澳大利亚是典型的移民国家，土著民族是澳大利亚最早的居民，但是在很长的历史发展中，土著民族及其文化备受排斥和歧视，土著人的教育发展缓慢，高等教育几乎是空白。20 世纪 60 年末，澳大利亚联邦政府开始调整土著教育政策，推行多元文化教育，对土著民族教育给予越来越多的关注，并从立法、财政、师资、文化等多方面入手，采取了一系列较为有力的改进措施。在高等教育方面，澳大利亚政府和高校也采取了许多针对土著民族学生的优惠举措。本文以胡森的教育机会均等理论为分析框架，从教育起点、过程、结果三个阶段来考察澳大利亚土著民族高等教育的均等状况，总结每个阶段澳大利亚政府和高校的优惠政策，考察这些措施的实施效果，并概括其特点，最后分析影响土著民族学生高等教育机会均等的各种因素。研究发现，这些措施在一定程度上促进了土著高等教育的发展和文化水平的提高，土著民族在高等教育入学、过程和产出三个方面都取得了明显的进步。但是受历史和现实多方面因素的制约，与其他群体相比，土著高等教育还有不小的差距，实现土著高等教育均等发展依旧任重而道远。在发展土著高等教育、改善土著学生教育机会均等的实践中，澳大利亚积累了许多有效的经验。本文在总结经验的同时，也思考了其存在的问题，并且对土著民族高等教育发展中存在的争议进行了讨论分析。在此基础上，本文对土著高等教育的未来发展趋势进行展望。

Australia is a nation of immigrants and the indigenous people are the original inhabitants. However, Aboriginal culture was discriminated and excluded from mainstream culture for a long period of time. Consequently, indigenous education has developed very slowly, especially at higher education level. The Commonwealth of Australia has begun to change indigenous education orientation since late 1960s, and multicultural education has been developed as a basic state policy. With the increasingly great importance having been attached to indigenous education, Australia has adopted a range of effective measures to improve indigenous education, involving in legislation, finance, cultural environment, teacher qualifications and so on.Australian government has drawn out a series of preferential policies aimed at indigenous higher education development. With Sweden Thorston Husen’s Theory of Equality of Educational Opportunity as a framework, this paper analyzes equality of educational opportunity of indigenous students, including the three levels of higher education: starting point, progress and results. Looking through the past preferential education policies，both of the government and higher education institutions，it is found in this paper that these preferential policies have achieved significant results. However, due to various difficulties and obstacles, it is still a daunting challenge for indigenous people to reach the ideal goal of higher education. This paper also analyses many possible reasons for the current situation. After analysis and reflection of the preferential policies of indigenous Australians, this paper summarizes that there are a great many beneficial practices in the process of indigenous equality of higher educational opportunity, as well as problems to be solved. In addition, there are some considerable controversies over indigenous higher education. From the above, this paper makes predictions for the possible trends of Australian indigenous higher education.