party contact in Robinvale, which then had a snowballing
effect and allowed for further ad-hoc interviews to be completed. In Mildura participants were found
by walking the streets and driving past a school field, stopping to talk to people playing soccer.
Another group was contacted via a justice representative on the streets of Mildura. Participants for
the second part of qualitative research were recruited in a similar way. Colmar Brunton would like to
acknowledge the help recieved from the following organisations: Gippsland & East Gippsland
Aboriginal Co-op Ltd, Victorian Aboriginal Health Service and Tjagans Warriors Men’s Group.
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Qualitative disclaimer
Qualitative research provides rich insight into participants’ perspectives but because of the small
sample size and the non-random sampling approach it employs, does not provide results which are
statistically representative of the population of interest. Whilst this research included a mix of age,
and gender, because of the qualitative nature of the study (small non-random sample) results must be
recognised as indicative only. There is an opportunity for hypotheses which emerge from the
community visits to be quantified as part of additional research. Quantitative research using random
sampling techniques would identify the proportion of the population who hold a particular perception
about voting and enrolling or who believe that a particular course of action would improve the
likelihood of engagement.
2.3. Phase Two: Quantitative Methodology
Questionnaire Development
An online questionnaire was developed using the qualitative findings gained from Phase One of the
project. This questionnaire was reviewed and approved by VEC and sent into field on 26th of August
2011.
Recruitment Process
An email invitation containing a link to the online survey was sent to contacts of Darryl Nayler, VEC
Aboriginal Engagement Officer, with the view to reach Aboriginal people in metro and regional areas
of Victoria. A supplementary email was later sent to the contacts of Wayne McEwen, VEC Aboriginal
Engagement Officer, in order to reach a greater number of respondents. This method of recruitment
received one hundred and thirty four respondents in total. These respondents were entered into a
draw to win one of three iPod Touches.
In order to gain a greater response rate and reach a wider demographic it was decided to contact
Aboriginal Community Groups and organise visits in order to encourage community group members
to participate in the survey. Colmar Brunton and VEC staff successfully gained invitation to
Wathaurong Aboriginal Co-operative in Geelong, Gippsland and East Gippsland Aboriginal Co-
operative (GEGAC) Mums and Bubs Group in Morwell, GEGAC Mums and Bubs Group in Bairnsdale
and Victoria Aboriginal Community Services Association Ltd (VACSAL) Men’s Group in Preston.
Three laptop computers were taken to each location and set up with USB modems and a link to the
survey. Participants were asked to fill in the questionnaire on site, with the option of assistance from a
member of staff. This method of recruitment gained a further seventy one respondents. These
respondents were incentivised with $20 for their time and a donation of $200 was made to each
community group for room hire and assistance with recruitment.
The final sample, recruited between the 26th of August 2011 and the 30
th of January 2012, for the
quantitative online questionnaire was 205 respondents.
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Reporting and presentation of findings
The following information provides further detail on how the quantitative data is presented throughout.
Single vs. Multiple Response Questions
Respondents answering single response questions (SR) were only allowed to select one
response option, percentages in these charts will add to 100%.
Respondents answering multiple response questions (MR) were allowed to select more than
one response option if they desired, percentages in these charts may add to more than 100%.
Open ended questions (OE) are similar to MR questions and percentages may add to more
than 100% as people often express more than one sentiment.
Determining Who Answered a Question
Information pertaining to who answered each question is presented below each chart or table, as
indicated by the ‘Base’.
Sorting of results
In all tables, rows are sorted from most frequent response to least. In all charts, statements are
sorted from highest to lowest ratings. For example, on a chart indicating satisfaction, statements that
have the highest level of satisfaction (combined satisfied and extremely satisfied) are presented at the
top of the chart.
Reliability
The margin of error associated with this survey is +/-6.8% for the total sample of n=205.
This means, for example, if 50% of respondents provide a given response, we can be 95% confident
that the true result in the population lies between 43.2% and 56.8%.
Where sample sizes are low (less than n=50) results should be interpreted with caution. This is
particularly relevant for analysis relating to those not enrolled to vote.
The data presented in this report is not weighted.
Tests of Statistical Significance
Tests for statistical significance were conducted on particular subgroups of interest in this survey. In
tables a green letter (a, b or c) represents a proportion that is significantly higher than the
corresponding comparison group. A red letter (a, b or c) represents a proportion that is significantly
lower than the corresponding comparison group.
In graphs, the figures with an upwards arrow (i.e.) represent a proportion that is significantly higher
than the comparison group(s). Conversely, the figures with a downwards arrow (i.e.) represent a
proportion that is significantly lower than the comparison group(s).
Other responses
Responses that did not fall into one of the existing response options for a question were ‘coded’ into a
new response option if mentioned by more than 5% of respondents. Any additional responses are
included in the code ‘other’.
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Results
Phase one:
Qualitative Findings
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3. Detailed findings - Phase One: Qualitative
“All our young people have dreams...politics needs to tap into those dreams.” (Elder: Bairnsdale)
“At the bottom of all the tributes paid to democracy is the little person, walking into the little booth, with
a little pencil, making a little cross on a little bit of paper.”
Gilbert Keith Chesterton
3.1. Setting the scene
This section outlines some general issues relating to young peoples’ engagement with politics and the
electoral system.
Politics’ is not generally a topic of conversation but ‘current affairs’ sometimes is
Most feel they do not talk about politics as such in the home or with friends. However, some do
discuss current affairs such as Aboriginal rights, justice, deaths in custody, immigration/asylum
seekers, the need for less violence in the community, The Apology, racism, the need for more
designated Koori jobs etc. Therefore, while most feel disengaged from ‘politics’, the reality is that
some are engaged with political issues.
Levels of political engagement vary hugely
Young peoples’ level of political engagement varies greatly. Some participate in the following political
activities.
Signing petitions regarding fixing bridges, installing traffic lights, building a baby changing
room and getting rid of noisy neighbours.
Participating in local Working Groups or Men’s and Women’s groups.
Attending meetings at their local Co-op or Corporation.
Voting for board members at various Co-ops.
Marching on ‘Harmony Day’, during NAIDOC week and Sorry Days.
A higher level of engagement is often driven by a desire to “help our mob”. For example, some young
people in Robinvale are very engaged in community issues. Robinvale is a small community facing
serious drug, alcohol, mental health and violence issues. Those we spoke to feel that things are
“getting worse” for youth there. For example, in the last few months there have been four Aboriginal
youth suicides. This has fuelled some to want to “make my community better”, and they see being
more politically involved as one way of doing this. Along with youth suicide, racial tension in the area
is seen as a ‘current affair’ close to the heart of many, and ‘Harmony Days’, are seen as opportunities
to be active and show support and community solidarity in a bid to improve the situation.
Most feel that race itself is not a barrier to voting
When we asked “does being Aboriginal stop you voting?” – most people replied no. However, some
mention factors like a lack of Aboriginal candidates or a lack of belief in the “white man’s system” as
demotivators. One young man spoke passionately about his Pop who disliked voting because it gave
power and approval to a system that had historically dispossessed and marginalised Aboriginal
people.
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“Pop told me the “Gubbars” destroyed the land. We don’t own the land the land owns us. He said
‘don’t put yourself into the white man way’. By voting you are giving them a little bit of your power.
You are telling them they are the person for the job…gives them power over us.” (Male: Melbourne)
Conversely, a few feel that being Aboriginal motivates them even more to want to vote as they feel
this recognises and continues the struggle for equality their people have gone through in the past.
“Before 1967 we were classified as flora and fauna…animals. By not voting now, it is a slap
in the face to those who fought for our right to vote.” (Melbourne: Male)
For the few who were more politically engaged, voting is seen as an avenue for honouring the
sacrifices that Aboriginal Elders have made in the past, and this makes voting very important to them.
Significantly, when these people voiced these views in the interviews, others involved also said that
this knowledge made them feel they should vote in the future as well.
Why do young Aboriginal people enrol and vote?
The key differences between people who do and do not enrol to vote are as follows.
Positive influences at school
Some are encouraged to enrol to vote with the help of their Year Level Coordinator. This is
seen as helpful not only in explaining the importance of voting, but also in terms of filling in
the enrolment form.
Positive influences at home
For some, family influence is the catalyst “...because it’s just what everyone in my family does
when they turn 18” (Female: Robinvale). This woman’s mother had sent her from Robinvale
to Mildura shortly after her birthday in order to enrol. Another women in Bairnsdale said her
parents always voted and gave blood so “...us kids enrolled to vote and we all give blood
too...it is just expected, we do what our parents done.” (Female: Robinvale)
Part of growing up
For others, the theme of “growing up” is also a factor in their becoming enrolled. For them
enrolment is like a rite of passage and symbolic of the step into adulthood.
Confidence and belief that your vote can make a difference
The attitudes of those who were enrolled often contrasted with those who weren’t. Those
who were enrolled believed that you can either whinge and complain, or you can stand up
and say that maybe, just maybe, your vote can make a difference. To varying degrees, those
that voted tended to believe that their vote could make a difference and effect positive
change. At one point, a group of young women even broke into song, inspired to sing
Michael Jackson’s hit ‘Man in the Mirror’:
“Gonna make a change, for once in my life. It’s gonna feel real good, gonna make a
difference, gonna make it right… I’m starting with the man in the mirror. I’m asking him to
make a change...if you want to make the world a better place take a look at yourself and
make a change” (Michael Jackson: Man in the Mirror)
They talked of voting being a chance to vote for someone who cares about Aboriginal rights,
and wants to make a difference. Sometimes these people are involved in their community
and see voting as a duty to their community but also as part of being a good role model, and
in some ways a leader.
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3.2. Social marketing - Encouraging engagement with the
electoral system
This section outlines an integrated social marketing strategy to encourage young Aboriginal people in
Victoria to enrol and vote. Key barriers and mitigating strategies are also discussed as part of this
strategic approach.
Prochaskau and DiClemente1 and Alan Andreason
2 provide a pragmatic guide for motivating
behaviour change via both service delivery initiatives and communications programs. The core
principle of social marketing is that initiatives must aim not only to inform or educate but also
to affect behaviour. In the case of this research project - to encourage young Aboriginal
people to enrol and then vote in all future State and Federal elections.
A key benefit of using social marketing in the Aboriginal context is that it has been successfully
applied across many different cultural contexts in many developing and first world countries to
promote positive health and social behaviour change amongst often disenfranchised populations.
Colmar Brunton has also used social marketing to help the Federal Government increase Indigenous
job seeker engagement with work experience activities (2010), Maritime Safety Queensland to
promote marine safety in the Torres Strait (2008) and the Northern Territory Government to increase
the incidence of reporting of domestic and family violence (2009 - 2010).
The social marketing approach draws on academic literature which suggests that people do not
undertake instantaneous behaviour change but work their way up to it gradually, often moving through
clearly definable stages (Maibach and Cotton 19953). The aim of research using this model is as
follows.
To identify what stage people are at.
To identify the strategies required to shift both attitudes and behaviour.
To measure and monitor that change.
The approach places an emphasis on the following.
Highlighting the benefits of behaviour change in the early stages and ways of overcoming the
costs in later stages.
Moving the target to the next stage only, rather than all the way to the maintenance stage in
one step. The approach is premised on the belief that permanent behaviour change can only
be achieved through a series of incremental steps.
Ensuring that environmental and/or external influences on the target audience are also
targeted as part of the behaviour change process to achieve, as far as possible, congruity
with the behaviour desired of the group.
1 See Prochaska, J.O. and Di Clemente, C.C. Towards a comprehensive model of change. In: W.R. Miller and N. Heather
(Eds), Treating addictive behaviours: Processes of change. NewYork: Plenum Press 1986 and Prochaska, J.O. and Di Clemente, C.C. Stages of Change and the modification of problem behaviours. In M. Pearsen, R.M. Eisler and P.M. Miller (Eds), Progress in behaviour modification. Sycamore: Sycamore Press 1992. 2 See Andreason, A. Marketing Social Change 1995.
3 See Maibach E, Cotton D. Motivating People to Change: A Staged Social Cognitive Approach. In: Maibach E, Parrott R,
editors. Designing Health Messages: Approaches from Communication Theory & Public Health Practice Thousand Oaks, CA: Sage 1995.
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This approach recognises that the people are likely to fall into one of five behavioural groups as
outlined in the model below.
Table 2. Behaviour Change Model
Behaviour Change Model
Increase costs of not enrolling and voting
Promote benefits of enrolling and voting,reduce costs of enrolling and voting,increase positive influence of others, improve ability to act
Create awareness of enrolling and voting as relevant desirable and appropriate
Reward people for enrolling and voting and remind people to keep enrolling and voting
Our desired outcome of all Aboriginal people in Victoria enrolling and voting in every election
Rejection
Pre- contemplation
Contemplation
Action
Maintenance
Applying this model to engagement with the electoral system, the five stages of behaviour change are
outlined below.
1. At the Rejection stage young Aboriginal people have rejected enrolling and voting altogether.
For these people the model suggests there is a need to increase the costs of non-compliance, for
example ensuring that people receive an instant fine as a matter of routine if they do not vote.
These people are hardest to move and social marketing suggests that with limited resources the
“biggest bang for the government’s buck” will be achieved by concentrating efforts on the lower
hanging fruit located further down the behavioural change spectrum.
2. At the Pre-contemplation stage people have either never seriously thought about enrolling and
voting or they do not believe these activities currently are appropriate, relevant and desirable for
them. Again these people are disengaged but unlike the Rejecters, they represent a less
resistant segment who are more open to change with the right education, encouragement,
mentoring, role models and support. These people need to be shown the way by someone they
trust and respect - someone they feel genuinely has their best interests at heart.
3. At Contemplation people are aware of and thinking about enrolling and voting but they have not
yet done so. For these people motivation means increasing the benefits of doing so (helping my
community, having a say, being acknowledged by people I look up to and respect, feeling good
because I’m making a difference, respecting and continuing the work of my Elders who fought for
the vote), reducing the perceived costs (having someone to explain the process i.e. how to fill in
the enrolment and ballot forms, provide transport or childcare, voting with a group of family or
friends, voting in culturally comfortable surroundings) making it easier to enrol and vote
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(information sessions/workshops with a respected local leader, one page flyers detailing what
different candidates stand for, local and famous role models talking about why it is important to
vote, putting on a community BBQ and making enrolment and voting a social occasion) and to
ensure that influential others like family and community leaders and Elders positively promote the
benefits of enrolling and voting.
4. In the Action stage people may have enrolled and voted but they are still prone to not voting or
not re-enrolling when they move address. The task is similar to that described in the
contemplation stage but there is also an emphasis on rewarding people for the times when they
have voted (T-shirts, caps, fridge magnets, rubber bracelets, calendars, water bottles, pens and
wallet cards) and reminding them this is the way forward if collectively community, families and
clans are to be masters of their own destiny.
5. People in Maintenance stage are enrolled to vote and are voting in all State and Federal
elections. Again rewards and reminders are required to keep them in maintenance.
3.3. Overall strategy
From a strategic social marketing perspective, the following steps need to be undertaken.
1. Position enrolling and voting as relevant, desirable and appropriate for young Aboriginal
people. This is all about maximising the benefits mentioned below via education marketing
and promotion.
2. Ensure the audience is aware of the range of ways that they can enrol and vote.
3. Promote and deliver benefits which outweigh the perceived negative consequences of
engaging with the electoral system – develop strategies for influential others so that they say
and do things which encourage engagement and make it easy for young people to engage by
increasing the accessibility and attractiveness of enrolling and voting.
4. Ensure enrolling and voting delivers on the benefits – particularly in terms of being clearly
linked to feeling good (confident, happy, proud, satisfied, relieved), status – being
acknowledged by respected others for taking a stand, having my say and helping my mob i.e.
helping the community. For some voting can also be linked to honouring and continuing the
struggle of their ancestors who fought for the vote for all Aboriginal people.
The dynamics of behaviour change - benefits, barriers, overcoming the barriers and the influence of
others are examined in detail below.
3.4. Benefits
The key benefits that will engage young Aboriginal people to enrol and vote are as follows.
You get to have your say. Voting equals freedom and power to make things better for
your family, community and country. It feels empowering and exciting when the person
you voted for gets in and the person you did not vote for gets “booted out”. Some young
people spoke with joy at having voted in the 2007 election and in so doing helped “Kevin
Rudd get in” who subsequently gave an apology and ensured “Howard was kicked out cause
he was never gonna say sorry”. (Female: Bairnsdale) “Knowing that you can play a small
part in changing the government...you can be part of a new revolution...that’s how I felt when
‘Kevin07’ got in.” (Male: Melbourne)
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Feeling better. A sense of achievement, confidence, satisfaction and pride for enrolling
and voting (helping our mob) – “knowing you have some influence on where the country is
going” (Female: Bairnsdale) Some also spoke of a sense of relief for having done what I am
supposed to do as an adult citizen of Australia – having gone through the process and voted.
Young people also feel a sense of relief because they know they are not going to get fined.
Feeling included and a sense of belonging. A feeling of being part of something bigger -
part of Australia or belonging to Australian society. Feeling equal to everyone else – “...not a
second class citizen in my own country”. (Male: Mildura) Voting as a symbolic action that
says “I have the same rights as everyone else in the Australia”. A sense of equality is at the
very heart of the symbolic nature of voting.
Status. Some mentioned being acknowledged by significant people in their lives like
parents, Elders, community leaders and employers for having voted. This reinforced that
they had done the right thing and made them feel good. A few also felt they were being good
role models for their community, particularly to children and younger family members.
Respect and strength. A few talked about voting as a way of respecting Elders who
had gone before and fought for the democratic rights of Aboriginal people. For these
people voting was carrying on the struggle and continuing the work done by Elders in the
past. When people feel they are doing this they feel a sense of inner strength by being
connected with the past. “When I walk in the room my ancestors walk with me.”
Positive imagery associated with engaging with the electoral system that can be used to reposition
enrolling and voting as relevant, desirable and appropriate includes feeling happy, positive, proud and
confident, motivated, heroic – a fighter – someone who stands up, patriotic, caring for my people,
successful, motivated, wants to get somewhere in life, role model, make the world a better place,
articulate, smart, a leader, being proactive in the community, educated, valued in the community.
These themes should be highlighted and repeated in all future branding and communications.
Posters and TV ads should show real Indigenous and non-Indigenous young people who enrolled and
voted feeling confident, happy and proud because they are having their say and expressing their right
to freedom.
Key messages and exchange statements
The key messages that will motivate young people to engage with the electoral system are as follows.
Looking forward
Voting is looking after our mob – standing up proud for our family, community and
country.
If you vote you will feel happy, confident, satisfied and proud and be acknowledged by
others for doing the right thing and caring enough to stand up and be counted.
Voting is freedom. Your vote can make a difference - nothing will get better if you don’t vote.
Voting is power. Voting gives you the same power as non Indigenous people - one person
one vote applies to all – but you have to use it.
Looking back and connecting with the past
Voting is honouring and respecting the struggles of our Elders and ancestors who
fought for equality in our own country.
Develop marketing and promotions around the following exchange statements.
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Looking forward
“If I enrol and vote instead of not getting involved, I will feel confident, proud and happier
because I am having my say and helping myself, my family and my community towards a
better future. I know this to be true because caring, motivated, heroic and successful people
like me have enrolled and voted and they felt more confident, proud and happier because
they were helping themselves, their families and their communities towards a better future.”
Looking back and connecting with the past
“If we “stand up for our rights” and enrol and vote instead of disrespecting the struggles and
suffering of our people to win us the right to vote (we only got that right in 1967), we will be
honouring our ancestors and doing the right thing for our people who fought so hard for
equality in our own land. I know this to be true because caring, respectful, heroic and
successful people like me have enrolled and voted and they felt stronger, more confident,
proud and happier because they were honouring their ancestors and doing the right thing by
our culture and for our people.”
An example of how the “Looking forward” exchange statement could be applied to TV and radio
advertising is provided below. This was designed during a discussion with three young people in
Melbourne, all of whom are keen to be used as the talent if the VEC decide to proceed with this
concept. The scene is of three young people at a football match or in the work place at ‘smoko’.
TVC
Indigenous actor 1: Hey bruz you know the election’s coming up?
Non Indigenous actor: Election, what’s that?
Indigenous actor 2: That’s when you can have your say and tell the government if they doing a good
job for our people or not.
Non Indigenous actor: Naah I ain’t gonna vote – never have, never will and none of my family do –
why should I?
Indigenous actor 1: Bruz...if you vote you can help make things better for our mob. You can put
your hand up for the leaders who are gonna help our mob.
Indigenous actor 2: You can sit there and whinge and complain or you can stand up and be counted
– What you gonna do?
Non Indigenous actor: Ok sounds alright...but what do I need to do?
Indigenous actor 1: Just call this toll free number or visit www.vec.gov and they will do it all for you...
All: Deadly...wicked...
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The advantages of this concept is that it is hitting the key benefits (helping our mob), overcoming
objections (‘never have, never will’ and ‘family don’t’ is linked to whingeing and complaining) and
modelling the desired behaviour (standing up proud and having your say). There is also an element
of social approval for taking action (Deadly...wicked).
Involving a Non Indigenous actor who is the ignorant party, also overcomes stereotypes and starts
setting up a community norm around voting being relevant, desirable and appropriate and for young
Aboriginal people.
The desirable behaviour could be further reinforced with a companion ad showing the three laughing
as they are queuing to vote and then looking confident, happy and proud walking out and then being
acknowledged by a respected Elder, older family member or famous sports star as they walk away.
3.5. Barriers
“It’s probably something I should do, but I can think of better things to do and more fun ways
to spend my time. Besides, what’s the point anyway? It’s a lot of effort and I can’t see what
difference I will make.” (Female: Robinvale)
“I don’t vote never have done never will.” (Male: Bairnsdale)
“My Dad said ‘here do you want this’, I said ‘what is it?’ he said ‘it’s voting form’ I said ‘no’
and he chucked it in the bin.” (Male: Melbourne)
“Voting is a bit like doing your tax...you do it because you have to. In fact tax is more
interesting because you get excited when you getting some money back.” (Female:
Bairnsdale)
“It is bad to be oppressed by a minority, but it is worse to be oppressed by a majority.”
John Emerich Edward Dalberg Acton
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To varying degrees, most young people we spoke to were disengaged and disinterested in enrolling
and voting. The key barriers preventing and demotivating young people from engaging with the
electoral system are as follows.
Voting
Knowledge
Lack of conceptual understanding of what democracy is and how it works. Lack of
understanding that voting indirectly determines how much money is allocated to Aboriginal
support services like Aboriginal justice, family, health, housing, alcohol and drug rehabilitation
and cultural revival. There is also confusion around the differences between State and
Federal politics. Some are not sure what democracy means. Without an understanding of
how the system works or even what it is, the ‘mystery’ of politics remains a barrier to
engagement.
Not knowing who the candidates are or the parties they represent and what they stand for.
“Not going to vote for something I don’t understand.” (Male: Mildura)
Not wanting to vote for the wrong person who might make things worse for Aboriginal people.
Not wanting to grant tacit approval (give away my power) to something I don’t understand.
Not knowing how to cast a vote.
Not knowing or forgetting when the election is on or being distracted by other priorities on the
day.
Community norms
A lack of discussion in the community around Federal and especially State politics.
A feeling that voting is not something my community “does”. A few feel that Aboriginal people
do not have to vote.
Feeling intimidated or lacking confidence – “shame job” to go in “...when I see a lot of white
people going in there it stops me...it’s just the atmosphere...they look down on you if you go in
there. I feel the same in restaurants and shops.” (Male: Melbourne)
Family members deciding not to vote and influencing potential voters to re-think their decision
to do so. Voting doesn’t feel important if other people aren’t doing it.
Distrust
Distrust that politicians will follow through on their promises in general and help Aboriginal
people in particular. A few spoke of ‘Kevin 07’ compounding this issue. They talked of feeling
hopeful after his historical apology, but disappointed as time went on. The overwhelming
feeling is that nothing has really changed for the better and the situation for Indigenous
people seems to be getting worse. There is a sense that improving the situation for
Aboriginal people is something that politicians at best pay lip service to. It’s a case of actions
speaking louder than words and symbolic apologies.
Lack of Aboriginal politicians. This lack of Indigenous representation further compounds the
issues previously highlighted and drives the attitude “why should I vote for whitefellas and the
white man system?” This is especially true given the disbelief in current politicians to improve
the situation for Aboriginal people.
Not believing that my vote will count or change anything. “It’s like a sense of
hopelessness...even if I vote nothing will happen...no one will help us.” (Male: Melbourne)
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Logistics
Lack of transport to the voting centre.
Lack of childcare – not wanting to take children who may be disruptive to the polling station.
Having more important things to do – too many other things going on in my life that are more
important like just surviving day to day. “I was homeless at the time”. (Male: Melbourne)
Others mentioned attending to pressing family, social or cultural obligations, being too drunk
or hung-over or being busy playing sport.
The length of time it takes on the day to cast your vote. This is both in terms of travel time
and queuing to vote. A few people talked about waiting up to 45 minutes to cast their vote.
One man talked about feeling tired, angry, stressed and hungry because he had to wait so
long queuing up to vote.
A few people feel the ballot paper is confusing with too many candidates listed at the bottom.
Previous unpleasant voting experience. Some we spoke with had talked of it feeling like a
pressured environment and feeling rushed due to large crowds.
Forgetting that it is Election Day.
Moving to a different electorate.
Enrolling to vote
Given these attitudes it is not surprising that many young people ignore their enrolment form. Other
barriers to enrolling are as follows.
Lack of understanding as to what the enrolment form actually is and what it means.
Fear of punishment for being enrolled and, for whatever reason, not voting. One young
person from NSW said they were fined and then had their licence taken off them for not
voting. Some talked about already being buried in fines so the threat of a fine is a major
disincentive to engage with enrolling and voting. Ultimately, many of those not enrolled
weren’t interested in filling in something they did not understand or that could get them into
trouble.
Difficulty in getting ID to prove their birth.
Enrolment forms being difficult to understand and hard to fill out for those with low literacy
skills.
Not updating details when moving address. This is considered time consuming and feels like
a chore. Even one very committed voter we spoke to in Bairnsdale said she waited 18
months before enrolling after moving interstate from NSW.
Lack of positive role models who vote, particularly close friends and family.
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The pictures above drawn by young men in Melbourne demonstrate some of the key barriers and
demotivating factors in their lives. These include a lack of trust in politicians and in the system, the
impact of a history of dispossession, theft and murder of Aboriginal people/land, too many long words
and complicated speeches that put young people to sleep, confusion about the system and what it
means to vote and having too many other issues going on in life like being homeless.
The picture above and to the left captures the politician speaking to people through the TV, confusing
the people with promises of material possessions building roads and houses and not caring for the
country to which Aboriginal people belong. “I find it hard to understand things from TV.” (Male:
Melbourne)
The picture to the right captures the themes of not understanding the system and what the politicians
stand for, not being aware of when and where you have to enrol and vote. A lack of transport and
childcare and a lack of encouraging role models like Elders and sports people.
The negative imagery associated with not enrolling and voting gives further insight into the barriers
young Aboriginal people face. Not enrolling and voting is associated with imagery and feelings
around being lazy, not caring, carefree, easy life, ignorant, uneducated, unemployed, lacking respect
for self and others, rude, disadvantaged, homeless, on drugs, misunderstood, mislead, not knowing
what to do, not knowing who to vote for, don’t understand the form, embarrassed, shame job,
intimidated, not knowing who to go to if don’t understand, no one to help me, busy with family,
stubborn, distrusting and negative.
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3.6. Overcoming the barriers - making it easier
The key factors that will help young people feel they can engage with the electoral system are as
follows.
Product - Changing community norms
Make politics personal and relevant for young people by linking it with what they are
interested in - like jobs (designating Koori jobs is a political decision), housing (availability of
public housing is determined by politicians), justice/deaths in custody (funding/availability of
Koori justice and diversion programs is decided by politicians), getting a drivers licence
(funding for L2P programs is determined by politicians), socialising/drinking without getting
into trouble (opening hours and taxes on alcohol and cigarettes determined by politicians),
childcare (funding and subsidies determined by politicians), immigration and asylum seekers
(immigration policy determined by politicians), sport (funding for Sport and Rec and coaching
programs is often a political decision).
Raising awareness that you need to be enrolled to have your say in future possible
referendums on issues like Australia becoming a republic or developing a Treaty to recognise
the rights of Indigenous Australians as the first inhabitants of this country.
Engage the community by making it a more enjoyable event - putting on a BBQ and giving the
day a celebratory vibe were suggested by some.
Communicate messages of “Be Black and Proud – get out there and vote”, “Stand up for your
land, your culture and your people – get out there and vote”.
Promoting Aboriginal politicians or, as a second best, people who are committed to Aboriginal
causes. “Everyone hates politicians and thinks they are lying scumbags. At least if they were
Aboriginal they would be our lying scumbags.” (Female: Bairnsdale)
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Communication
Information sessions/enrolment workshops4 in Aboriginal service organisations like Co-ops
and Corps, Aboriginal Community Controlled Health Organisations (ACCHOs), Department of
Housing, schools, TAFEs, Centrelink, Sports clubs/associations and Workplaces. The
sessions would be run by a respected, trusted, approachable local person (Youth Worker,
Men’s Group Leader, Justice Worker, Centrelink Aboriginal Liaison Officer, Mums and Bubs
Worker, Sports Coach or local Elder) in partnership with a VEC rep – this team would explain
and talk about the importance of voting in ways local people would understand. The teams
would also hand out enrolment forms, help young people fill them in and send them off. The
strategy should first target the staff in an organisation and then when that is achieved, ask
staff (who could become “Have Your Say” Community Champions) to provide information
sessions to their clients and other community members.
“Now it’s your turn campaign”. A campaign showing Elders talking about their struggles to be
free in their own country and then saying to youth “now it’s your turn” – you can honour the
struggle of those who fought to get the vote and you can carry on the struggle for freedom
and recognition by exercising your right to vote.
Posters in all agencies reinforcing that enrolling and voting equals freedom, liberation -
continuing the struggle and helping our mob.
Link enrolling with key turning points in people’s lives such as when you leave school, when
you apply for a Centrelink benefit, when you leave hospital as a young mother, when you
attend a Mum’s and Bub’s group, when you attend a Men’s group, when you apply for a
drivers licence or birth certificate, when you open a bank account, when you use a Koori
Justice Service (partner with Regional Aboriginal Justice Action Committees - RAJACS),
when you connect with a health service (partner with Aboriginal Community Controlled Health
Organisations - RACCHOs) and when you start looking for work (partner with Job Services
Australia/Indigenous Employment Program providers).
Provide merchandise to remind and reinforce key messages. Suggestions include T-shirts,
caps, fridge magnets, rubber bracelets, calendars, water bottles, pens and wallet cards.
Encourage groups of young people to enrol and vote together.
Use TV and print as a channel for communication e.g. NITV, Living Black and Vibe Magazine.
Distribute a leaflet with easily digestible instructions. Visuals or a mock ballot paper would be
ideal as giving people a clear outline of the steps involved on the day will help ease
apprehension around the process.
Longer term there is a need for more education in schools, community groups, Aboriginal
service organisations, and respected local leaders around why it’s important to vote and how
the political system works. Education could cover issues like the ongoing struggle that
Aboriginal people have fought and died for to be recognised as equals in their own country.
Consider organising a competition with schools to produce the best poster, song or skit about
why young people should enrol and vote. Use the winning products and contestants in future
promotions. Rebrand all VEC marketing materials with these concepts to inspire a sense of
local ownership.
4Currently some people talk about AEC stalls and reps at Naidoc week and cultural festivals and a few mentioned AEC reps door knocking. But those interviewed did not know ‘who the people are and what they wanted’ so these outreach services were not connecting as effectively with these people as they could be with. This missing ingredient could be a respected local intermediary introducing the AEC rep.
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Consider organising a competition between sports clubs or community organisations based
on how many of their members enrolled and voted in the last election.
Monetary Cost
Reduce the costs of enrolling and voting by considering the following.
Provide transport and childcare. Investigate the viability of providing shuttles/buses to
nearest voting centres.
Enabling young people to enrol and vote online or via SMS.
Consider introducing automatic enrolment as soon as people reach 18.
Clearly communicate that the VEC will excuse non-voters from a fine given a valid reason.
The VEC could also reassure people who have not enrolled or have become unenrolled that
they will not be fined for having failed to enrol before now. The VEC could encourage
community groups to create a celebratory event on voting day (for example a BBQ) that
encourages community members to get to the polling booths.
Place
Being able to enrol and vote in comfortable culturally appropriate surroundings like Aboriginal
service agencies. Places where people do not feel degraded or shame.
More black faces helping people in polling booths. Provide helpers who can assist people
understand and fill in the enrolment and ballot forms.
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3.7. Influential others
The key people who can encourage young people to enrol and vote are as follows.
Respected Elders and community leaders and role models like Youth Workers, Men’s Group
leaders and Mum’s and Bub’s workers.
Parents, Grandparents Uncles and Aunties -“Come on...I’m taking you to enrol/vote today.”
Employers – “Come on; vote so you can make sure that mob don’t get in.”
A favourite teacher or mentor – someone who believes in you and thinks you are great and
won’t give up on you.
Successful Indigenous business people, artists, sports stars, singers, actors or teachers who
have made it in the “white man’s world” but have still retained their own cultural identity.
Real people, who started from the bottom, came from disadvantaged backgrounds talking
about why it is important to enrol and vote.
An understanding, caring and encouraging teacher, Jobs Services Australia (JSA)
Employment Consultant, Centrelink Liaison Officer and Indigenous Employment Program
(IEP) Consultant. JSAs, IEPs and Centrelink may be able to link enrolling to vote with work
experience. Work experience is now mandatory for all job seekers after 12 months.
Have influential Indigenous people as “Have Your Say” Champions e.g. Luke Marlow, Claude
Williams, Billy Slater, Greg Ingles, Kevin Sheedy, Buddy Franklin, Jessica Malvoy and
Christine Anu.
Channel delivery
Face to face workshops with a respected local intermediary present are best. These types of
forums also facilitate people filling in the enrolment form “on the spot”. It is also important to
leave them with cues/reminders about the need to vote (T-shirts, caps, fridge magnets, rubber
bracelets, calendars, water bottles, pens and wallet cards). Have local “Have Your Say”
Champions round people up on polling day and take them to the polling booth.
If TV commercials are to be considered the most watched TV channels for youth are 9, 10
and 7. Also commercial channels like E, 8 and Fox Sports. Favoured programs are
Neighbours, Home and Away, Master Chef, AFL and NRL matches and Footy Shows.
The online channels most mentioned by young people are Facebook and YouTube. One
Aboriginal Health Worker said that their research indicated that 50% of Aboriginal people in
Melbourne have access to the internet.
Posters, enrolment forms and “Have Your Say” Champions should be placed at key touch-
points in the lives of young Aboriginal people as described above.
Not many talked about reading the Koori Mail, Vibe, or watching Living Black and NITV but
these channels could be great sources of infotorials (part advertisement but editorial stressing
the need to enrol and vote and easy ways to do this).
Segmentation of the market can further assist in ensuring that tactics of behaviour change are
delivered in the most effective and efficient way. The next section outlines a segmentation hypothesis
in relation to Victorian Aboriginal youth’s engagement of with the electoral system.
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3.8. Segmentation hypothesis
This section outlines a segmentation hypothesis in relation to Victorian Aboriginal youth’s
engagement with the electoral system.
During the course of the research it became clear that young peoples’ motivation towards enrolling
and voting could be placed on two continuums.
1. The first dimension; the vertical axis represents young peoples’ level of confidence in their
ability to engage with the electoral system. This ranged on a continuum between low
confidence/ability to high confidence/ability.
2. The second dimension; the horizontal axis represents young peoples’ beliefs and attitudes
towards whether their vote can make a difference. These can be placed on a continuum
between feeling your vote could make a difference versus feeling your vote won’t make a
difference.
These two continuums are plotted in a hypothesised segmentation presented below.
Figure 1. Segmentation Hypothesis
High level of confidence and ability to engage with the electoral system
Low level of confidence and ability to engage with the electoral system
A description of the segments referred to above is provided overleaf.
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Motivated and Confident
“I want to have a voice...my views are important, I want them to be heard...I want good
things to happen for the whole community.” (Male: Mildura)
“You get to have your say...I am only one person but if everyone votes then everybody
knows they have done what they can to make things better.” (Female: Bairnsdale)
“It makes me feel good to enrol and vote...to have my say...I would feel guilty if I didn’t.”
(Female: Bairnsdale)
“My vote can make a difference...the more people vote for the right person, the more good
things can happen.” (Female: Bairnsdale)
“I figured nothing is going to change if you are not involved...nothing will change for the
better if you don’t vote.” (Male: Melbourne)
“Us not voting is like a slap in the face to our Elders who fought for us to get the vote. It’s
disrespectful. We should show appreciation for them to have done all that to make sure we
can have our say today.” (Male: Melbourne)
Motivated and Confident have a good knowledge of politics and want to vote in both State and
Federal elections. They know how to vote, they have developed political views on what parties or
candidates they want to vote for and they believe that voting is important and that their vote
(combined with others) can make a difference.
Often these young people come from families where parents both voted and discussed politics.
Many talk about their parents taking them to post offices and enrolling them when they turned 18
or helping them fill out the enrolment form they received in the post and sending it off for them.
For some enrolling to vote and voting are linked with growing up, turning 18 and entering into the
adult world. Sometimes they may have discovered politics in the work place by listening to
people talking about politics at ‘smoko’ and lunchtime or even on the job.
6 Needs
Tactics to keep these people engaged and to positively influence others are as follows.
These people are committed voters but they still need reminders (T-shirts, caps, fridge
magnets, rubber bracelets, calendars, water bottles, pens and wallet cards) to keep them
engaged, especially if they move address or interstate.
Some would like confirmation of when they have enrolled to ensure they are enrolled, that
they have filled out the form correctly and that it has been received and lodged – so people
know for sure they can have their say. This confirmation should acknowledge and thank the
effort this young person has made and ask if they would be willing to encourage other young
people they know to enrol and vote in exchange for free movie tickets or tickets to a sports
event.
Improve the experience of those who vote by making the lines at polling booths shorter and
providing free give away reminders (see above).
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Process Battlers
“It’s not that I don’t want to vote...I just don’t have any political friends...we don’t talk about
it.” (Male: Melbourne)
“Having a say might make a difference but I’m too shame job.” (Male: Melbourne)
“After talking with you guys about this today I would enrol if you had brought the forms with
you.” (Female: Bairnsdale)
“After our discussion today, listening to my peer’s views and how they vote I would like to
vote.” (Female: Melbourne)
“I don’t know much about the political system, don’t know what I’m voting for...not sure I
would make the right decision.” (Male: Melbourne)
“I got one of those forms [enrolment form] in the mail. I didn’t know what it was and I didn’t
want to touch it.” (Male: Mildura)
Process Battlers are young people who are open to the possibility that their vote could make a
difference and that it could be worthwhile to vote. But these people are battling with process
which makes it all too hard for them to engage with the electoral system.
After participating in discussions about voting and hearing what their peers had to say, particularly
the Motivated and Confident segment, Process Battlers want to give it a go but need help and
assistance of a trusted other to help them find an enrolment form and fill it in and send it off.
Ideally Process Battlers also want to cast their vote together with a group of family and friends in
comfortable non intimidating surroundings like at their local Co-op or health service.
6 Needs
Tactics to engage Process Battlers are as follows.
Contact all youth groups, Mum’s and Bub’s groups, Working Groups, Health Services, Co-
ops/Corporations, TAFEs in each region of Victoria and set up face to face meeting to discuss
how to enrol youth leading up to the next State/Federal election and make sure they get to a
polling both on the day in question.
It will help if young people are exempt from the threat of fines providing they enrol to vote.
The threat of fines is a huge disincentive for young people to engage with the electoral
system. Many young people already have substantial fines and will not put themselves in a
position where they could accumulate more. The VEC should provide clear reassurance that
people who are not currently enrolled will not be fined for having failed to enrol before now.
Help with the process e.g. filling in forms, sending them off, transport to polling booth.
Improve voting experience by making the lines at polling booths shorter and provide free give
away reminders and rewards (see above).
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Cynics
“I could if I wanted to, but don’t see the point.” (Female: Bairnsdale)
“I don’t trust the system.” (Male: Bairnsdale)
“Why vote for whitefellas to make the decisions for us.” (Male: Melbourne)
“I don’t really care...don’t feel my vote will make a difference.” (Female: Bairnsdale)
“I enrolled to vote when 18...missed an election and got a $100 fine. I moved address and
now they can’t find me...so why bother helping them.” (Female: Bairnsdale)
“You can’t make a difference...you can’t trust them...my vote won’t count. They are only
saying those things to make us vote for them. They never follow through.” (Female:
Melbourne)
“You can’t make a difference...your vote is not strong enough to change what is going to
happen.” (Female: Bairnsdale)
“I’m going to do a donkey vote, just turn up and get my name crossed off but leave the ballot
blank.” (Male: Melbourne)
“I went in and they marked my name off gave me a piece of paper, filled it in and walked out
and it was like whatever...over and done with...sense of relief I am not going to get fined.”
(Female: Bairnsdale)
Cynics have the confidence and ability to enrol and vote but essentially they don’t feel it is worth
the effort. Their vote won’t make a difference and they believe politicians can’t be trusted in any
case. Essentially these people have the right skills but their negative attitudes towards the
political system are leading to their ongoing disengagement.
6 Needs
Tactics to engage Cynics are as follows.
Cynics need to see practical examples of how Aboriginal voting has led to positive change
and improvement for the lives of Victorian Aboriginal people. They need to see people they
perceive as being like themselves making a stand and saying why voting is important to them
and how their voting has made a difference.
Cynics need to see more Aboriginal politicians to help them believe in the system.
Workshops in the work place could be effective if the cynic respects the person delivering the
information.
Stories of how the Elders fought for the right to vote and by voting to day you are respecting
them and carrying on the struggle could get some to engage out of a feeling honouring the
past. The looking backwards and connecting with the past exchange statement may resonate
particularly with Cynics.
Improve voting experience by making the lines at polling booths shorter and provide free give
away reminders and rewards (see above).
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Disengaged
“I don’t understand this stuff and I can’t be bothered anyway...I can’t be stuffed.” (Male:
Bairnsdale)
“Never voted before...why start now? Koories don’t need to vote...too shy to vote...shame
job.” (Female: Bairnsdale)
“Getting made to do something you don’t want to do...you feel like you got to do it because
they say so. This is our country we should have the right to choose whether we want to vote
or not.” (Male: Bairnsdale)
“It’s just whitefellas doing all the talk for us.” (Male: Bairnsdale)
“Can’t be bothered...other things are on my mind...can’t be stuffed...it’s all too complicated
and time consuming.” (Male: Bairnsdale)
Disengaged lack the confidence and ability to enrol and vote and also lack understanding of the
electoral system and don’t feel it is in any way relevant to their lives.
6 Needs
Education.
Role models.
Help with process e.g. filling in forms, sending them off, transport to polling booth.
Enrolling and voting in groups of friends and family.
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The diagram below provides a pictorial summary of these segments. The segmentation suggests that
the Process Battlers segment would be the easiest one to shift towards engagement with the electoral
commission because these people are already motivated and are more open to giving enrolling and
voting a go, but they need more education and help to do so. In terms of allocating scarce resources
these are the people VEC should be targeting.
Segmentation hypothesis - summary of details
Figure 2. Segmentation hypothesis
High level of confidence and ability to engage with the electoral system
Low level of confidence and ability to engage with the electoral system
Situation
Aware, motivated and able to engage with confidence
“Voting is important to me”
“I believe I can make a difference”
Needs
Reminders and rewards
Recognition
Improve voting experience
Situation
Aware and confident but lack belief and trust in the system
“I could if I wanted to but I’m not interested”
“What’s the point, my vote won’t change anything”
“Why should I give away my power to something I don’t believe in?”
Needs
Role models
Examples of political action that made a difference
Improve voting experience
Situation
Interested and open but the process is too hard
“I would maybe like to vote but need help”
Needs
Help with enrolling and voting with others
Improve voting experience
Situation
Don’t know and don’t care – not relevant to me
“Never voted never will...I don’t know anything about it”
“Why should I give away my power to something I don’t understand”
Needs
Education, role models and then help with process
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Results
Phase two:
Quantitative Findings
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4. Detailed Findings - Phase Two: Quantitative
4.1. Setting the scene
The qualitative phase of this report identified the key issues relating to the barriers and drivers for
enrolling and voting among Aboriginal youth. The report also identifies possible means of
communication to encourage involvement in the electoral system. The quantitative phase uses the
questionnaire designed in the qualitative phase of the research to determine the extent to which these
barriers and drivers relate to the broader population of Aboriginal people and to assess the response
to possible communication methods. This questionnaire can be seen in Appendix C: Quantitative
Questionnaire of this report.
The findings from the quantitative consultation are presented and discussed in detail within this
section of the report.
The survey respondents
A comparison of survey respondents and 2006 Australian Bureau of Statistics (ABS) data can be
made using the footnotes provided. Please note that the differences in respondents compared to ABS
data exist due to challenges faced in sampling. Nevertheless, the quantitative data provides a useful
backdrop to the views of Aboriginal communities in Victoria.
The survey was completed by individuals across a broad range of ages; four-in-ten (39%) of those
surveyed were considered ‘young’, ranging in age from 17 to 34 years. Just under of half (47%) were
considered as ‘mid-age’, aged 35 to 54 years. The remaining thirteen per cent were older participants,
aged 55 years or more.
Figure 3. Age of respondents 5
Q1. Which one of the following age groups do you fall into? SR
Base. All respondents (n=205)
5 2006 ABS census data, Victorian Indigenous population aged 17 years and older (n=17,561) – 17 to 24 years: 24%, 25 to 34
years: 23%, 35 to 44 years: 22%, 45 to 54 years: 15%, 55 to 64 years: 9%, 65 years and older: 7%
14%
25% 26%
21%
11%
2%
17 to 24 years 25 to 34 years 35 to 44 years 45 to 54 years 55 to 64 years 65 years orolder
39% 47%
13%
34
A similar proportion of survey respondents were from an even spread of metropolitan (47%) and
Regional (53%) areas. There were slightly more females (60%) compared to males (40%).
Figure 4a & 5b. Location of residence and Gender 6
Q2. What is the postcode of where you live? SR Q4. Please indicate your gender? SR
Base. All respondents (n=205) Base. All respondents (n=205)
The vast majority (97%) of respondents who completed the survey identify themselves as Aboriginal.
The remaining three per cent identified themselves as either Torres Strait Islander (1%) or Aboriginal
and Torres Strait Islander (2%).
Figure 5. Identification as Aboriginal or Torres Strait Islander
Q3. Do you identify as Aboriginal or Torres Strait Islander? MR
Base. All respondents (n=205)
6 2006 ABS census data, Victorian Indigenous population aged 15 years and older (n=19,018) - Male: 48%, Females: 52%.
2006 ABS census data, Victorian Indigenous population (n=30,144) - Metro: 51%, Regional: 49%.
Metro 47% Regional
53%
Male 40%
Female 60%
97%
1% 2%
Aboriginal Torres Strait Islander Aboriginal and Torres Strait Islander
35
The majority (82%) of the respondents to the survey were employed: two-thirds (64%) were
employed full time, one-sixth (16%) employed part time or casually, and a very small proportion (2%)
being self-employed. Of the respondents that did not work: six per cent were unemployed, five per
cent were receiving either a benefit or on welfare and four per cent were looking after the house full
time. A very small proportion (3%) were studying.
Figure 6. Employment status 7
Q20. What is your current employment status? SR
Base. All respondents (n=205)
Other. ‘Contract’
7 2006 ABS census data, Victorian Indigenous population aged 15 years and older (n=19,018) – Employed: 45%, Not
employed: 49%, Not stated: 6%.
<1%
2%
3%
4%
5%
6%
16%
64%
Other (please specify)
Self employed
Student
Look after the house full time
Beneficiary/welfare
Unemployed
Employed part time or causally
Employed full time
36
Nearly half of those surveyed indicated their highest level of education was high school, including:
Year 11 or below (33%), completion of Year 12 (15%), and a small proportion who were still at school
(1%).
Four in ten (39%) respondents had completed Vocational Education and Training, including: a
diploma or certificate (33%) or a trade certificate or apprenticeship (6%).
One in ten (11%) respondents indicated they had tertiary qualifications, three per cent of those being
a post-graduate qualification.
Figure 7. Qualifications 8
Q21. What is the highest level of education you have? SR
Base. All respondents (n=205)
Other. ‘No comment’
8 2006 ABS Census data, Victorian Indigenous population aged 15 and above (n=19,018) – NB questions are structure
differently in the ABS census to the questionnaire Highest school year completed – year 11 or below: 65%, year 12: 23%, not stated: 12% Qualifications outside of school: 41%, of this 41% - Post graduate degree: 2%, Graduate diploma and graduate certificate: 2%, Bachelor degree: 10%, Advanced Diploma and Diploma 11%, Certificate: 38%, inadequately described: 3%, not stated 35%.
1%
33%
15%
6%
33%
8%
3%
<1%
37
4.2. Thinking about enrolling to vote
The qualitative phase of the research offered many insights into the reasons why people enrol to vote,
the reasons why people have unenrolled and the key influences when it comes to encouraging
Aboriginal people to enrol. It also offers numerous recommendations of possible actions that could be
taken to influence a greater level of involvement among young Aboriginal people in the electoral
system.
The questionnaire used in the quantitative phase of the report incorporates these insights in order to
gain an understanding of how the broader population relate to these insights.
Level of engagement with the electoral system
Of the 205 surveyed respondents, eight in ten (81%) indicated they were currently enrolled to vote.
The remaining respondents were either not currently enrolled to vote (15%) or they did not know if
they were currently enrolled to vote (4%).
Figure 8. Current enrolment status
Q5. Are you currently enrolled to vote? SR
Base. All respondents (n=205)
Within the sample the younger respondents were significantly less likely to be enrolled to vote: while
only two-thirds (63%) of those aged 17 to 34 years were enrolled, the vast majority (91%) of those
aged 35 to 54 years were enrolled and all (100%) respondents aged 55 years of age and older were
enrolled.
A significantly higher proportion of females were enrolled to vote (86%) compared to males (73%).
Those living in regional areas were significantly more likely to be unenrolled (19%) than those living in
metropolitan areas (9%).
Yes 81%
No 15%
Don't know 4%
38
Table 3. Current enrolment status
Total Age Gender Location
(n=205) 17 to 34 (n=81)
a
35 to 54 (n=96)
b
55 + (n=28**)
c
Male (n=82)
a
Female (n=123)
b
Metro (n=97)
a
Regional (n=108)
b
Yes 81% 63% bc 91% a 100% a 73% b 86% a 85% 78%
No 15% 28% b 7% a - 22% b 10% a 9% b 19% a
Don’t know 4% 9% 2% - 5% 4% 6% 3%
abc. Significantly higher within split
abc. Significantly lower within split
Q5. Are you currently enrolled to vote? SR
Base. All respondents (n=205)
**. Caution. Low sample size, results should be interpreted with caution
Of those that were not currently enrolled to vote or did not know if they were currently enrolled to vote,
two-thirds (69%) reported they had never been enrolled to vote and one-in-five (18%) reported they
did not know if they had been enrolled in the past or not.
Thirteen per cent of respondents reported they had been enrolled in the past but were no longer
enrolled. These respondents had experienced the enrolment process and so were asked all questions
throughout the survey that related to the experience of enrolment.
Figure 9. Past enrolment status
Q6. In the past were you ever enrolled to vote? SR
Base. Respondents who were not, or didn’t know if they were currently enrolled to vote (n=39)
**. Caution. Low sample size, results should be interpreted with caution
Yes 13%
No 69%
Don't Know 18%
39
Key influences to enrol
Respondents who were enrolled to vote indicated that the greatest influence on their enrolment was
related to age and the milestone of becoming an adult. Just short of half (42%) of respondents
reported that ‘being 18 years and old enough to vote’ was influential and one-third (33%) reported
enrolling to vote ‘is part of being an adult’. This did not vary significantly across age groups.
Of those currently enrolled over one-third (37%) indicated that their parents had been influential for
them to enrol. One in ten (10%) respondents were influenced by Elders in the community. Other
influences included: other members of the community (7%), Aunties and Uncles (7%) and
Grandparents (6%). These findings indicate that an individual’s family and peers can have a definite
level of influence over enrolment. The VEC should target communication at these older members of
the Aboriginal community. Messages should focus on how these members have a valuable
opportunity to help engage younger people in the electoral system. By communicating to the older
generation how they are respected and trusted by the younger generation, the VEC can encourage
these members of the community to pass on the importance of voting.
The qualitative phase of the research indicated the potential for benefit of positioning enrolling and
voting as relevant, desirable and appropriate for young Aboriginal people. The quantitative phase of
the research supports this in that one in five (20%) of respondents who were enrolled reported they
were influenced to enrol ‘because of an issue I was interested in’. Therefore, the VEC should develop
marketing that highlights issues of interest to young Aboriginal people that exist within politics. Ideally
this will encourage people to take the step to stand up and be counted. Examples of issues within
politics that are of interest to young Aboriginal people are highlighted on page 22 of the report.
However, this also presents a challenge for the VEC as it is clear that Aboriginal people need to be
persuaded of the relevance of politics in their lives. This issue is in part the responsibility of individual
political parties, however ensuring that Aboriginal people enrol to vote would be the first step in their
work to make political changes. This could form part of the message from the VEC and wider
Aboriginal community.
40
Figure 10. Influences to enrol
Q7. Who or what things influenced you to enrol to vote? MR
Base. Respondents who are or who have been in the past enrolled to vote (n=171)
5%
2%
4%
4%
5%
6%
6%
7%
7%
10%
20%
33%
37%
42%
Other (please specify)
My Teacher or year levelcoordinator at school
My friends
To support indigenous issues
So I can vote and have my say
Grandparents
I just felt it was time
Aunties and Uncles
Other people in my community
Elders in my community
Because of an issue that I wasinterested in
It is part of being an adult
My parents
Turning 18 and being old enoughto enrol
41
Barriers to enrolment
Two-thirds (66%) of respondents reported that the process of enrolling to vote was either easy or
extremely easy. Only a very small proportion (5%) reported the process to be either difficult or
extremely difficult.
Of those respondents that had actually gone through the process of enrolment, three-quarters (73%)
reported the process was either easy or extremely easy; only five per cent reported the process as
difficult or extremely difficult.
It should be noted that there were only thirty-four respondents who had never been enrolled to vote;
therefore, results for this group are only indicative and should be interpreted with care. However, over
half (56%) of the respondents that had not been through the process of enrolment indicated they were
unsure on how easy it would be for them to enrol. Therefore those that had been through the process
indicated it was easier than the perception held by people who had not been through the process.
The qualitative research highlights that potential benefits exist to ‘Ensure the audience is aware of the
range of ways that they can enrol and vote’. These quantitative results reiterate the need to educate
those not enrolled on the steps that would be involved, additionally highlighting that it is an easy and
accessible process, one that individuals need not be apprehensive or resistant to.
Figure 11. The level of ease for enrolling to vote
Q8. How easy is it to enrol to vote? SR
Base. All respondents (n=205)
. Significant difference between those reporting perceived and experienced ease
**. Caution. Low sample size, results should be interpreted with caution
24%
20%
35%
49%
46%
3%
19%
16%
6%
4%
4%
1%
<1%
56%
5%
13%
Those who have never enrolled -Perceived Ease (n=34**)
Those who have enrolled -Experienced Ease (n=171)
Total (n=205)
Extremely easy Easy Neither easy nor difficult Difficult Extremely difficult Don't know
42
As indicated in the chart on the previous page (Figure 11. The level of ease for enrolling to vote), the
majority of respondents believed that enrolling was/would be easy. These respondents were asked for
the reasons they believed the process to be easy. Responses to this question further highlight the
opportunity that the VEC have to promote enrolling as an easy task that is easily accessible. Reasons
most commonly communicated related mainly to the simplicity of the forms and the accessibility to the
required information:
Nearly half (44%) of the respondents felt the process was simple and straight forward.
A quarter (24%) of respondents specifically mentioned that the enrolment form was easy to fill
in.
One in six (15%) mentioned that there is adequate information available and it is accessible.
Five per cent mentioned that the enrolment forms are available from the post office.
There were only ten respondents who believed that enrolling was or would be a difficult task. The
responses from these individuals varied. They included:
The process is difficult, hard or inconvenient.
Getting a witness can be difficult.
Work, family or time constraints make it hard.
It is hard for those less educated.
Figure 12. Reasons why enrolling is perceived as easy
Q9. You indicated that it is *** to enrol to vote, why do you say that? OE
Base. Respondents who nominated enrolling to be easy (n=136)
1%
2%
2%
2%
2%
3%
4%
5%
6%
15%
24%
44%
Can download enrolment forms off the internet
Personal reasons: Location ie. lived/ worked closeto enrolling related facilities
Enrolment forms are reply paid
Had required ID documents available
Personal reasons: Good past experience/ had noproblems
Good support/ help received from VEC/ AEC staff
No reason
Post office have enrolment forms available/ canenrol at post office
Don't Know/ can't remember process
Adequate enrolment information is provided/accesible (incl: enrolment form is sent to you)
Found that the enrolment forms were easy to fillout/ understand
Simple/ straightforward/ easy process (incl: justcomplete form and send back)
43
The questionnaire was used to determine which specific barriers identified in the qualitative phase of
the report were having the greatest impact on Aboriginal people’s enrolment. As there were only 34
respondents who have never been enrolled it is important to interpret these results with care.
The quantitative consultation revealed that the most commonly reported barrier for enrolment,
reported by just over a quarter of respondents (29%), was that respondents simply do not want to
vote. The respondents indicating they simply do not want to vote would fall into the rejection stage of
The Behaviour Change Model detailed on page 13 of the report: ‘Social marketing – Engagement with
the electoral system’. Those at this stage of the model are the most difficult group to change
behaviour and it is recommended that, in the short term, the VEC concentrate their efforts on the
individuals who fall into other stages.
Respondents that nominated other reasons for not voting can be considered within other stages of the
model. These respondents represent a group that is less resistant and more open to change and
therefore, in the short term, the VEC would be better off to focus their efforts on these individuals.
The respondents who are more open to change highlighted a lack of knowledge on what is involved in
the enrolment process: A quarter (24%) indicated they don’t know how to enrol. This further suggests
there is a need to ensure the community is aware of the range of ways they are able to enrol and
vote.
Other barriers that could be addressed through education on the process to enrol include:
A perception that ‘it is too hard to do’ (9%).
A change in address ‘I moved house and I didn’t update my details’ (9%).
The qualitative findings suggest that young Aboriginal people avoid enrolling to vote as they do not
want to receive a fine if they do enrol but don’t vote. The quantitative findings support this as one in
five (18%) respondents who are not currently enrolled are avoiding enrolment due to a fear of
punishment for not voting. The VEC should encourage community groups and influential people to
motivate people who are enrolled to vote on the day, thereby avoiding a fine. This could include
creating a celebratory environment on voting day, for example a BBQ organised by local community
groups.
Having family and, or friends in one’s life who are not enrolled was highlighted as a barrier by
approximately one in ten respondents who are not enrolled to vote (family 12%, friends 9%). This
suggests that some individuals do ‘take the lead’ from family and peers. It has also been suggested
on page 40 of the report that some respondents were influenced to enrol by family and peers within
the community who are enrolled. These findings further highlight the influence that family members
and peers have on enrolment behaviour. It is important that the VEC utilise this influence by
encouraging those that are involved in the electoral system to motivate those who are not.
44
Figure 13. Barriers to enrolment
Q10. Why are you not enrolled to vote? (MR)
Base. Respondents who have never been enrolled to vote (n=34)
**. Caution. Low sample size, results should be interpreted with caution
6%
6%
9%
9%
9%
12%
15%
18%
24%
29%
Other (please specify)
I am not interested in the current partiesavailable to vote for
Some or all of my friends are not enrolled
I moved house and didn't update mydetails
It is too hard to do
Some or all of my family are not enrolled
I don't think I have to enrol
I don't want to get a fine if I don't end upvoting on election day
I don't know how to enrol
I don't want to vote
45
The segmentation hypothesis explained in detail from page 26 in the qualitative section of the report
was not designed to be tested quantitatively. Nonetheless, the hypothesised segments offer many
insights into the needs of people with common attitudes towards voting as well as actions that can be
taken to combat barriers they may face.
Aspects of the quantitative consultation can be used to further examine common attitudes to voting,
how barriers may be addressed and the needs of different groups of people. In this sense, the
quantitative phase can inform the understanding of some of the hypothesised segments, however not
the extent to which these segments exist.
Furthermore, it should be noted that there were only thirty-four respondents who had never been
enrolled to vote; therefore, results for this group are only indicative and should be interpreted with
care.
One in five (21%) respondents who were not currently enrolled said they would like to be. These
respondents would likely fall into the Process Battlers quadrant of the Segmentation hypothesis and
consequently would be the easiest group to encourage to enrol. According to the qualitative
consultation, Process Battlers are interested and open; they just need education and encouragement
on how to go about enrolling.
Just under half (44%) of the respondents who were not enrolled were unsure whether they would like
to be enrolled or not. These individuals would likely fall into either the Process Battlers or Cynics
quadrant of the segmentation hypothesis. As explained in detail within the qualitative section of the
report, Cynics are capable of voting, however, they don’t see the benefit in it. Hence, communicating
the benefits to this group is essential to changing behaviour.
One-third (35%) of respondents that were not enrolled reported that they do not want to be. These
respondents would likely fall into the Disengaged quadrant of the segmentation hypothesis. These
individuals are the hardest to persuade and it has been recommended that the VEC target their efforts
on individuals who are more open to change.
Figure 14. Future intentions of engagement in the electoral system
Q11. Do you want to be enrolled to vote? (SR)
Base. Respondents who have never been enrolled to vote (n=34)
**. Caution. Low sample size, results should be interpreted with caution
Yes 21%
No 35%
Not sure 44%
46
Three-quarters of respondents (76%) who are not currently enrolled to vote have the knowledge or
resources to become enrolled: four in ten (41%) respondents indicated they personally have the
knowledge of the process necessary to become enrolled, and one-third (35%) knew who they could
approach to assist them in becoming enrolled.
Generally the people who respondents indicated they would approach included family members:
mum, dad, aunty and family in general. Four respondents mentioned they would approach their local
co-op or community group. Two respondents would ask their friends. There was one response each
for post office, co-workers and people who are current voters. Please note that only 12 respondents
qualified to answer this question.
The remaining quarter (24%) of respondents not enrolled to vote indicated they do not personally
know how to enrol and they did not know who they could go to for guidance.
Figure 15. Access to information about enrolling to vote
Q12. If you did want to be enrolled to vote, would you know how or who to ask for help? (SR)
Base. Respondents who have never been enrolled to vote (n=34)
**. Caution. Low sample size, results should be interpreted with caution
41%
35%
24%
Yes, I know what I need to do to enrol to vote
No, I don't know what to do but there are people I could ask who would know
No, I don't know what to do and I would not know who to ask
47
4.3. Thinking about elections and voting
Respondents who were enrolled to vote had participated in numerous elections across all levels of
Government. Respondents most commonly reported voting in Victorian State Government elections
(86%) closely followed by Federal Government elections (81%).
Although respondents less commonly reported voting in local council elections; just under two-thirds
had still done so (62%).
Slightly less than half (43%) of participants had voted in Aboriginal and Torres Strait Islander
Commission (ATSIC) elections. It should be noted that the ATSIC has not been in operation since
2005.
Figure 16. Elections voted in
Q14. Have you ever voted in a local, state, federal or ATSIC election? (MR)
Base. Respondents who are currently or have previously been enrolled to vote (n=171)
4%
6%
8%
43%
62%
81%
86%
No, I have never voted before
I have voted before, but I'm not sure whichelection I voted in
I have voted in New South Wales stategovernment elections
I have voted in ATSIC council elections
I have voted in local council elections
I have voted in Federal government elections
I have voted in Victorian state governmentelections
48
The quantitative consultation was undertaken to further explore the common attitudes and beliefs
towards voting that were identified in the qualitative phase and thus add to the segmentation
hypothesis. As indicated, the quantitative analysis does not provide the framework to populate the
segmentation map, however it does give us an insight as to where people may sit on the map, and
the actions that could be taken in order to change individuals behaviour.
Nearly two-thirds (62%) of the total sample agreed with the statement ‘I believe voting can make a
difference’. These respondents would likely fit into the Motivated and Confident quadrant or the
Process Battlers quadrant. Considering these groups see the value of their vote, the VEC should
concentrate efforts on helping these groups to enrol and vote by providing reminders and rewards,
recognition and an improved voting experience. These two quadrants are the easiest to influence or
maintain and within this particular sample, account for nearly two-thirds of the respondents.
When this data was compared across demographic sub groups, the incidence of this attitude being
agreed with varied:
Those who are enrolled to vote were significantly more likely to agree that voting can make a
difference (73%) than those who weren’t enrolled (12%).
The incidence of agreeing with this attitude significantly increased at each age group stage,
41% of 17 to 34 years of age, 73% of 35 to 54 years of age and 89% of 55 years of age and
older.
The remaining attitudes towards voting, as indicated in Figure 17. Attitudes towards voting, represent
a lower level of engagement in the electoral system;
21% indicated they don’t understand much about politics and voting.
15% indicated they don’t see the point in voting – I don’t think my vote will make a difference.
10% indicated they don’t see why they should give away their power to do something I don’t
believe in.
These responses show a need to use marketing tools to reposition voting by using role models to
communicate examples of political actions that have made a difference in order to promote
engagement.
Compared to those who were enrolled, those who were not yet enrolled to vote were significantly
more likely to agree with the following attitudes;
I don’t understand much about politics and voting (44% compared with 16%)
I could vote if I wanted to but I’m not interested (32% compared to 4%)
This further highlights the need to use marketing techniques that educate individuals on the benefits
that voting provides. Using examples of political actions that have made a difference could directly
target these individuals and promote engagement with the electoral system.
49
Figure 17. Attitudes towards voting
Q15. Which of the following statements do you agree with? (MR)
Base. All Respondents (n=205)
9%
4%
9%
10%
15%
21%
62%
I don't agree with any of these statements
I would maybe like to vote but I need help
I could vote if I wanted to but I'm not interested
I don't see why I should give away my power tosomething I don't believe in
I don't see the point in voting – I don't think my vote will change anything
I don't understand much about politics and voting
I believe that by voting I can make a difference
50
Table 4. Attitudes towards voting
Total Enrolled to vote Age Gender Location
Total
(n=205)
Yes (n=171)
a
No (n=34**)
b
17 to 34 (n=81)
a
35 to 54 (n=96)
b
55 + (n=28**)
c
Male (n=82)
a
Female (n=123)
b
Metro (n=97)
a
Regional (n=108)
b
I believe that by voting I can make a difference 62% 73% b 12% a 41% bc 73% ac 89% ab 59% 65% 61% 64%
I don't understand much about politics and voting 21% 16% b 44% a 32% bc 15% a 11% a 21% 21% 26% 15%
I don't see the point in voting – I don't think my vote will change anything
15% 13% 26% 19% 13% 14% 18% 13% 17% 13%
I don't see why I should give away my power to something I don't believe in
10% 9% 12% 6% 14% 7% 15% 7% 10% 9%
I could vote if I wanted to but I'm not interested 9% 4% b 32% a 15% bc 5% a 4% a 11% 7% 7% 10%
I would maybe like to vote but I need help 4% 4% 6% - bc 7% a 4% a 5% 3% 6% 1%
I don't agree with any of these statements 9% 9% 9% 9% 10% 4% 7% 10% 12% 5%
abc. Significantly higher within split
abc. Significantly lower within split
Q15. Which of the following statements do you agree with? (MR)
Base. All Respondents (n=205)
**. Caution. Low sample size, results should be interpreted with caution
51
Common themes relating to how respondents felt about voting and the relevance to them differed
between those who were and were not enrolled to vote. The quantitative consultation revealed un-
prompted insights into the barriers and drivers for involvement in the electoral system.
As indicated in Figure 18. How voting relates to the individual – Respondents not enrolled, common
themes among respondents who were not currently enrolled to vote generally related to a lack of
interest in politics and the belief that voting would not provide any benefit to them;
Voting is not important / relevant to me (39%)
I don’t understand much about politics (16%)
I’m not interested in / don’t trust the leading parties (13%)
This further highlights the need to educate individuals on areas of politics that are relevant to them in
order to promote engagement in the electoral system.
On the contrary, as indicated in Figure 19. How voting relates to the individual – Respondents
enrolled, the most common themes given by respondents who are enrolled to vote related to being
loud, proud and taking control of the shape of the country they live in:
To have control over which party is in power (41%)
To have a voice / to be counted (32%)
Voting is important (14%)
I vote out of respect to those who fought for our right to vote (9%)
These respondents, with these beliefs, are examples of who the VEC can encourage to carry
marketing messages to those who are not enrolled.
When compared to those who were not enrolled, there was a lower frequency of negative responses
towards voting from those who were enrolled. However, there were some respondents who shared
similar negative beliefs towards voting as those who were not enrolled. These included;
Voting is not important / relevant to me (7%)
I’m not interested in / don’t trust the leading parties (7%)
I don’t trust the system (6%)
These findings highlight a need to implement similar strategy on those participants who are enrolled
as well as those who are not enrolled.
52
Figure 18. How voting relates to the individual – Respondents not enrolled
Q9. How do you feel about voting and its relevance to you? (OE)
Base. Respondents who have never been enrolled to vote (n=34)
**. Caution. Low sample size, results should be interpreted with caution
Figure 19. How voting relates to the individual – Respondents enrolled
Q9. How do you feel about voting and its relevance to you? (OE)
Base. Respondents who are or who have been in the past enrolled to vote (n=171)
10%
3%
6%
6%
10%
10%
10%
13%
16%
39%
Don't know
To have control over which party is in power
Its hassel / a waste of time / inconvenient
To have a voice / to be counted
I want to vote but I don't know how / need help
Political parties do not represent Indigenous issues
My vote doesn't make a difference
I'm not interested in / don't trust the leading parties
I don't understand much about politics
It's not important / it's not relevant to me
1%
2%
2%
2%
4%
5%
5%
5%
5%
5%
6%
7%
7%
8%
8%
9%
14%
32%
41%
Other
No answer
Don't know
I want to vote but I don't know how / need help
Political parties do not represent Indigenous issues
Voting should be optional
I only vote because I have to / to avoid getting a fine
Its a hassle / a waste of time / inconvenient
My vote doesn't make a difference
I don't understand much about politics
I don't trust the system
I'm not interested in / don't trust the leading parties
It's not important / it's not relevant to me
To create a louder voice for the Aboriginal people
Voting is my right / it's my duty
I vote out of respect to those who fought for our right to vote
Voting is important
To have a voice / to be counted
To have control over which party is in power
53
The process of voting was considered to be either easy or extremely easy as indicated by two-thirds
(68%) of respondents. A very small proportion of respondents indicated the process of voting as
either difficult or extremely difficult.
A significantly higher proportion of respondents who have voted in the past reported that the process
of voting was either extremely easy or easy (75%) when compared to the perceived ease indicated by
those who have never voted (38%).
Over half (55%) of respondents who had never voted were unsure as to whether voting would be
easy or difficult. Therefore, similar to the results highlighted on ease of enrolling on page 41 of the
report, those that had voted indicated it was easier than the perception held by people who had not
voted. This highlights the opportunity for the VEC to educate those who do not vote on the process
involved in voting, additionally highlighting that it is an easy process and there are numerous options.
Figure 20. The level of ease of voting
Q16. How easy is it to vote? (SR)
Base. All Respondents (n=205)
. Significant difference between those reporting perceived and experienced ease
8%
24%
21%
30%
51%
47%
8%
18%
16%
5%
4%
1%
<1%
55%
1%
12%
Those who have never voted -Perceived Ease (n=40)
Those who have voted -Experienced Ease (n=165)
Total (n=205)
Extremely easy Easy Neither easy nor difficult Difficult Extremely difficult Don't know
54
Of those respondents who indicated that voting was difficult or extremely difficult, around half reported
that the process could be made easier by having an Aboriginal person at the voting centre to help
explain what to do (51%), and shorter queues at the voting centre (46%).
One-third (33%) of respondents indicated they would like reminders before Election Day that the
election is coming up.
One-quarter (23%) of respondents indicated they would like mobile voting in rural Aboriginal
communities; 40% of those living in regional areas and 5% of those living in Metropolitan areas.
Figure 21. Making voting easier for those who find it difficult
Q17. Which of the following things would make it easier for you to vote? (SR)
Base. Respondents who are or have been enrolled and who do not find it easy to vote (n=39)
**. Caution. Low sample size, results should be interpreted with caution
21%
23%
33%
46%
51%
Other (please specify)
Mobile voting in rural Aboriginal communities
Reminders before election day that the electionis coming up
Shorter queues at the voting centre
An Aboriginal person at the voting centre to helpexplain what to do
55
4.4. Communications
When considering key messages to be communicated to the community, messages that were best
received related to taking pride in making a difference and having a say, for example;
Your vote can make a difference – nothing will get better if you don’t vote (48%).
Voting shows that you care enough to stand up and be counted (48%).
Responses related to respect for fellow Aboriginals and acknowledging the past struggles of the
Aboriginal people were also received well:
Voting is honouring and respecting the struggles of your Elders and ancestors who fought for
equality (45%).
Voting is looking after your mob – it’s about standing up proud for your family, community and
country (43%).
The younger respondents (those aged between seventeen to thirty-four years of age) showed a lower
level of interest to all messages across the board when compared to the total sample. However, the
three messages that were most positively received amongst the younger generation were:
Your vote can make a difference – nothing will get better if you don’t vote (41%).
Voting is honouring and respecting the struggles of your ancestors who fought for equality
(36%).
Voting shows that you care enough to stand up and be counted (35%).
Similar to the younger respondents, those who are not currently enrolled to vote also showed a lower
level of interest to all messages. However, these respondents responded most positively to the
messages:
Voting is looking after your mob – it’s about standing up proud for your family, community and
country (29%)
Voting is power. It gives you the same power as non-indigenous people (29%).
Your vote can make a difference – nothing will get better if you don’t vote (26%).
56
Figure 22. Benefits of voting – identifying powerful slogans
Q18. Which, if any, of the following statements do you agree with? (SR)
Base. All Respondents (n=205)
11%
25%
30%
37%
43%
45%
48%
48%
I don't agree with any of these statements
Voting can make you feel happy, confident and proud fordoing the right thing
Voting is freedom
Voting is power. It gives you the same power as non-Indigenous people
Voting is looking after your mob – it's about standing up proud for your family, community and country
Voting is honouring and respecting the struggles of yourElders and ancestors who fought for equality
Voting shows that you care enough to stand up and becounted
Your vote can make a difference – nothing will get better if you don't vote
57
Table 5. Benefits of voting – identifying powerful slogans
Total Enrolled to vote Age Gender Location
Total
(n=205)
Yes (n=171)
a
No (n=34**)
b
17 to 34 (n=81)
a
35 to 54 (n=96)
b
55 + (n=28**)
c
Male (n=82)
a
Female (n=123)
b
Metro (n=97)
a
Regional (n=108)
b
Your vote can make a difference – nothing will get better if you don't vote
48% 53% b 26% a 41% 51% 61% 48% 49% 47% 49%
Voting shows that you care enough to stand up and be counted
48% 53% b 24% a 35% b 58% a 50% 48% 48% 42% 53%
Voting is honouring and respecting the struggles of your Elders and ancestors who fought for equality
45% 50% b 21% a 36% 50% 57% 41% 48% 45% 45%
Voting is looking after your mob – it's about standing up proud for your family, community and country
43% 46% b 29% a 33% c 47% 57% a 45% 41% 38% 47%
Voting is power. It gives you the same power as non-Indigenous people
37% 39% 29% 26% b 45% a 43% 37% 37% 33% 41%
Voting is freedom 30% 35% b 6% a 15% bc 36% a 50% a 38% b 24% a 27% 32%
Voting can make you feel happy, confident and proud for doing the right thing
25% 28% b 9% a 14% bc 30% a 39% a 27% 24% 21% 29%
I don't agree with any of these statements 11% 8% b 29% b 20% bc 7% ac - bc 13% 10% 11% 11%
abc. Significantly higher within split
abc. Significantly lower within split
Q18. Which, if any, of the following statements do you agree with? (SR)
Base. All Respondents (n=205)
**. Caution. Low sample size, results should be interpreted with caution
58
Nearly half (45%) of the respondents to the survey indicated the most effective advertising source to
promote voting and enrolling to vote would be TV.
The next most commonly reported media source was local co-ops (15%) and Facebook, Bebo or
MySpace (14%).
It should be noted that 13 out of the 21 respondents who nominated ‘Other, Please specify’ reported
that they would like to see advertising through ‘all of the above’ sources.
Figure 23. Media sources
Q18. If there was going to be advertising about enrolling, voting and elections, what is the best place to have the ads?
(SR)
Base. All Respondents (n=205)
10%
0%
3%
5%
7%
14%
15%
45%
Other (please specify)
Magazines
Major daily newspaper (Age, Herald Sun,Australia etc.)
Radio
Local newspaper
Facebook or Bebo or MySpace
Local co-op
TV
59
5. Recommendations
A number of priority areas are identified to encourage voting among young Aboriginal Victorians.
These recommendations are based on feedback from participants in the research; we acknowledge
that the VEC may not be in a position to implement all of these suggestions.
Use the influence of social pressure for maximum impact.
The quantitative consultation indicated that family members, especially parents, and Elders in the
community have a great influence on encouraging an individual to enroll. The VEC should target
communication at these older members of the Aboriginal community. Messages should focus on how
these members have a valuable opportunity to help engage younger people in the electoral system.
By communicating to the older generation how they are respected and trusted by the younger
generation, the VEC can encourage these members of the community to pass on the importance of
voting.
Develop and brand all future communications around the key benefits/messages and
exchange statements identified in this research.
The younger respondents, aged between 17 and 34 years, responded most positively to the following
benefits/messages:
Your vote can make a difference – nothing will get better if you don’t vote.
Voting is honoring and respecting the struggles of your ancestors who fought for equality.
Voting shows that you care enough to stand up and be counted.
Make voting and enrolment easier
The quantitative consultation revealed that while the vast majority of those who are enrolled and who
do vote believe these both to be simple tasks. However, those who are not enrolled and, or don’t vote
are unsure of how easy or hard these processes would be. It would be beneficial to the VEC to
reiterate the steps involved in enrolling and voting, emphasising that it is an easy and accessible
process and that individuals need not be apprehensive about or resistant to.
The qualitative phase of the research also recommends:
Facilitating voting at existing service organisations;
Having more black faces at polling booths;
Encouraging and facilitating enrolling and voting in groups;
Providing transport and/or childcare;
Making the day a fun social event (celebration of freedom and ongoing struggle) e.g.
community BBQs at voting centers; and
Reassure people who are not currently enrolled that they will not be fined for having failed to
enroll before.
60
Focus efforts on Process Battlers and those in Contemplation.
There is a group of individuals who are not enrolled to vote but who would either like to be or are
unsure if they would like to be. These individuals would likely fall into the category of Process Battlers
and Contemplation and would benefit from assistance or education on the process of enrolling.
Make use of existing Koori networks and deliver workshops/info sessions with respected
locals. Train up “Have Your Say” champions - staff first then clients.
The quantitative consultation indicated that a key barrier towards voting was a lack of understanding
about politics and its relevance to the individual. It would be beneficial to the VEC to use existing
Koori networks and delivering workshops and information sessions to reposition enrolling and voting
as relevant, desirable and appropriate for young Aboriginal people. By addressing key areas of
politics that are of interest to young Aboriginal people this could break down the barrier of feeling
alienated from politics in general and therefore the electoral system. However, we appreciate that the
VEC must not be partisan in its work, so the work on this issue will be restricted to ensure neutrality.
Use existing key touch points in young peoples’ lives such as co-ops, Health, Justice,
Employment, and Support groups to:
Put up posters and distribute flyers;
Nominate a “Have Your Say” champion;
Use to distribute enrolment forms;
Create reminders/cues at these locations; and
Have something happening on Election Day e.g. a BBQ and / or transport to voting centers.
Develop long term partnerships (Co-ops/Corps, ACCHOs, Housing, Koori Justice/RAJACS,
schools, TAFEs, Centrelink, Sports clubs/associations, Working Groups and Workplaces).
Succession planning will be important in these partnerships.
It would also be helpful to work with stakeholders who are helping indigenous people become
Citizens, i.e. to get a Tax File Number, Birth Certificate, Passport, Driver’s License etc. and in
addition, enrol to vote.
From a strategic social marketing perspective, the following steps are recommended.
1. Position enrolling and voting as relevant, desirable and appropriate for young Aboriginal
people. This is all about maximising the benefits via education, marketing and promotion.
2. Ensure the audience is aware of the range of ways that they can enrol and vote.
3. Promote and deliver benefits which outweigh the perceived negative consequences of
engaging with the electoral system – develop strategies for influential others so that they say
and do things which encourage engagement and make it easy for young people to engage by
increasing the accessibility and attractiveness of enrolling and voting.
4. Ensure enrolling and voting delivers on the benefits – particularly in terms of being clearly
linked to feeling good (confident, happy, proud, satisfied, relieved), status – being
acknowledged by respected others for taking a stand, having my say and “helping my mob”.
For some voting can also be linked to honouring and continuing the struggle of their ancestors
who fought for the vote for all Aboriginal people.
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6. Appendix A: Qualitative discussion guide
QMS QUAL DISCUSSION GUIDE
Project No.: 41341 40 Project Name: Barriers to Enrolment & Voting in the Aboriginal Community
Guide Outcome
GENERAL INTRODUCTION
Hi, my name is John and I work for Colmar Brunton Social Research.
IF NECESSARY
I feel privileged to be a visitor here and wish to acknowledge the traditional owners of the land and to pay my respects to Elders both past and present. I also want to pay my respects to your family and to thank you for letting me come to speak to you today.
PRIVACT ACT REQUIREMENTS
Today we are going to have a yarn about how people choose which government mob they want and how you can kick out the mob you don’t want.
We’re doing this for the Victorian Electoral Commission and it’s a really good time to talk about this kind of thing because of the elections that are coming up this year (State and Federal).
What you tell us will be combined with what other people we’ve spoken to in the study have said and this will help us understand why people do and don’t vote in elections.
Everything we talk about today is confidential – between you and me and will only be used for research purposes.
Our talk will go for about 45 minutes to an hour.
There are no right or wrong answers or trick questions – the main thing is that you tell us your opinions.
If there are any questions you would prefer not to answer that’s cool – just let me know.
You can pull out from this study at any time either during this interview or by calling me on this free-call telephone number 1800 004 446
Are you happy to be part of this study? Any questions before we start?
Advise respondents of Privacy Act details
62
Guide
Outcome
TOPIC 1: ATTITUDES TO POLITICS/CONTEXT
Let’s start by having a yarn ‘bout Aboriginal people, politics and voting generally...
When I say ‘politics’, what do you think of? Like, what are the first things that come to your head? What does ‘politics’ mean to you? PROBE: community vs federal level politics
Is politics something that you talk about with your family and friends? How come?
Have you ever signed a petition, been elected into an Aboriginal organisation or been a part of an Aboriginal protest/march? Why or why not?
Does your race as an Aboriginal person ever stop you from voting? How come?
TOPIC 2: ENROLLING TO VOTE
Thinking about enrolling to vote, are you enrolled at the moment?
If YES:
When did you enrol?
What things influenced you to enrol? What did you have to do to enrol? Can you tell me what you did and what happened? PROBE: specific triggers e.g. Elders/ family/friends, education, belief in voting effecting change.
Was it easy or difficult? How come? PROBE: all mentions in detail.
Is there anything that could be done to make it easier for you to enrol to vote? How come?
If NO:
How come you’re not enrolled to vote at the moment? PROBE: all barriers in detail e.g. attitudes of Elders/family/community, general attitudes to democracy and whether voting can bring about change.
Do you want to be enrolled? How come?
Do you know how to get enrolled?
What are the things stopping you from being enrolled at the moment?
Is there anything that would encourage you/make you want to enrol? How come? PROBE: all mentions
What could be done to make it easier for you to enrol to vote?
Who or what could encourage you to enrol to vote? What would they say or do?
For EVERYONE:
What do you reckon are the good things about being enrolled to vote? PROBE: Immediate personal benefits?
What are the bad things about enrolling to vote?
What things would make it easier to be enrolled? How come? PROBE: all mentions in detail.
Want sort of person does not enrol to vote? What are they like? What words describe them?
What messages and images would they need to hear or see to encourage them to enrol?
What is the best way to talk or reach these people to encourage them to enrol? PROBE: TV, posters, radio, online
What sort of person enrols to vote? What are they like? What words describe them?
To understand triggers and barriers when it comes to enrolling to vote
63
TOPIC 3: VOTING
Thinking about voting, have you voted in a recent election i.e in the last few years? (this can be in either a state, local or federal election)?
If YES:
When did you vote? What election?
What were the things that influenced you to vote that time?
Describe the experience for me... Where did you cast your vote? What did you do? What happened?
How easy or difficult was it to vote? How come? PROBE: all triggers and barriers in detail.
Any way that it could have been made easier for you to vote? How come?
If NO:
Do you want to vote? How come?
Do you know how to vote?
What things stopped/stop you from voting?
Is there anything that could be done to encourage you/make you want to vote? PROBE: all mentions in detail.
Are there any ways that voting could be made easier for you? How come? PROBE: Do you ever text to vote? e.g. big brother
What would it take to get you to vote at the next election (either local, state or federal)?
For EVERYONE
Do you go onto Aboriginal websites to vote/poll? Why or why not?
What are the good things about voting? PROBE: Personal immediate benefits?
What are the bad things about voting? PROBE: all barriers in detail.
What would make it easier for you to vote? PROBE: attitudes, channels, accessibility, language.
What, or who, could get more Aboriginal people to vote? What would the message be? What would they say? PROBE: are Aboriginal political heroes motivating e.g. Neville Bonner, William Cooper and Sir Doug Nicholls.
What sort of person votes? What are they like? What words describe them?
Want sort of person doesn’t vote? What are they like? What words describe them? What messages and images would they need to hear or see to encourage them to vote?
What is the best way to talk or reach these people to encourage them to vote? PROBE: TV, posters, radio, online.
Objective: To understand triggers and barriers to casting a vote in elections
TOPIC 4: CONTEXT & SUMMARY
What are the things that make it difficult for Aboriginal people to enrol to vote?
What things make it easier for Aboriginal people to enrol to vote?
What are the main things that stop Aboriginal people from voting in elections?
What could be done to make it easier for Aboriginal people to vote in elections?
Objective: To understand triggers and barriers to casting a vote in elections
64
TOPIC 5: CLOSING AND THANKING
Well that’s all the questions I have for you. Thanks for your help!
Here is some money as a thank you for your time today – please sign this sheet to confirm you’ve received payment.
As I mentioned earlier, as this is market research, it is carried out in compliance with the Privacy Act and so the information you’ve provided will only be used for research purposes.
Remind them that you are from Colmar Brunton. Advise if any queries, call the Market Research Society’s free Survey Line on 1300 364 830 or CBR on (Melb:1800 555 145)
Ask for any final comments? Complete comments section of “Qual Validation Report & Acknowledgement of Reimbursement”.
65
ADDITIONAL PROBES:
Is voting an important form of cultural expression for Aboriginal people given the ongoing political activism /social movements for Aboriginal people to be heard?
Do you text vote? e.g. Big Brother etc
Do you go onto Aboriginal websites to vote / poll?
Is it important for Aboriginal people to become involved in the political system (voting is an important stepping stone)?
Is it important for Kooris to remain socially included and represent a strong consumer perspective through voting? For Kooris - culture is spiritual – Who am I? Where do I belong? Fitting in, being accepted with the wider community is still a problem. Voting can provide this mechanism.
ADVOCACY – who has signed a petition, been elected into an Aboriginal organisation, be part of an Aboriginal protest / march? (There is a strong link between participation in community, and what goes on in adult life with political awareness and engagement?
Are you an active citizen? Is there a problem in your community you'd like to solve?
Are you committed to democracy?
Do you talk about politics with you family and friends?
Is the right for Aboriginal people to choose who should be in government important?
As an Aboriginal person, do you have a responsibility to your brothers, sisters and community members that these rights are upheld?
If Aboriginal people don’t vote, will Politicians get the message that Aboriginal people are a political force to be reckoned with?
Can Aboriginal communities bring about change through voting?
Can Aboriginal communities influence those who make policy decisions?
Can voting convey Aboriginal community voice and spirit?
Do you believe voting can afford Aboriginal people a sense of power and control over one’s life and decisions with an understanding of responsibility and consequences of our actions?
Is it important for today’s generation to remember the Aboriginal struggle that took place for citizenship, self determination, and the right to vote?
Is it important to remember the Aboriginal soldiers who shed their blood to support and defend our democracy in wars?
Is it important to recognise our Aboriginal political heroes (e.g. Neville Bonner, William Cooper, and Sir Doug Nicholls etc)?
Elders say for Aboriginal people to move forward we need to vote as a united response, we need to be involved key regional planning activities, and become involved in government structures. Is voting a more important responsibility for Aboriginal people?
Is your race as an Aboriginal person a barrier to voting?
66
7. Appendix B: Other documents
The letter below was provided to respondents to identify the VEC as the sponsor of the research and
to explain the purpose of the research.
67
Any participants photographed in the course of this research were only photographed after
agreeing and signing the following form.
68
8. Appendix C: Quantitative Questionnaire
QMS QUANT ONLINE FIELD REQUIREMENTS [FIELD BRIEFING NOTES & QUESTIONNAIRE]
Project No.: 42249 43 Project Name: Aboriginal Research
Main Client Service Contact: Carolyn Taig
Client Service Project Leader: Carolyn Taig
Other Client Service Team Members: NA
Your Source Project Manager: Gillian Haggart
DA Representative:
Issue Date: 31-08-2011
69
QMS ONLINE QUESTIONNAIRE
Dear [FIRSTNAME],
Colmar Brunton Research are conducting research for the Victorian Electoral Commission (VEC) to
find out what people Aboriginal people in Victoria think about voting in elections and enrolling to vote.
The information from this survey will be used to improve services for voters.
The survey will take approximately 5-10 minutes to complete. Any feedback that you provide will be
anonymous, as we never look at individual results, only by groups.
You can provide us with your answers over the next two weeks; the survey will close on Friday 30
September 2011.
As a thank you for taking the time to answer this survey, you will go into the draw to win one of three
iPod Touches.
To answer the survey:
Please click on your unique link below, and follow the instructions.
[INSERT SURVEY LINK]
Also, each time a friend or family member completes the survey using your unique link you will
receive an extra entry into the prize draw AND they will also have a chance to win.
So forward this email to your friends and family to increase your chance of winning an iPod Touch.
We look forward to hearing from you. Thanks for taking the time to help us.
Kind regards,
Paul Thornton Smith
Victorian Electoral Commission
If you have some more questions about this survey before you begin, please don’t hesitate to contact:
Carolyn Taig, on (03) 8640 5220 or [email protected]
[CB TO INSERT COMPANY PRIVACY POLICY]
70
SURVEY INTRODUCTION
Hello and thanks for agreeing to do this survey! We appreciate your time and value your answers.
Just follow the prompts in the survey to answer the questions, and if you need to talk to anyone
please don’t hesitate to contact us.
Please click on “next” to enter the survey.
PROGRAMMING NOTE: CONFIDENTIALITY CLAUSE MUST APPEAR AFTER INTRO UNLESS
SPECFIED
SCREENER
Q1 AGE
Q1. Firstly, which one of the following age groups do you fall into? (SR)
1. 16 or younger
2. 17-19
3. 20-24
4. 25-29
5. 30-34
6. 35-39
7. 40-44
8. 45-49
9. 50-54
10. 55-59
11. 60-64
12. 65 years or older
13. I prefer not to answer
Q2 POSTCODE
Q2. What is the postcode of where you live?
(SR)
Q3 ATSI
Q3. Do you identify as Aboriginal or Torres Strait Islander? (MR FOR CODE 1 AND 2)
1. Yes, Aboriginal
2. Yes, Torres Strait Islander
3. No
4. I prefer not to answer
Q4 GENDER
Q4. Please indicate your gender: SR
1. Male
2. Female
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PROGRAMMERS, PLEASE EVALUATE RESPONSES TO ALL SCREENER QUESTIONS
BEFORE SCREENING OUT ANY RESPONDENT. THIS IS BECAUSE WE WILL BE SENDING AN
OPEN LINK AND DO NOT WANT PEOPLE TO WORK OUT WHAT THE SCREENING CRITERIA
ARE AND TRY AGAIN IF THEY ARE SCREENED OUT, JUST BECAUSE THEY WANT TO GO
INTO THE PRIZE DRAW.
SCREEN OUT IF ANY OF THE FOLLOWING:
Q1 = CODE 1 OR CODE 13, OR
Q2 = NOT A VICTORIAN POSTCODE (3000-3996) AND NOT ON LIST OF NSW/SA POSTCODES
PROVIDED, OR
Q3 = CODE 3 OR CODE 4
IF UNSUCCESSFUL
Thank-you for attempting this survey; however we need to speak to different people at this stage.
IF SUCCESSFUL, CONTINUE
MAIN BODY OF QUESTIONNAIRE
Thinking about enrolling to vote
Q5 ENROLNOW
Q5 Are you currently enrolled to vote? (SR)
1. Yes
2. No
3. Don’t know
IF CODE 1 SKIP TO Q7
IF CODE 2 OR 3 ASK Q6
Q6 ENROLPAST
Q6 In the past were you ever enrolled to vote? (SR)
1. Yes
2. No
3. Don’t know
IF CODE 1 ASK Q7
IF CODE 2 OR 3 SKIP TO 8
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Q7 ENROLNOW
Q7 Who or what things influenced you to enrol to vote? (MR) RANDOMISE
1. My Teacher or year level coordinator at school
2. My parents
3. Aunties and Uncles
4. Grandparents
5. Elders in my community
6. My friends
7. Turning 18 and being old enough to enrol
8. Other people in my community
9. I just felt it was time
10. It is part of being an adult
11. Because of an issue that I was interested in
12. Work Colleagues
96. Other (please specify)
Q8 ENROLEASE
Q8 How easy it is to enrol to vote? (SR)
1. Extremely easy
2. Easy
3. Neither easy nor difficult
4. Difficult
5. Extremely difficult
97. Don’t know
IF DON’T KNOW IF IT IS EASY TO ENROL (CODE 97 AT Q8) SKIP TO Q10. ELSE CONTINUE.
Q9 ENROLWHY
Q9 You indicated that it is [INSERT FROM Q8] to enrol to vote, why do you say that? (OE)
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________________________________________
IF EVER ENROLED (CODE 1 AT Q5 OR Q6) SKIP TO INTRO BEFORE Q14. ELSE CONTINUE.
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Q10 ENROLNOT
Q10 Why are you not enrolled to vote? (MR) RANDOMISE
1. Some or all of my family are not enrolled
2. Some or all of my friends are not enrolled
3. I don’t want to vote
4. I don’t want to get a fine if I don’t end up voting on election day
5. I moved house and didn’t update my details
6. I don’t know how to enrol
7. It is too hard to do
8. I don’t think I have to enrol
97. Other (please specify)
Q11 ENROLWANT
Q11 Do you want to be enrolled to vote? (SR)
1. Yes
2. No
3. Not sure
Q12 ENROLHOW
Q12 If you did want to be enrolled to vote, would you know how to or who to ask for help? (SR)
1. Yes, I know what I need to do to enrol to vote
2. No, I don’t know what to do but there are people I could ask who would know
3. No, I don’t know what to do and I would not know who to ask
IF CODE 2 AT Q12 ASK Q13
Q13 ENROLWHO
Q13 Who would you ask for help about enrolling to vote? (OE)
_________________________________________________________________________________
_____________________________________________________________________________
SHOW PREAMBLE TO ALL
This next part of the survey is about elections and voting. Please try to answer these
questions even if you have never voted, we are still interested in your opinion.
ASK Q14 ONLY IF HAVE EVER BEEN ENROLLED (CODE 1 AT Q5 OR Q6). ELSE SKIP TO Q15.
74
Q14 VOTE
Q14 Have you ever voted in a local, state, federal or ATSIC election? (MR)
1. I have voted in ATSIC council elections
2. I have voted in Federal government elections
3. I have voted in Victorian state government elections
4. I have voted in New South Wales state government elections
8. I have voted in South Australian state government elections
5. I have voted in local council elections
6. I have voted before, but I’m not sure which election I voted in
7. No, I have never voted before
ASK ALL
Q15 IMPORTANT
Q15 Which of the following statements do you agree with? (MR) RANDOMISE
1. I believe that by voting I can make a difference
2. I could vote if I wanted to but I’m not interested
3. I don’t see the point in voting – I don’t think my vote will change anything
4. I don’t see why I should give away my power to something I don’t believe in
5. I would maybe like to vote but I need help
6. I don’t understand much about politics and voting
7. I don’t agree with any of these statements
Q15a FEEL
Q15a In your own words, how do you feel about voting and its relevance to you?
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________________________________________
Q16 EASY
Q16 How easy is it to vote? (SR)
1. Extremely Easy
2. Easy
3. Neither easy nor difficult
4. Difficult
5. Extremely difficult
97. Don’t know
ASK Q17 ONLY IF HAVE EVER BEEN ENROLLED (CODE 1 AT Q5 OR Q6). AND DO NOT FIND
IT EASY TO VOTE (3, 4 OR 5 AT Q16). ELSE SKIP TO Q18.
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Q17 EASIER
Q17 Which of the following things could make it easier for you to vote? (MR) RANDOMISE
1. Mobile voting in rural Aboriginal communities
2. An Aboriginal person at the voting centre to help explain what to do
3. Shorter queues at the voting centre
4. Reminders before election day that the election is coming up
96. Other (please specify)
Communications
ASK ALL
Q18 STMTS
Q18 Which, if any, of the following statements do you agree with? (MR)
1. Voting is looking after your mob – it’s about standing up proud for your family, community
and country
2. Voting can make you feel happy, confident and proud for doing the right thing
3. Voting shows that you care enough to stand up and be counted
4. Voting is freedom
5. Your vote can make a difference – nothing will get better if you don’t vote
6. Voting is power. It gives you the same power as non-Indigenous people.
7. Voting is honouring and respecting the struggles of your Elders and ancestors who fought
for equality.
97. I don’t agree with any of these statements
Q19 IMPORTANT
Q19 If there was going to be advertising about enrolling, voting and elections, what is the best place
to have the ads?
1. TV
2. Radio
3. Facebook or Bebo or MySpace
4. Magazines
5. Local newspaper
6. Local co-op
7. Major daily newspaper (Age, Herald Sun, Australian etc.)
96. Other (please specify)
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DEMOGRAPHICS
ASK ALL
We require some details from you so that we can ensure we have contacted a broad range of people.
The answers you give will remain completely confidential.
Q20 EMPLOY
Q20. What is your current employment status? SR
1. Employed full time
2. Employed part time
3. Self employed
4. Unemployed
5. Student
6. Beneficiary/welfare
7. Look after the house full time
96. Other (please specify)
Q21 EDUCATION
Q21. What is the highest level of education you have? SR
1. Still at school
2. Year 11 or below
3. Year 12 or equivalent
4. Trade certificate or apprenticeship
5. Diploma, certificate etc.
6. Bachelor or Honours degree
7. Post-graduate qualifications (e.g., Masters, PhD)
96. Other – please specify
CONCLUSION Thank you, you have completed the survey.
You are now eligible to enter into the prize dray for one of 3 iPod Touch’s. The draw will be at
12:00 noon, Friday 30 September 2011 at 80 Waterloo Rd, North Ryde, 2113.
If you’re interested in working for the VEC at an election, you can register your interest any time on
line at http://vec.vic.gov.au/appointments/.
As this is market research, it is carried out in compliance with the Privacy Act and the information
you provided will be used only for research purposes. The research project is being conducted
on behalf of the Victorian Electoral Commission.
77
FINAL CLOSE/TERMINATION
Again, thank you for your patience in answering these questions. This research has been
conducted by Your Source.
If you have any queries, please contact Carolyn Taig on [email protected]. We will make
every effort to get back to you within 24 hrs.
For questions about the Market Research Industry as a whole, you can call the Market and Social
Research Society's Survey Line on 1300 364 830.
Thank you for your opinions.
Please click “SUBMIT” to send your responses to Colmar Brunton and complete your contact
details to allow your name to be entered into the prize draw to be forwarded.
NAME:
EMAIL:
PHONE NUBER:
78
79
Colmar Brunton PO Box 295
SOUTH MELBOURNE, VICTORIA 3205
Ph. (03) 8640 5200
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