indigenous youth educational persistence (iyep)
TRANSCRIPT
IndigenousYouthEducationalPersistence(IYEP)
ActionResearchforIndigenouspost-secondarystudentsuccess
FINALREPORT
Preparedby:
Ottawa,ONK2A0G6
Preparedfor:
IndigenousStrategicPartnershipsAlgonquinCollege
Attn:AndreO’Bonsawin,[email protected]
March31,2016
INDIGENOUSYOUTHEDUCATIONALPERSISTENCEMarch2016
TableofContents
1. Introduction...............................................................................................................................3
2. Resilience...................................................................................................................................4
3. Methodology..............................................................................................................................8
4. ResultsandDiscussion................................................................................................................9A. Familyeducationalexperienceandexpectations,stabilityandconnections............................................10
B. Self-awarenessofasubjectiveworldview,andself-limitingbehavioursandattitudes.............................11
C. Shiftinvision,self-perceptionandexpansionofhorizons(withpersonalandsocialsupport).................12
D. Anobjectiveworldviewandmotivationforlearningandachievement....................................................14
E. Thedecisiontomovetowardagoal;drawingalineinthesand...............................................................14
F. Takingownershipofthepathforward;recognizingthatonlyyoucandoit.............................................16
G. CultureattheCenter..................................................................................................................................17
H. Reciprocity:TheFullCircle.........................................................................................................................19
5. Conclusions..............................................................................................................................20
6. References...............................................................................................................................21
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
3
1. IntroductionDespitemanyadversitiesfacedbyIndigenousyouthattemptingtoachieveapostsecondaryeducation,thereisalargepercentagewhodemonstrateprofoundresiliencetoovercomeavarietyofbarriers,andgraduate.Verylittleattentionispaidtothesesuccessstories,andyettheycaninformpolicies,practicesandactionsformoresuccessfuleducationaloutcomesforIndigenousyouthinCanada.Togaininsightinto‘whatworks,’andprovideabasisforbuildingonstrengthinherentinindividuals,communitiesandinstitutions,anapproachinformedbyAppreciativeInquirymethodologywasusedtoidentifythefactorsthatleadtoIndigenousyoutheducationalpersistence.
TheusualwaytodiscusspersistenceamongIndigenousyouthistofocusonfailure.Thesedays,mediareportsframeunfavourableresultsasthefailureofeducationalinstitutionsandgovernment,buteventhisissomehowpresentedasatestamenttothepersistentfailureofIndigenousstudents.RelativelylittleresearchhasactuallyexploredtheIndigenousstudent’sexperience(Bingham,J.Ietal.,2014),andmuchoftheworkhasbeendoneonotherculturallydiversegroups,ofteninothercountries,alwayssuggesting‘multiplebarriersandcontributionstoacademicpersistence.’
Ina2001study,GloriaandKurpiusexploredthedecisionby83AmericanIndigenousstudentstowithdrawfromtheirpostsecondaryprogram,basedontheinfluenceoftheirself-beliefs,socialsupport,andcomfort.Allthreevariableswereinfluentialinacademicnon-persistencedecisions,butsocialsupportwasthestrongestpredictor.Inanotherstudy,Johnson&Boehm(1995)compared24CanadianIndigenousstudentswhowithdrewfromcollege,and25whopersistedtograduation,findingthatwithdrawerswereoftennon-matriculated,haddifficultieswithtimemanagement,oftenmissedclasses,wereemployedmorethan25hoursaweek,feltlonelyandalienated,experiencedstressrelatedtofamilyissuesandsocializedexcessively.Theseresultsaresupportedbytheevidenceonotherunder-representedgroups.Baumannetal.(2007)foundhigherdropoutrates,lackofpreparednessforpostsecondarystudy,importanceofpeerencouragement,thecultureof“possibility”neededtosupportstudents’dreamsforPSE,financialsupports,andinformationaldeficienciesalltobesignificantbarriersforLatinostudentsintheU.S..
Malatest(2004)suggeststhatthekeyfactorsofpersistenceandcompletionamongIndigenousstudentsarefamilyandpersonalissues.ManyIndigenousstudentsmustmoveawayfromtheirhomecommunitiestourbancentres.Thechallengestheyfacearegreaterthanfornon-Indigenousstudents(Holmes,2005).Evenwhentheydonothavetomanageculturaldifferences,lackofacademicpreparationandinternalizedhistoricalinjuries,theyare—onaverage—olderthanotherstudents,aremoreinneedofchild-careservicesandaremorelikelytoliveinruralorNorthernOntario,incurringgreatercostsofpostsecondaryeducation.Thesechallengescompoundtheoverallpressureofcommitmenttoandcompletionofacollegeprogram.
Formanyculturallydiversestudents,academicpersistenceratesarelowerthanothers,especiallyforIndigenousstudents,althoughrelativelylittleresearchhasreportedonIndigenousstudents’experiences.Researchwithotherculturallydiversegroupsfindsmultiplebarriersandcontributionstoacademicpersistence.Forexample,inadequateacademicpreparation,financialchallenges,differencesinculturalandacademicexpectations,andsupportfromstudentservicesandfacultyhavebeenshowntoaffectpersistenceofculturallydifferentstudents.
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
4
PersistencetograduationmaybeparticularlydifficultforIndigenousstudents.Despiteevidenceofability,postsecondarydropoutratestendtobehigherforIndigenousstudentsthanforotherculturalandethnicgroups(Bingham,Bearchief-Adolfo,Jackson&Alexitch,2014).
OnereasonthathasnotbeenmentionedfortheadditionaldifficultyfacedbyIndigenousstudentsisthattheskillsrequiredforsuccessinpostsecondaryeducationmustbelearnedinthecontextofthenon-Indigenousculture;andthechallengeforIndigenousstudentsisoftenthestruggletomaintaintheirtraditionalidentitywhileadaptingtonon-Indigenousexpectations.Huffman(2001)studiedtheeducationalexperienceoftwogroups(69intotal)ofculturallytraditionalAmericanIndigenouscollegestudents:thosewhofaredpoorlyacademicallyandthosewho“overcameacutealienationandgenerallyexperiencedsuccessfulcollegecareers.Thegroupwhodidnotdowellwerefoundtobeestranged,experiencing“intensealienationwhileincollege.”Theothergroupwereidentifiedastransculturedstudents.Theyremainedculturallytraditional,butwereabletoadaptfromtheirtraditionalcoretosucceedincollege.ThestudytransformedtheresearchthatfollowedonpersistenceineducationofIndigenousyouth,whichbegantoincorporateresilienceandtransculturationtheories.
Juntunenetal.(2001)reportedthatIndigenouswomencollegestudentsdonottypicallyusevocationalservicesandmightbeskepticalofcareercounseling.ThismaybebeinpartbecauseofinsensitivitytoculturalvaluesofIndigenousstudents,butthereistoolittledataonthistoknowforsure.
BecausetheratesofpostsecondarypersistenceandattainmenttendtobelowerforIndigenousyouth,andtheintentofthisstudyistoexploresuccesses,itbeganasaninvestigationoftheless-frequentso-calledsuccessfuloutcomes.Thefirstforaysintoaliteraturesearchconcentratedonthemodelofthe‘invulnerable’youth,whichsuggeststhattheremaybehiddenoruniqueattributesthatprotecttheindividualfromharminspiteofadversitiestheyface.Theproblemwiththisapproachistwo-fold.First,itdoesnotalignwithIndigenousvaluesthatrecognizetheindividualasimportantindividually,butalsoaspartofalargercommunity.Individualsbuildcommunitiesandthecommunitybuildstheindividual.Neitheriswholewithouttheother.Soamodelthatreliesonarbitraryindividualattributesandignoresthecommunitydoesnotalignwiththesevalues.Second,thepurposeofthisstudyistoinformcommunities,collegesandotherinstitutionsaboutwhatpracticesandpolicieshaveapositiveimpactonIndigenousyouthpersistenceandattainment,soitisimportanttoincludewaysthatthesegroupsmayhelptoprotectanIndigenousstudentfromharmandfostersuccess.
Thenextlogicalfocusisresilience,whichisembodiedwithinanindividual,butinvolvestheavailabilityofresourcesfromwithin,family,friends,communityandinstitutions.Indigenousresilienceisacombinationofanindividual’scapacitytoaccessresourcesandcommunitycapacitytoprovideresourcesin“culturallymeaningfulways”(Lafferty,2012).Thissuggeststhat“resilienceismorelikelytohappenwhen:servicesareprovided;supportsareavailableandaccessible;andresourcesexist.”(Thurstonetal.2012).
2. ResilienceResilienceisconsideredtobeadynamicprocess,comingfromwithinandoutsidetheperson,thataffectstheircapacitytoadaptandfunction,especiallyunderstressandadversity(Thurstonetal.2012).Inmorerecentliterature,thefocushasbeenonfactorsattheindividual,family,communityandculturallevels.
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
5
OnewaytothinkaboutresilienceiswhatGutman(2002)referstoasprotectivefactors,whichincludeattributesofindividuals,environmentsandsituationsthatmayproducemorepositiveresultsthanmightbeexpectedbasedontheindividual’sat-riskstatus.Fleming&Ledogar(2008)identifythreelevelsofprotectivefactorstypicallyconsideredtopromoteresilience:theindividual,familyandcommunity.Theypresentthreeresiliencemodelsbasedonprotectivefactors.
• TheCompensatorymodelisonewherearesiliencefactorcounteractsoropposesariskfactor.Theresiliencefactordirectlyimpactstheoutcomeandisindependentoftheeffectoftheriskfactor.Forexample,youthabstinencefromalcoholormoderationcanbeassociatedwithlowerriskforyouthsuicide(AnderssonandLedogar,2008).
• IntheProtectivemodel,resourcesaffecttheimpactofariskonanegativeoutcome.Protectivefactorsmayhelptoneutralizetheeffectofrisks;theymayweakenthembutnoteliminatethem;ortheymayservetoenhanceapositiveeffectofanotherpromotivefactor.Forexamplebeingdrug-freemaynotbedirectedrelatedtolowersuiciderisk,butitisassociatedwithloweralcoholuse.
• IntheChallengemodel,youthmaybeexposedtoenoughrisktoallowthemtoadapttoitandbuildstrengthtoresistit.
Maginness(2007)presentsthreepathwaystoresilience(andconsequentlysuccessinpostsecondaryeducationinthisstudy):
• individualfactorsthatareanaturalpartoftheperson’spersonality;• earlyexposuretopositiverolemodelsandbeliefsystems;and• skilldevelopmentresultingfromexperience
MaginnessalsofoundthatcertainpredictablecharacteristicsarepartofaresilientIndigenousyouth’ssenseofself:
• Self-viewofhumilityandmodesty.Theyseethemselvesasbeingasmallpartofsomethingbigger.Theyarequietlymodestandmayappeartobeself-denigrating.
• Non-victimperspective.Nochipontheirsholdersorresentmentaboutdifficultiesthey’veexperienced.Theyspenttheirtimelookingforapathforwardwithoutasenseofentitlement.
• Optimismandhope.Grateful,withasenseofempathyforothers,theylaughoften.Strongsenseofbelongingtotheirfamilyandsocialgroup.
• Self-reliance.Thereisasensethatitisnecessarytocontrolwhatcanbecontrolledtomanageadversity,andthatself-relianceisimportant.
• Chunkingproblems.Theytendtobreakdownproblemsthatmightseemoverwhelmingtoothersintosmaller,manageablechunks.
Maginnesspointedoutthatturningpoints,thatis,momentsintimewhenindividualsencountertheconfluenceofopportunity,supportandimpoverishedenvironmentareessential,andUngar,M.&Herrenkohl,T.(2013)arguethatthesemomentsbecometurningpointsonlywhentheindividualmakesachoice.
AnumberofindividualattributeshavebeenidentifiedasassociatedwithIndigenousyouthresilience:self-confidence;competence;character;contribution;coping;self-control;vulnerability;extroversion;cognitiveability;intellectualfunctioning;andspirituality(e.g.,Dumontetal.2007;Floresetal.2005;&Naz&Mahmood,2010).
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
6
Antonovosky(1987)arguesthatattheindividuallevel,asenseofcoherenceisessential,whichcomprisesthreefactors:
• Comprehensibility:informationwetakeinisordered,structuredandclear,asopposedtochaotic,randomaccidentalorinexplicable.
• Manageability:theperceptionthatwehavewhatweneedtogetthrough—resourcesareunderourcontrolorunderthelegitimatecontrolofothers.Thispersondoesnotfeelvictimized.
• Meaningfulnessisthesensethatlifeisemotionallyworthwhileandsensible,andthattheindividualhasaplaceinthatlife.
IfwewanttosupportIndigenousstudentsontheirpathtopostsecondaryeducationalattainment,thequestionthenisdowetargetindividualstohelpthemcopebetterunderadversityordowetargetenvironmentalfactorstobuildresilience?Theresearchsuggeststhatthemoreeffectiveapproachistheenvironment(Ungar&Herrenkohl,2013).Thevisibleavailabilityofrelevantresourcesreinforcestheindividual’sabilitytocopebetterunderadversity.
Theenvironmentalsoinfluencesindividualresilience;andUngar,M.&Herrenkohl,T.(2013)presentthreeprinciplesthatcanexplainthisinfluence.
• Nurturetrumpsnature.Manyyouthfacingadversarysurvivewellwhenthereareadultswhoprovideaccesstobeliefsystems,whenexperiencesathomeandschoolarecongruent,andwhentheygetthechancetodemonstratetheirtalentsandabilities.
• Theenvironmentimpactsdifferentyouthdifferently—therearemultipleinfluencesthatmaybeatplay,includingtheindividualcharacteristicsandstrengths.
• Thereareculturalvariationsinwhatismeaningful.Byculturehere,Irefertoasetofvalues,beliefs,andeverydaypracticesthataretransmittedbetweenindividualsandreinforcedthroughsocialinteractions.WhatImeanisthatthesocialnormsmaybedifferent.
Oneaspectoftheenvironmentiscommunityresilience,andhowpeopleovercomechallengesbydrawingonsocialandculturalnetworkswithinthecommunity(Kirmayeretal.2009).Socialcapital,whichcanbethoughtofasrelationships,networks,associations,andtheinstitutionalstructuresthatlinkpeopleandgroupstogether.Theseprovideresourcesfortheindividualandalsotheresponsibilityforreciprocity.ThismaybeanimportantelementforIndigenousyouthastheyformtheirsenseofselfinthecontextoftheCommunity.Itsuggeststhattheindividualisimportantwithinthecommunity,asaresource,andthecommunityprovidesresourcestotheindividual.Eachhasaresponsibilitytotheother.Whenthisworkswell,communitiesarestrongandsoaretheindividualswithinthem.
Socialcapitalcanbethoughtofasanindividualasset,consistingofsocialresourcesembeddedinrelationshipswithothersthatwehaveaccessto.Therearetwocategoriesofthistypeofsocialcapital.Bondingsocialcapitalcomesfromtherelationshipswithinacommunity.Whenindividualsinteract,theyformrelationships,andtheymayexchangeandsharetheirsocialresources.Therelationshipdevelopstrustandasenseofreciprocityisembeddedinthenetwork.Thatis,wecontributetothenetworkwithoutexpectationofimmediatereciprocation,butwithtrustthatwhenweneedsomething,othersinthenetworkwillsharewithus.Assuch,socialcapitalisimportanttoresiliencebecauseitconstitutesthepotentialforaccesstoresourcesthatfarexceedthoseunderthecontroloftheindividual.
Communitieshavesocialcapitaltoo—includingattributesliketrust,reciprocity,collectiveactionandparticipation.Thisisreferredtoasbridgingsocialcapital,asitresultsinrelationshipsacrossgroups.An
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
7
understandingofbridgingcapitalcanfosteraccesstoresourcesininstitutions(Ledogar&Fleming,2008).Communitysocialcapitalisthoughttohavefivecomponents(Ledogar&Fleming,2008).
• Communitynetworks:withinthecommunitythereareanumberanddensityofvoluntary,state,andpersonalnetworks
• Civicengagement:participatinginandbenefitingfromcivicnetworks• Localcivicidentity:havingasenseofbelonging,ofsolidarityandofequalitywithothermembers
ofthecommunity• Reciprocityandnormsofcooperation:asenseofobligationtohelpothers,alongwitha
confidencethatsuchassistancewillbereturnedbythecommunity• Trustinthecommunity
NomatterwhatresourcesareavailabletotheindividualfromwithintheirCommunityoroutside,theyareonlyusefuliftheyarevalued.Individualsmayhaveallsortsofpersonalstrengths,suchasintelligence,confidence,etc.andbereadytomoveforward,buttheirsuccessdependsonthenecessaryresourcesinothercommunities(Indigenous,institutionalorotherwise)beingaccessible.Thosewhocontrolresourcesmustbewillingandabletoprovidewhatindividualsneedinwaysthatarecongruentwiththeirculture(Vanbreda,2001).
SomestudiesofIndigenousyouthresilienceoftenfindstrongcorrelationswithpositiveaffiliationandengagementwiththeirculture.Culturalidentificationmeansrecognizingbeliefs,values,practices,norms,traditions,andheritageandhowtheyare(andarenot)reflectedinone’sself(Wexler,2009).Havingahealthyculturalidentityrequiresthatweunderstandthestrengthsofourculturalidentity(Vanbreda,2001).“Ourworldviewistheculturallensthroughwhichweunderstandwherewecamefrom,wherewearetoday,andwherewearegoing.Ourculturalidentityisoursourceofstrength,”(Heavyrunner,1997).Asenseofidentitythatcomesfromaffiliationwithone’sIndigenousculturecanprovideaframeofreferencethatgivestheindividualasenseofwhotheyareinrelationtoothers,toalargersharedcontextandtohistory.Feelingconnectedandhavingasenseofbelongingandpurposehavebeencorrelatedwithresilienceandwell-beinginmanydifferentagegroupsandpeoples(Vanbreda2001).
Onewordofcautionisnecessaryhere.AnIndigenousculturalidentitydoesnotsuggesthomogeneityamongallIndigenouspeoples.Tosay‘Indigenous’meansmorelike‘European,’withallthevarietyandheterogeneityimplied.
ButjustasthereisconsiderableculturaldiversityacrossIndigenouspeoplesinCanada,therearealsosharedcorevalues,beliefsandbehaviours.Inourstudy,wefindthatIndigenousyouthdemonstrateaninnatesenseofunderstanding,evenwhentheircognitiveawarenessoftheirspiritualrootsisnotparticularlystrong.Thereisalwaysasensethattheindividualsareawarethatinordertolive,wehavetodependoneachother.TheparticipantsdemonstratedthisthroughtheirstrongsenseofneedtogivebacktotheCommunityandtheirrecognitionthattheirlifepathisintimatelyconnectedtotheCommunity.Iwasalwaysstruckbythecandorandhonesty,andthelevelofself-awarenessrelatedtohowtheiractions,thoughtsandfeelingsaffectedthemselvesandothers.Eachdemonstratedkindnessthroughcontribution—andarecognitionthattheyhadsomethingofvaluetocontribute,nomatterwhotheyareorwhattheirlifestoryis.Andfinally,theirstrength,whichinthisreportisoftenreferredtoasresilience,comesacrossassomethingtobeusedinagoodway.Thereisacommonthemeofwantingtostayonastraightpath,determinedtoremaintruetovalues,teachingsandvisions.Whatstruckmewasthateven
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
8
thoughmanyoftheindividualsinterviewedwerenotcloselyconnectedto‘theoldways,’andculturalspirituality,theiranswersreflectedadeterminationtohonourthevaluestoliveinabalancedway.
3. MethodologyAprojectteamwasformed,comprisingtheresearcherandanadvisoryteamcomprisingCollegestafffromtheIndigenousStrategicPartnershipsattheCollegeandcounsellorsfromIndigenouscommunitieswherestudentsarefrom.AllmembersoftheteamareIndigenousexcepttheresearcherandoneemploymentcounselorforanIndigenousorganization(whoismarriedtoanIndigenouspersonandhaslivedforextensiveperiodsonreserve).
Indigenouspeoplesraiseconcernsaboutresearchconductedbynon-Indigenousresearchers.ThemainconcernisthattheresearchtendstobenefittheresearchersmorethanthecommunitiesandIndigenouspeoplebeingresearched.Ethicalguidelineshavebeendeveloped,andareintendedtoensurethatresearchconductedwithIndigenouspeoplesisrespectful,guidedbyprinciplesdevelopedbyIndigenouspeoples,andisofbenefittothecommunitiesinvolved.ThisprojectwasinitiatedbyIndigenouspeople,astheresultoftwoannualDaysofDialogue,wherethecollegehostedcommunitymemberstodevelopcollaborativestrategiestobuildonIndigenousStudentsuccessatthecollege.
ArequestforastudyoffactorsthatfosterIndigenousstudentsuccesswasrequestedatthefirstDayofDialogue,whenitwasrevealedthatmanyIndigenousstudentsweredoingverywell,andthatpoorstudentperformanceseemedtobeassociatedwithpredictable—andpreventable—situations.Aboveall,thefindingsimmediatelysuggestedarolefor4groups—thecollege,thegovernment,communitiesandstudents.Thusbegantheworkonthisstudy.
Anextensiveliteraturesearchandreviewwasconductedtogatherinformationoninvulnerableyouth,resilienceandpersistence,andtheexperienceofpostsecondaryeducationinCanadaforIndigenousyouth..Theresultswerepresentedtotheadvisoryteam,whodiscussedthevalidityandreliability.Duringthismeeting,theAppreciativeInquiryapproachwasexplained,andtheteamexpressedstrongsupportforit.Becauseitisanapproachthatbuildsonstrength,notonlydoestheapproachalignwellwithIndigenousvalues,theexperienceforparticipantswasexpectedtobepositiveandtovalidatethestrengthstheyidentifyintheinterviews.
Theinterviewquestionnairewasdevelopedthroughthiscollaborationwiththeprojectteam,whoallhaveexperiencewithIndigenousstudents,andthereviewoftheliterature.Thequestionnaireisalistofguidingquestions(seeAppendix)tominimizeleadingquestionsandtomaximizethedepthandbreadthofintervieweeresponses.
Theproceduretominimizenon-Indigenousinterpretationwasoutlinedasfollows:eachparticipantwouldreceiveacopyoftheirinterviewtranscriptandbegiventheopportunitytochange,deleteoraddtotheinformationtheyprovidedduringtheinterview.TheprojectwasapprovedbytheResearchEthicsBoardatthecollegebeforeinterviewingbegan.Allparticipantswouldbepersonallyinvitedbysomeoneontheprojectteam.
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
9
ThecriteriaforinclusionasaparticipantinthestudywerethattheindividualwasIndigenous,hadcompletedapostsecondaryprogram,andwasconsideredtoberesilient.Allparticipantswereinvitedpersonallybyamemberoftheprojectteam,andinformedofthecriteria.Inthisway,theappreciativeinquiryapproachwasreinforcedfromthebeginning,andparticipantsunderstoodthatthefocusofthestudywasIndigenousstudentsuccess.
Three(3)oftheadvisoryteammemberswereinterviewed,bothfromtheperspectiveofbeingIndigenouspostsecondarygraduatesandtheirperceptionsofstudentstheyinteractwith.Twelve(12)resilientIndigenousyouthwhohadcompletedapostsecondaryprogram(eithercollegeoruniversity)wereinvited,andeleven(10)wereinterviewed.Atotalofthirteen(13)interviewswereconducted;twelvewereinterviewedinperson,andonebyphone.
Interviewswereaudiorecordedandrangedfrom1to3hoursinlength,withanaverageof2hours.Theresearcheranalyzedandinterpretedtheresults.
Throughoutthestudy,methodswereusedtoensurevalidityoftheresults.Triangulationwasachievedbyusingmultiplemethodstostudythequestions—thatis,withacomprehensiveliterature,engagementandreviewbyprojectteammembersandinterviewingIndigenousyouthandIndigenouscommunity/organizationrepresentatives.Usingrespondentvalidation,participantswereinvitedtoreadthroughtheirtranscriptandanalyses,andgiventheopportunitytoprovidefeedbackontheresearcher’sinterpretationsoftheirresponses.Finally,theconstantcomparisonmethodcomparedinterviewsinthecontextofotherinterviews(usingqualitativeanalysissoftware)toidentifyemergingthemes.
CollatingtheinterviewdataandanalysisofresultsrequiredtheuseofthequalitativesoftwarepackageDeDoose.Othersoftwareisavailable,butatmuchhighercost.Withthistypeofsoftware,complexandnon-numericaldatacanbeclassified,sorted,andarrangedbythemes.
Interviewtranscriptionswerecodedintomainthematicanddescriptivethemes;includingrelationships,turningpoints,cultureandlanguage,educationandcommunity,individualtraits,goalsandresilience.ThisallowedforfurtherinvestigationintosomeofthepotentialfactorsinfluencingIndigenousstudentsandtheirschoolsuccess,retention,attendanceandmotivationforlearning.Intheprocessofanalyzingthedescriptiveresponses,datawasalsoconsideredinrelationtoexistingresearchonIndigenousstudentoutcomes.
4. ResultsandDiscussionParticipantresponsesrevealedattributesthatalignwellwiththeMaginesspathwaystoresilience.Tounderstandthedevelopmentofresilientfactors,Further,theresultsalsodisplaythecontinuumofintellectualandethicalmaturity,asdefinedbythePerrymodelofcognitivedevelopmentforcollegestudents.Perry“describedthedevelopmentofHarvardstudentsasprogressingfromthedualisticbeliefthatthingsareeithertrueorfalse,goodorevil,throughastageofrelativisminwhichtheyfeelthatallbeliefsareequallyvalid,toastageofcommitmenttovaluesandbeliefsthatrecognizedtobeincompleteandimperfectbutareopentocorrectionandfurtherdevelopment”(McKeachie,2002).
ThePerry(1970)modelofintellectualandethicaldevelopmentisanattractivemodeltounderstandtheprocessthatyoungpeoplemustgothroughiftheyaretoadvancetheirearlysubjectivedecisionmaking
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
10
styletowardamoreobjectiveapproach.ThePerrymodellaysout9positionsonacognitiveandethicalscale.Whenweareinpositions1and2,wetendtothinkmoresubjectively—withafocusinwardandabeliefthattruthisblack-and-white,us-and-them,right-or-wrong.Ourworldviewisdualistic.Inposition1,thetruthcannotbequestioned,andthereisnotoleranceforotherworldviews.Inposition2,differentperspectiveswillbeacknowledgedbutareconsideredabsolutelywrong.
WhilethePerrymodelhas9levels(discussedbelow),itisoftenreducedtofourlevels(orcategories):
• Dualism–knowledgeisreceivedwithoutquestion;studentsbelievethereisonecorrectanswertobelearned,andifthe‘authority’doesn’trevealthatanswer,theyarewithholdingit.
• Multiplicity–theremaybemorethanonesolutiontoaproblem,ortheremaybenosolution;studentsrecognizethattheiropinionsmatter,butthere’snoclearwaytochooseoneovertheother.
• Relativism–knowledgeisunderstoodincontext;studentsevaluateviewpointsbasedonsourceandevidence,andevenexpertsmustprovideevidence.
• Commitmentwithinrelativism–integrationofknowledgefromothersourceswithpersonalexperienceandreflection;studentsmakecommitmenttovaluesthatmattertothemandlearntotakeresponsibilityforwhattheybelieve.Thereisrecognitionthatlearningislife-long.
ThePerrySchemethenbecomestheframeforpresentingtheinterviewresults.WithinthatframethereareaseriesofthemesthatfollowthePerrysequencequitenicely.EachoffersinsightintothefactorsthatsupportIndigenousYouthEducationalPersistence.
AnotherwaytoviewthePerrymodelhelpsustosimplifythedevelopmentofpracticesforsuccessfortheindividual.InthelowerlevelsofthePerrymodel,theindividual’sviewismorefocusedlocally—onself.Thatis,theirperspectiveisstronglysubjective.Astheindividualdevelopsandbecomesmoreintellectuallymature,theirworldviewopenstoincludetheneedsofothers—andtheirperspectivesbecomemoreobjective.Theresultsoftheinterviewsshowthisdevelopment.Inthepresentationofthedataanalysisbelow,thethemescomingfromtheinterviewsareintentionallypresentedinalignmentwiththePerrymodelofcognitivedevelopmentandtheideaofdevelopmentfromsubjectivetoobjectivethinking.
A. Familyeducationalexperienceandexpectations,stabilityandconnections
Theeducationalexperienceandexpectationsofparentsandfamilymembers(particularlyIndigenousgrandparents)establishedexpectationsfortheparticipantsinmeaningfulways.Manyhadparentswhohadbeeninpostsecondaryinstitutionsthemselves.Somehadcompleted,somehadnot.Manyparentshadcompletedtheireducationwhenrespondentswereoldenoughforthemtoobservethesacrifice,needfortimemanagementandresourcefulness.
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
11
BeforeIwaseveninhighschool,mydadtookmetouniversitywithhimandIsawthatthiscouldbeanoptionforme,Isuppose,orthatthereweresomethingbiggerouttherethanwhatwasrightinfrontofme.Sohediditonhisown.I’veseenhimgethisMastersdegreeinPsychology,soI’mreallyproudtosaythathediditaswellwithallthekidsandeverything.Iseeresiliencethere,that’sanexampleforme.Hewasayoungparentaswell.I’m19soIfeellikeIcanhandleit,justseeinghowsuccessfulhewas.PARTICIPANT012901
BothmyparentshaveUniversityandcollegedegrees,youknow,socertainlyitjust--whenIwasgrowingup,Isawthemdoit,sothatisjustsortofwhereIamsupposedtokindofgo.MymotherwentbacktocollegejustafewyearsbeforeIwenttouniversityandshestillwantstogotolawschoolatsomepoint,butshewentbacktodoanAboriginallawadvocacyprogramandshewonlikethreemedalsforhergradesandthingslikethat.PARTICIPANT072901
Evengrowingupevengoing,likeIwenttopublicschoolonthereserveandyeahthatwaseveninstilledinmethen.Evenlikeonmydad’sside[he’sIndigenous],heandallhissiblingswenttopostsecondaryandhe’stheonlyonethatdidn’tfinishliketheyallgotdegreesanddiplomas.AndmygrandmotherlikeputthatexpectationonthemandIthinkprettystrictlybutitwasn’timposedstrictlyonmeatallandevenonmymom’ssideeverybodyelsewenttoschooltoosoIhadallthatinfluencefromallmyauntsandunclesandyeahIguessIjustgrewuptobelievethatitwasthelogicalstepforme.PARTICIPANT070901
Parentsandgrandparentsareimportantinanotherway.Thereisasensethatparticipants’earlyexperiencesallowedthemtolearnandmakemistakessafely.Notthattheirliveswerewithoutriskoradversity,butthattherewasasenseofmanageabilityand“astrongsenseofbelongingtotheirfamilyandsocialgroup.”(Maginness,2007).Aswell,thereisanelementoflearningaboutresourcefulnessandresiliencefromfamily.
SotheneighborhoodthatIgrewupinisverybadneighborhood.So,rightaway,mymomwasaninvolvedparent,whichwasn’talwaysthecasewithmyfriendsthatweremyneighbors.Soshewasalwaysreading,she’salwaysquestioning,she’salwayslike,‘Whyareyoudoingthat,isitbecauseofthis?’Andshe’dratherhaveusbeatthehouse,atourhouse,andshewasthemomfortheneighborhoodtoo.So,whateverishappeningoverthere,theyalwaysknewthattheycangoto[our]houseandtheyalwaysknewthattheyhavesomethingtoeat,theyalwaysknewthatthey’dbesafe.PARTICIPANT012101
WellmymomwaslikesupportiveofmethatmeantIhadabacking.Someonewastherenomatterwhat.Mymomwasthere...Ineedaparentalguidancethatyoutrustandwouldsupportyounomatterwhat--doesn’thavetobeyourbestfriendbutsomeoneyoucouldtrusttotalktoaboutwhateverelseisgoingonintoyourlife,everythingelsethatwheneveryougetaffectedandsometimesthatislikeacounselor.PARTICIPANT021201
B. Self-awarenessofasubjectiveworldview,andself-limitingbehavioursandattitudes.
Thisisanimportantelementoftheprogressionoftheindividual’scognitivedevelopment.Therearesomepointsintheinterviewswherethedualistviewpointwasrecognizedasanearliercharacteristicintheirthinking,butrespondentswereawareofcertainexperiencesthatbegantopushthempastthisworldview.Sometimesitwasanexperience,sometimesamessagefromsomeone,andsometimesitwasjustawordofencouragementorrecognition.
Definitely,havingthattransitioningradetwofromlivingwithmymomtomygrandma,thatwasahugethingforwhyI’mhere.LikemygrandmaisdefinitelypartofthisbecausesheissuchahugepartofeverydecisionthatI’vemade.SheknowsexactlywhatIwantbeforeIevenwantit.AndIfeellike,everyoneshouldprobablyhavesomeonelikethatintheirlife.PARTICIPANT011901
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
12
IhavepersonalexperienceandIhaveheardfromsomeofourstudentsisIthinkwhentheygetacknowledgedfromsomebodythattheyrespect.It’sthatwordofencouragementfromsomeonethattheyhaverespectforthatsaysyouareokaythatyou’redoingfineandcontinuedoingit...TheycanalsoseethegreatsupportthatyoungpeoplecomeuptothemandsaythatIlookuptoyou,Iadmireeverythingyouaredoing.Soforthoseindividualstheyknowthattheyaregivingbacktothecommunityinthewaytheywanttoandit’snotalwaysvisible,andeventhoughtheybringit–buttheystillbringthatcommunityintotheirorganization,andifit’sanorganizationthattheyareabletodothingswithinordertogivebackthecommunity,theydo;buttheybyandlargedon’ttakecreditformality,theyjustdoit.PARTICIPANT052201
Thatwasagoodfeelingjusttoberecognized,despitesomeofthechallengesthatmayoccurasanativeperson,fornotonlydoing—notjustpassing,butdoingwellsoIwashappyaboutthattherewas,Ithink,alotofencouragementthatway—justtokeepitupandkeepdoingwell,likestrivingforexcellence.PARTICIPANT012901
C. Shiftinvision,self-perceptionandexpansionofhorizons(withpersonalandsocialsupport)
Oncetheindividualbeginstomovefromposition2toposition3inthePerryModel,theybegintounderstandthatthereisthepossibilityofotherworldviews,althoughthereisstillawaytogo.Atposition3,theynolongerseetheworldasonlyrightorwrong,usorthem,andtheyarebeginningtobeconfrontedwiththepossibilityofnotknowingwhattheansweris.Andthenatposition4,theideathatmaybethesolutionisnotarbitrary,butstilluncertain,maybecomethebelief.Thisisanimportantphase,becausetherecanbeasenseof‘anythinggoes,’evenwhilethebeginningsofadesiretolearnstartstoemerge.
Thentheshiftfromposition4toposition5isprobablythemostpivotaltransformationfortheindividual.Previously,theworldseemedessentiallydualisticwithagrowingnumberofexceptionstotherule(sortoflikeEnglishgrammar),toaworldwhereeverythingisrelativeandcontextual,withjustafewabsoluteexceptions.
Theinterviewsshowedthatpositiveexperiencesthatreinforcedtheirowncontributiontotheworldaroundthemwashelpful.Itisoftentheresultofbeingrecognizedforsomethingthatisapartofthem—itmightbetheirattitude,abilityortheirintereststhatarerewardedandappreciatedbysomeonetheyrespect.Itisthesemomentsofbeingrecognizedthatmaytiptheindividualtowardsadesiretolearn.
It’swhentheygetacknowledgedfromsomebodythattheyrespect;itdoesn’thavetonecessarilybeaparentorrelative,somehadasummerjobandtheirbosssaid,youaredoingexcellent,continuetheschoolingkindofthing,we’dlovetohaveyoubackherenextyearbecauseyouaredoingsogreat.It’sthatwordofencouragementfromsomeonethattheyhaverespectforthatsaysyouareokaythatyou’redoingfine,andcontinuedoingit.Forsomeitdidn’tsoundlikeitwaslikealengthyconversationoranything,butitwasthatmomentwheretheyweretoldthattheyweredoinggoodlikethepatonthebackandjustawordofencouragementfromsomebodyintheircommunitytheyrespect.PARTICIPANT052201
Ithinkhersupervisor,becauseshespokeaboutitalot,kindofencouragedhertogiveago.Andevenperhapsherboyfriendlikedon’tworry,giveitago,we’reokayhere.PARTICIPANT052201
Aswellasmycounselor.Iwouldgomeetwithhersometimesandshetoldme,“Congratulationsonanothersuccessfulterm”,andshehadmygradesinherrecordsandstufflikethat,sothatwasanicefeelingandshewasalwaysthereformetotalkto,soIfoundherveryhelpful.AnditwasalwaysthatshewouldcommentwheneverI’dgoinabouthowI’mdoinginschoolandencouragingmeaswelltocontinue.IfeltsheknewwhoIwasand
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
13
whatIhaddone—like,shehadrunningrecordofme,Isuppose,andwehadanon-goingrelationshipwhileIwasat[thecollege]sothatwasreallynice.PARTICIPANT012901
She’dsayyou’vedonereallywellthisterm.SheledyoutothinkthatshehadseenmygradesandsheknewwhoIwasandsheknewthatthereisapatternafterawhilewithmeachieving,like,prettymuchstraightA’s,andshemadesuretoacknowledgeitsoIreallyappreciatedthat.Andsheactuallyknewmyauntwhowenttoschoolbeforeandmyfather,Ibelieve,sowehadabitofabasisbeforemeeting,soitwasnice.ShewasprobablyoneofthepeopleIwenttoseethemostwhileIwasincollege.PARTICIPANT012901
ShealwaysgavemethefeedbackIneeded,like,whetherit’smywritingorevenasastudent,shetoldmethat,like,whenIreceivedanawardwhenIgraduatedandshesaid,atmygraduationceremony,shesaid,“itwasunanimousdecisionbetweenalltheprofessors”andthatfeltreallygood,sojusthowencouragingshewas.PARTICIPANT012901
Oneofmyteachers,actuallyuh,Ihadherlikeeveryyearthroughhighschool,forawholebunchofdifferentcoursesallthroughhighschool,she’salwaysbeeninmylife,thisisjustoneofthemandshe,sheknows,like100%howmuchcadetsmeanstome.She’salwaysrewardedmybeingopen.Likewhetheritwasinmarksoritwaslike,you’reagreatstudentlikePARTICIPANT011901
Itwassomethingthathappenedbutitwasmyfatherwhohelpedme,myfather’slikemyownpersonallawyer.Ifitwasn’tformymomanddad,Idon’teventhinkIwould’vefinishedhighschoolhonestly.MymomwouldbethepersonI’dcryandcallattwointhemorning.MymomwasthatpersoneventhoughshewasinOttawa,sixhoursawayfromme.Shewasthatpersonencouragingmesaying,“I’mreallyproudofyouevenifyoudon’tdothis,I’mveryproudofyou.Ifitwasn’tforthatIwould’vedroppedoutbecauseIfeltlikeIwasdoingthisonmyownandIhaveneverbeenlikethat,I’vealwayshadpeople,especiallymymomencouragingmeandstuff,shedidthatthroughoutitall,andmyfatheraswell.Thereweresometimesthatwehadtomakecasesbecausethereweresomeprejudicesandsegregationthathappened.PARTICIPANT021202
Well,thebiggestthingformewashavingthesupportofotherpeople,havingtheencouragementandthewordsandthebeliefthatotherpeoplehadinme.So,whenpeoplebelieveinyou,Istilldon’tknowwhoitwas,whenpeoplejustshowthattheyhavefaithinyou,itreallyhelpedmecontinuemyschooling.PARTICIPANT030601
Thereweretwovery,veryinfluentialpeopleandI’mstillreallygoodfriendswiththemtothisday.They’rebothfromIndia,sothemajorityofmyfriendsareeitherimmigrantsorthey’reAboriginallikeme.Thereisaprogramofmentoringandcounselingandit’sa24-hourlineandyoucouldtalktopeoplespecificallyforwhateveryouwanttotalkaboutandIwasalittlescaredtotalktosomebodyatfirst,butthenmyfriendreassuredmethatit’sreallyhelpful,likeevenjustthetalktosomebodyandIwasalwayslike,“Ah,butthat’sweird.”ButIdiditandithelpedmementally.PARTICIPANT021202
Agreatteacher,someonethatcaninspirethemthattheyare–thattheycandoit,likeit’s–knowingyourcommunityisthereforyouthatthey’rebuildingyouupratherthanpullingyouback,pullingyoudown.TherearesomecommunitiesIwouldsaythatreallyencouragetheiryouthtogrow,tomoveon.PARTICIPANT052201
Theteachersandtheprofessors,Icanthinkofquiteafewthatreallyinfluencedmeinapost-secondarysetting.MyEnglishprofessorwasreallyhelpful.Havingprofessorsthatjusttakethattimetogofurtherthanjustbeingaprofessortoastudentand--evenifthey’retalkingaboutmundanethings,like,howtheweekisgoingorjustfeelinglikeit’sarelationship.PARTICIPANT012901
Althoughtheywerehard,mycollegeprofessorswerealmostinspiring—alotofthosepeoplekindpushedmetogofurther.TheyopenedmyeyestomorethanwhatIjustwantedtodoincollegePARTICIPANT012801
Istilltalktoherfromgrade2—actuallysheisteachingmylittlesisterrightnowgrade3.So,shecriedwhenIgraduatedfromgrade6fromthatschoolbecausesheknewlikeitwasprettymuchher--sheistheonewhohelpedmestartthiswantingtolearnandwantingitislikebecauseIlearnedtoreadbytheendofmygrade2,
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
14
yeahyearofgradeII.IwrotelikealittlebookandIspelledlakewrong,yeahshelikemymomstillhasthatbook.PARTICIPANT011901
Itwasafewprofessorsthatjusttookyouroutside-of-the-boxwriting—youknowmyEnglishwritingis…atleastoneprofessorenjoyeditandwhenIwasgoingshewassaying,I’mgoingtoneedanotherInukor,youknow,shelookedforwardtomeetingdifferentethnicities….Iliketothinkwe’reambassadorsinonewayinthosetypesofsituations.PARTICIPANT012301
D. Anobjectiveworldviewandmotivationforlearningandachievement
Wehavenowenteredposition5(ContextualRelativism)ofthePerryModel,inCategory3(Relativism/ProceduralKnowledge)individualsarenowabitunsureofthemselves.Theyunderstandthatproposedsolutionsmustbesupportedbyreasons.Dependingoncontextandsupport,somesolutionswillbebetterthanothers,sotheymusttakeapositiononanytopictheyconsider.Theybegintoevaluateoptions.
Theindividualthencanmoveintoposition6(Pre-commitment),wheretheycommittoasolution,andchoicesreflectaffirmationofidentity.Itisherethattheybegintoseetheworldthroughalensthatincludesother’sviewsaslegitimate,andrealchoicesbegintobemadethatcanbejustifiedbytheindividual’svaluesandbeliefs.Theyunderstandthatachoicerequiresacommitmenttoasolution.
Throughouttheinterviews,thereweremanyexamplesofrelationshipsthathaverealmeaningintermsofpersonalchoicesandvalues.Thesementors,advisorsandfriendsarepeoplewhoarereliableandtrustworthy,availableandcaring.Inmanycases,theywerefamilymembers,butjustasoftentheyareteachersandprofessors.Andthentherearefriends.Ineachcase,itseemsthatwhiletheseindividualsappearthroughoutrespondents’development,theyaremostawareofthemduringthisphaseofthistransitionandthenext,whentheydrawalineinthesandanddecidetomovetowardgoalsthey’veidentified.
Ifindthatwhenpeoplehavethesamechallenges,thesamebackground...Idon’tknowbutwewouldcrytoeachother,wewouldtelleachotherwhat’sgoingwrong,butwewouldalsohelpeachotherandwewouldneverletanyonehurttheotherperson,wealwayshaveeachother’sbackandthatwasreallygood.AndtheotherpersonIgotalongwithreallywellbecauseshekindofhasmoreorlessthesamethingsthatIwasgoingthrough,shehasalearningdisabilityandIhavealearningdisabilitysowegotalongeventhatmuchmorebecausewebothknewwhatwecoulddoandwhatwecouldavoidandhowwecouldhelpeachotherandsupporteachother.Ifitwasn’tforthosetwopeopleIwould’veleftToronto.Havingreallysolidfriendswhoaren’ttheretojustpartyorsomethingbutwhoareactuallytherebecausetheycare--andviceversa.PARTICIPANT021202
So,itmademefeel,bettertohavethosefriendsbecausethenIknewlike,oh,wecandoourhomeworktogetherandwedon’thaveto,tohavefun,wedon’thavetodrink,orgethigh.andI’vedonethisiscollegeaswell.Iprobablypickedthebestgirltobefriendswith.PARTICIPANT011901
’Youcandoit.’Justhearingthosewordsyoumaynotbelieveitbutsomeoneisstillsayingittoyouandyougrabthat,youstillgrabitwheneveranyonegivingyouispositive.Sometimesitisapersonthatisthereattherighttime.Sometimesit’syourselfseeingtheforkontheroad.Beingabletoidentifythatforkontheroadisn’talwayseasy.PARTICIPANT021201
E. Thedecisiontomovetowardagoal;drawingalineinthesand
ThenextPerrycategoryisCommitment/ConstructedKnowledge.Generally,theliteratureonthePerrymodeldoesnotconsiderthelastthreelevelsofthislastcategory,simplybecausemostundergraduate
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
15
studentsdonotachievethislevelofintellectualmaturity.However,becausewearenotlookingatacademicachievementattheuniversitylevel—wearefocusedonintellectualandethicaldevelopmentfromIndigenousculturetoanother(non-Indigenous,college),thesehigherlevelsarerelevant.
Intheinterviews,thereisevidenceoflevels7-9inthefourthcategory,whichreflectthetransformationnecessarytosucceedinCollege—thatistocompletetheirpostsecondaryprogramofstudy.Inlevel7(Commitment),thestudentmakesacommitmenttosuccess.Inlevel8(ChallengestoCommitment),theyarefacedwiththeimplicationsofthatcommitment—theeffortandtrade-offsthatarerequired.Andjustasinearlierlevelstheyhavetotakeaposition,nowtheyhavetoacceptresponsibilityandtakeastand.Andfinallyinlevel9(Post-Commitment),thestudentunderstandsthatnotonlyiscommitmentnotaone-timeevent,butthework,andtheevolutionofchanges,mustcontinue.
Inthissection,wepresentthemotivesandactionsthatparticipantsdescribedastheyrealizedtheyhadmadeachoicetocompletetheirpostsecondaryprogram.
Selfrespectandrepresentingone’sheritageandtofightstereotypes:
Ineededtobethefirst,IneededtoprovethatIcoulddoitandIdidn’twanttobeaquitter.PARTICIPANT012101
Ineededtobethefirstonetosaythatsomebodyinthefamilyhassomesortofpost-secondaryeducation.PARTICIPANT012101
Iwanttofightthosestereotypesthatallnativepeoplearequittersorafailure,andtoshowI’mthefirstgenerationtoattendthepost-secondaryinstitutionandIjustwanttosucceedlikeeveryoneelseoutthere.PARTICIPANT030601
BecauseIwon’tletmyselfbe,dothatIwon’tbepartof,Idon’twanttobepartofthenegativestatisticsofAboriginal.PARTICIPANT011901
Ithinkit’sjustallthisstereotypicalexpectationthatthoselinesjustkept–thatIjustkeptsayingIamabovethatorIamgoingto,wherethatcomesfromIhavenoideasometimesinnerstrengthbecause,youknow,therewouldbedayswhereyoujustdraggingyourselftoschool.012300
Ithinkmaybeitwasn’tthebiggestthingbuttoprovepeoplewrong,peoplethoughtthatIwouldn’tfinish.Ithinkthatwasafactortojustprovepeoplewrongandbelikehey,wecoulddothistoolikeAboriginalpeoplecandothistoo,anyonecandothistooevenifwe’relikewe’retheminorityandwe’rebeingmadefunofandteased.PARTICIPANT021202
IjustwantedtohavethatcertificationthatIstartedoutfor.SojustcompletingitandfeelinglikeIgotsomethingoutofittoshow,likeIcouldputitonaresume,IcansaythatI’mcollegeeducated.Itmeansalot,youknow?ButIfeltthatatleasthavingthatcollegediplomaundermybeltisgoingtomeansomethingsomeday.I’mnotsurewhatitisyet.PARTICIPANT012901
Angerwasturnedintoawillingnessorwantingtoachieve.PARTICIPANT052802
Obligationtofamily,toparentsandchildrenwasakeythemeforbothmenandwomenrespondents
Butmysonisalsoapriority,soIthinkit’sjustbalancingthosetworightnow.I’veseenit,mydadwenttoschoolaswellwhenmeandmythreesiblingswerestillinhiscarePARTICIPANT012901
Inawayhavinghimhasmademerefocusonwhat’simportanttome,andnowit’sfindingsomethingthatworkswithinmyroleasamotherIsuppose.IknewIalwayswantedkidssoperhapsit’sgoingbacktoschooltoworkwithwomenbreastfeedingorevenalongthelinesofbirthorbabiesandthatsortofthing.PARTICIPANT012901
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
16
Mysonobviouslywas,youknow,Iwanthimtoseehismomdowellonherown,neverwantingtobesomeonethatnottosayanythingaboutanyone—Iwasonwelfareforabityouknowwhenmeandmyexbrokeup.IwasfiguringouthowIwasgoingtogetmyeducation.Knowingwhatthatwaslikeandknowingthatthereissomethingbetter,Iwasgoingto–workhardertogetthatandmyfamilytoo.TheyknewthatIhadthecapabilityandIhadtobelievethat.PARTICIPANT021201
IknewifIweretograduateanddoeverythingright,uhm,howproudmydadwouldbeofme.Idon’twanttodisappointmyfamilyormydad.Theyareahugefactor,ofmylife,yes.PARTICIPANT011901
IknowmyreasonforbeingresilientwasthefactthatIwouldbethefirstpersoninmyfamilytocompletepost-secondaryeducation.PARTICIPANT021202
SoIseehowthatwasabigfactorforhimandhealwaysencouragedmejusttogoforwhatIwantandnotnecessarilywhat’sexpectedofme,aslongasitmademehappy.PARTICIPANT012901
Iseeitinthetraditionalpeopleastheyhaveaveryhardworkethic.WhichissomethingIadmireandItrytokeepinmypersonalconstitution.ButalsojustrememberingwhereI’mfromandwheremyrootsareasIgetfurther,somyegodoesn’tgetinflated.PARTICIPANT012801
Timemanagementofcoursewasahugeoneforhim,Idon’thowhefiteverything.Hemadefoodforus,wehadamealeverydayalltogether.I’msurehe’ssacrificedsomethingsacademically,likehecould’vegottenbettergradesmaybeifhedidn’thavealltheotherresponsibilities.Hetoldmethathedidn’tgetthebestgradespossible,buthedidpassandhegothisdegreeattheendoftheday.PARTICIPANT012901
F. Takingownershipofthepathforward;recognizingthatonlyyoucandoitIwouldliketoseehim[myson]havehisculture,causeespeciallyworkinginthecityasamentor,Iseehowimportantitistohaveasenseofknowingwhoyouare,whereyou’refrom--yourexperiences,becauseIgottoexperiencealotofstuffthatunfortunately,thatkindof,knowledgeaboutthingsthat,evenceremonies,islostnow,andI’m[stillveryyoung].PARTICIPANT012801
Iseelikethere’sabitofsacrificesthatneedtobemadeforthelongrun,becauseIcansayhewasveryinvolvedinourlifeandthat’sgoingtobealifetimeofimportancetome.Thatwasahugelessonforme,seeinghowitcanbedonewithoutsacrificingmyhappinessormysibling’shappinessIsuppose.ButI’veseenthestressofitatthesametime.PARTICIPANT012901
MainlyIhadmadefriendswithmyprof,althoughlikeitiscutthroatespeciallywithinacademiaandmusic,becausealotofthingsaresubjective,it’sveryphilosophicalinawaytooandpeoplearevery,Ihadmadefriendswiththeheadofmyprogram,andshewasaverynicelady,sowespokealot,andshe,shekindofencouragedme.Shesaid,“wellyouknowyou’renotdoingwell.PARTICIPANT012801
IfeellikeIdidmyhomework,andalsobecauseofmyfriendstoo,becauseagain,Isurroundedmyselfwithpeople,whoweren’tatpartieseveryweekend.Wholikeyouknow,wouldhaveabeer,maybe.PARTICIPANT011901
So,Iwastrappedinthatlifestyleforover10years,andalotofmyteenageandadulthoodlifeconsistedofbasicallytryingtofindwaystoescapeandtojustnotdealwithreality.So,whenIdecidedto,Iguesschangemylifearound,itwasasomethingthatwasscary,andforeignandreallyIdidn’tknowthatIcoulddoit.PARTICIPANT030601
I’veneverthoughtofdroppingout--thatisnotanoptioninmymind,anditneverhasbeen.PARTICIPANT011901
That’sahugethingastohowIevencompletedorevenwenttoschoolbecauseIwantedto,Iputmymindtoit,that’sit.Toembracehelp,youknowwhatImean,nottobeashamedorsomething.ThattookalongtimeformetodevelopandI’mstilldevelopingthatbutIcan’tthinkofotherwordssoIguesshumility.Therecameapoint
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
17
whenIwasjustholdingeverythingandtryingtodoeverythingonmyownbutIcouldn’tsoIreachedoutforhelpandthatwasthebestthingthatIeverdid.PARTICIPANT021202
Sotheonlywaytoliveahappyfulfilledlifeistohaveandeducation,likeeveryoneelsedoesdownhere,uhm,andtogetthroughitsoIcangettowhatevercareeritisIwanttodo.it’smoreformyfuture,thatIstayinschoolfor,butit’salsobecauseofIdon’twantto,livealifewhereIhavetogoonwelfareandwhereIhavetobudgetmymoney.PARTICIPANT011901
Iwantedtobesuccessfulingettingajoboutofschool.Iwantedtobeaprofessionalintheworkingworldandhavestability.Mysonobviouslywas,youknow,Iwanthimtoseehismomdowellonherown,neverwantingtobesomeonethatnottosayanythingaboutanyone.IwasalwaystryingtoeducatemyselfmoreevenwhenIwasn'teveninschoolanditwasbecauseIdidn’tlikewhereIwas.IknewtherewasmoreformeandIwasn’tgoingtoacceptwhereIwas,wasn’tgoingtobetheendallforme.IwasfinallygoingtostartfiguringouthowiftheGEDwasn’tworkingbecauseIwasstudyingoutofitforafewmonthsandIdidallthesetestsinitandthatwashardtomakemyselfsitthereeverynightanddoitaftertakingcareofTristanallday,youknow,whohasadelay,itwasexhausting.IwantedtoshowthemthatIwassmarttoo.Forme,itwasneverachoice,itwas"Ihavetodothis."ItwasingrainedinmealreadythatIhavethescholarship,you’renotlosingitandyou’regoingtosucceedlikeIsaid,I’msoself-drivenlikethatthatitwasgoingtohappen.Becausenooneelseisgoingtodoitforyou.PARTICIPANT021201
So,Iwantedtocompletemyhighschooleducation,thatwas–IguessyouknowthefirstgoalthatIhadonmylist,butbeforeIcoulddoanyofthat,IwasbasicallywithdrawingfrompillswhenIwentintothebasementofthatfriendshipcenter.PARTICIPANT030601
So,Ineededtoworkonthoseissuesfirst,myspiritualdisconnection,physicaldisconnectionfromtheworldandthat’swhatithelpedmedo.PARTICIPANT030601
TheforkintheroadwaskickingmyexoutandstartingmylifeforwhatIwantedittobeat19.Itwaslikethatwasmychoice.IwasfinallygoingtostartfiguringouthowiftheGEDwasn’tworkingbecauseIwasstudyingoutofitforafewmonthsandIdidallthesetestsinitandthatwashardtomakemyselfsitthereeverynightanddoitaftertakingcareofTristanallday,youknow,whohasadelay,itwasexhausting.ButIwouldwriteaboutwhatIwant,IwrotepoetrytooandIfeellikethat’showmyfeelingsstartedcomingoutandthenIwasdatingsomeone,someoneIhadmetveryrandomlyandtheywereinschoolandtheyweresmart.AndIwantedtobe–IwantedtoshowthemthatIwassmarttoo.PARTICIPANT021201
Forme,itwasneverachoice,itwas"Ihavetodothis."ItwasingrainedinmealreadythatIhavethescholarship,you’renotlosingitandyou’regoingtosucceedlikeIsaid,I’msoself-drivenlikethatthatitwasgoingtohappen.Becausenooneelseisgoingtodoitforyou.Ijustbelievedinmenomatterwhat,nomatterwhateveritfeelslike,I’mgoingtodoit.PARTICIPANT021201
AndthenIdidsomepracticalworkattheNationalGallery,CarletonUniversityArtGalleryandthenafterthat,myfriendwhoareactuallyrunningtheLargaBaffin,andshewantedmetoquituniversitysoIcouldworktherefulltime,andIsaid,“No.I’mgoingtofinish”.Idon’tcarewhatittakesevenifitmeansIdon’thavethejobafterwards,I’mgoingtograduate.PARTICIPANT021201
G. CultureattheCenterInthissection,wewillpresentrespondentcommentsregardingtheimportanceoftheirIndigenousheritageandcultureintheirlivesandlifeplan,aswellastherolethatAboriginalCentersatschoolplayedintheireducationalsuccess.
NowforAlgonquin,welltheAboriginalCenter,Ilovedit.Ilovedit,I’msohappythereisanAboriginalCenteratAlgonquinbecause,youknowI’mnotsureforfirstnationsandMétis,butforInuitit’sthebiggestpopulation
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
18
outsideofNunaut,sowhenyou’reattheAboriginalCenter,you’rekindofguaranteedtomeetotherInuit.PARTICIPANT021202
Ifyou’renewinthecityandyou’rehavingproblems,whenyougototheAboriginalCenter,youcangetconnectedandIknowthatbecauseI’vemetafewpeopleatthecenterwhohadnobodyandtheywerealoneandtheycameandtheyfeltbetter.Liketheyevenpulledmein,itwasreallygreat...andalsobecausetheAboriginalCenterhasfeastandthosearesogoodandit’sreallygoodtoconnecttowithpeoplelikethat.PARTICIPANT021202
IwouldgothereandIwouldthroatsingforthreehourswithPam,becausePamismypartner,butandwewouldjustthroatsingandpeoplewouldn’tlaughatyou.Wewenttoplacesandpeoplewouldlaughatus,butattheAboriginalCenteritwasencouragedandotherpeopleweredoingtheirculturalpracticeslikethatwasjustawesome.PARTICIPANT021202
IpaidforalotofmytuitionthroughapplyingforgrantsandscholarshipsandIwashelpedby,IthinkhisnamewasTony.Yeah,hewasreallygreat,himandIwewouldmeetupandwewoulddiscussthingsandthatreallyhelpedme,butthat’sincludedintheAboriginalCenter.PARTICIPANT021202
ButIjustfeltwelcomedattheoldAboriginalCenter,Ifeltwelcomed.WhenI’dwalkintherepeoplewouldbelike,“Hey,howareyou?”There’swouldalwaysbe–Ilovedithowtherewasalwayscoffeeandstuffwhenyou’rerunningfromclasstoclass,Iwouldgothere,I’dmakemytoast,makehotchocolateorsomethingthenIwouldgoontomyclass.Itwasn’trequiredthatyouhadtostaylongerorsomething,youcanjustcomeinandgoasyouplease,butyeah.PARTICIPANT021202
And,Idon’tknow,Ijust,Idon’tknowifIfeltlikeIreallyneededanetworkofpeoplethatyoucouldfindatthenativestudentcenterbecauseIjust,Idon’tknow,IfeltlikeI’vebeeninthecityforsolongandI’vebeenintheschoolinthecityforsolongthatIwasusedtoityouknow.PARTICIPANT012901
AndI’veseenalotofthestudentstherewerefinding,maybe,supportwitheachotheror,like,maybetheyhadbothcomefromtheircommunitiesoragroupofthem,possibly.And,specially,they’dbespeakingCreetoeachotherandmyCreelanguageisn’tasstrongasIwouldlikeittobe,soIcanworkonit,sothat’sjustpartofthereason--IfeltlikeIwasn’tpartofthatgroupofstudentswhowerefeelingisolated.Iimagine,alotofthemwereawayfromtheirfamilies,whichmusthavebeenhard.ButIhavemostofmyfamilyinthecity.PARTICIPANT012901
I’mnotagainstalotofthem,butthere’ssomestuffthat’smeanttostayinthecommunity.Therearecertainteachingsthatareonlytaughtinthelanguage,andlanguageisahugepartofthecultureandeventhepractice.Ithinkthebestwayforyouthwhoareinvolvedandtogoout,istogooutinthewoods,withthepeoplewhostilldoitandtolivewiththemforafewmonths,orevenjustto,likesomebodywho’snever,it’skindoflikedivingintothecoldwater.PARTICIPANT012801
Withlanguagelost,thereisculturelost—becausecertainteachingscanonlybetaughtinthelanguage.PARTICIPANT012801
Ican’treally,soit’salotofpeople,andit’sevenlike,becauseupNorth,I’mdifferentthanotherpeople,likeIcan’tspeakmylanguage,Icanhardlyunderstandit.Ihaven’tlivedthereinyears,soIdon’tremembereveryone,liketheyrememberme,sothat,IknowthatIdon’twantto,Idon’tbelongthere,inawaythatIcanliveuptherepermanently,butIcangoback,Idogoback,notoftenanymore.IgobacktovisitthefamilyandtoreconnectwithpeoplebutIknowthatIcan’tlivethereandbehappy.PARTICIPANT011901
NeededtheDisabilityCentre.Neededtogobecausecouldnotgetaccommodatedinclasswithoutawrittencertificateofdisability.
ItwasamazingIrememberIhadacoupleofteststheredoneandIhaditnotformebutformyteachersbecausemyteacherswouldn’tgivemeextraassistanceorextrahelpunlesshadahardcopyfromapersonatthe
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
19
DisabilityCentersayingthatIhavethisandIneedhelpandthisishowyoucanhelpmekindofathingandthatwassogreat.PARTICIPANT021202
IdidgoseetheacademiccounseloracoupleoftimesforadviceongoingtouniversitybecauseIwasthinkingaboutit.Andso,hehelpedmealot,like,hewouldcalltheuniversitiesandtryandunderstandlikedifferentthingsthatIdidn’tknowabout,like,transfercreditsandthingslikethat,so,Idon’tknowwhyIdidn’tgo--Ididn’tinvolvemyselfasmuchasIcould’veinthenativestudentcenter.WhenIwouldgothereforwork,Ifounditnoisysometimesinthecomputers,itjustseemlikethesamepeoplewouldalwaysbehangingoutinthereanddoingtheirworkbutatthesametime,thereweretimeswherethey’djustbehavingloudconversationsonthecomputerroom,soitwasn’treallyappealingformeasaplacetogetanyworkdone.PARTICIPANT012901
IlikethecultureandIlikegoingbackhometodothingsinthewoods,andjustparticipatingintheculture,evenifit’sonlyonmyown.Alotofthecultureissolitude,sothat’swhatIlikeaboutittoocauseit’spersonal,self-reflective.PARTICIPANT012801
Oneofthosekeypositivemomentscameinmyfirstyear.I’mprettyexcitedaboutjusttheprospectofbeinginTorontolikebeinginthebigcity.MyfirstmonthorsowasfunbecauseIwasmeetingalotofpeopleandIwasdoingthetypicalfirstyearuniversitything,likegoingouttopubnightsandjustbeingsocialandthatkindofthing.ButIfoundafteracoupleofmonthsthattherereallywassomethingmissingandit’sthatIhardlysawanyotherindigenousstudentsinmysurroundings.Ireallydidfeelthatvoid.Anditwasn’tsomuchoffeelingaloneinthecitybecauseIknewtherewasthisstrongculturalpresencethere.ButoncampusIhadnoideawhatIcoulddoandIjusthappenedtobewalkingdownthehallofoneofthebuildingsandIsawalittleflyerforAboriginalStudentsServices.AndIhadn’tknowaboutitatall,itwasn’tinanyofthematerialIgotinthosefirstweeksandIwentthererightawayandIfoundafewotherstudentswhowerejustthereaspuresupportersandImetthestaffandIbecamearegularthere.IfeltcomfortableinmysurroundingsbutIknowIgot,therewasthatpresenceoncampusandyeahitwasarelationshipImaintainedthroughouttherestofmytime.Imadefriendsthere,thestaffwasgreat.Ieventuallygotajobthereinmythirdyearofuniversity.SoIthinkifIhadgoneonlongerwithouthavingcontactwiththatservicecenterImighthavehadatoughertimestayingfocusedonmystudiesinfirstyear.Soit’sjustabouthavingthatIguesshavingpeopleIcouldrelatetoandjusthavingthatculturalinfluenceinthebigcityinthebigcampusinToronto.SoyeahthatwasaprettykeymomentthenwasdiscoveringRyersonAboriginalStudentServicesinmyfirstyear.PARTICIPANT070901
Notreally,likeIdidn’treallygrowupspeakingitlikealotofpeopleinmyfamilydobutwithourgenerationwegrewupspeakingmostlyEnglish.PARTICIPANTAYEP070901
OhyeahitbothersmealotthatIdon’tspeakitwell.Likeoneofmybrothershastakenituponhimselftoreallydedicatehimselftolearnit.HeactuallyusedtoliveinOttawaandworkslikeanNGOjobforalongtimebuthedecidedhewantedtolearnthelanguageproperlysohemovedhometodothat.AndyeahIadmirehimforthat,somethingI’dliketodoeventuallytoo.PARTICIPANT070901
Languagethebestconnectiontoculturethatyoucanhave,forsure.Andit’saconnectiontoyourancestorsthatwasalmostlikethatreally.SoIthinkalotofpeopleespeciallywhogrewupinthereserveyoufeelthatlossandyoufeelthatrealhungertodowhatyoucantomaintainittohelpitsurvivelike.Ihaveavery,verybasicknowledgeofitbutthere'snowayIcouldcarryaconversation,likeIunderstanditbetterthanIcanspeakitbutmygoalistobeabletocarryontheconversationthroughandthenwithsomebodyelse.PARTICIPANT070901
H. Reciprocity:TheFullCircleDefinitely,{Iwillgobacktothecommunity]that’sactuallywhatmeand[mypartner]wanttodo.He’sfinishing,well,he’sgoingtobefinishinghisbachelor’sdegreewell,he’sjustfinishedhisfirstyear.AlthoughhedidoneyearattheAboriginalenrichedsupportprogramandnowhe’sdoinghisbachelorsdegree,whichwillbethreeyears.
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
20
So,hopefully,we’llmovebackto,eithertomycommunityorhiscommunityattheendofthat.PARTICIPANT012901
hespeaksAlgonquin&IspeakinCreebutthey’rebothfairlyclose;wecanfindsomecommongroundPARTICIPANT012901
Inthecommunitybyandlargeyoutalktoeverysingleoneofthemitcomesbacktotheircommunityandhowtheycontributetotheircommunityortheirfamily.It’ssostrongthatevenwhenthereisaprivatebusiness,thereis–inthecommunity,thereisanexpectationthatthatbusiness,privateprofit-drivenbusinessbevery,averygoodcitizen,acorporatecitizenintermsofgivingbacktothecommunityandsomewhere–Imeanit’salmost–theyalmostpushbacktoprivatebusinessthattheyshouldsharewiththecommunity.Soit’sverydriventhatway.
Sowhenyougooffandyougeteducatedandyoulearn,theideathatyou’reearningmorethaneverybodyelsethatyou’rethatindividualistthingsthatyou’regettingmorethaneveryoneelseinthecommunity,therecanbejealouslyofthat,buttherecanalsobegreatencouragementthatyou’rebuildingyourselfupgoodforyou,butthatindividualseesallofthat.Theyseethejealousythatcanhappen.TheycanalsoseethegreatsupportthatyoungpeoplecomeuptothemandsaythatIlookuptoyou,Iadmireeverythingyouaredoing.Soforthoseindividualstheyknowthattheyaregivingbacktothecommunityinthewaytheywanttoandit’snotalwaysvisible,andeventhoughtheybringit–buttheystillbringthatcommunityintotheirorganization,andifit’sanorganizationthattheyareabletodothingswithinordertogivebackthecommunity,theydo;buttheybyandlargedon’ttakecreditformality,theyjustdoit.Ithinkit’sjust–it’sso[indiscernible][00:35:07]themthatthey’renoteventhinkingaboutit.Youknowlikeit’s…PARTICIPANT052201
Anotherthingtoteachyouisyoucan’tkeepwhatyouhaveunlessyoushareit,soImeanahugepriorityinmylifeismaintainingmysobrietyandbeingspirituallyawareandmindfulsoIoftenmeditate,IamoftenthankfulforitforwhatIhave.PARTICIPANT030601
Thisiswheremyheartis.Iactuallylovebeinguphere.IalsohadsomenotverygoodexperiencesworkingforsomeAboriginal-specificcentersinOttawaandIdidn’tseeanywhereelseIcouldworkinOttawasoIdecidedtocomeuphereandgetsome–Idon’tknow,getintouchwithmyrootsandfindoutwhoIreallyambecauselikeIsaidwhenyouareAboriginaloranyotherdescentforthatmatterandyougrewupintheplacewhereit’snotyourmotherlandyouonlyknowsomuchofyourselfPARTICIPANT021202
SowhatIdidisI...Ididn’tlikeschoolgrowingup…Ididn’tlikethe…but,Ithinkgoingtocollegekindofwasmywayoutofthecommunity.AlthoughIdon’twanttosoundlike,Iwasrunningaway—Idolovebeinginmycommunity,verymuchsoPARTICIPANT012801
Ithinkgoingtocollegewasmywayoutofthecommunity.NowIeventuallywanttolivethere.PARTICIPANT012801
Tomaintainthatconnectiontothecommunityyou’refrombecausethathaskeptmegrounded.Igohometomycommunitymonthlystillandthatsortofreallykeptmegroundedandit’smotivatedmetofinishwhatI’mdoinglikeanytasksthatIbeginthinkingabouthowit’sbeeninspiredorinfluencedbymycommunityorjustwhoIamit’sreallyimportant.SohavingthatconnectionreallymakesmefeellikegivingbackorelseatleasttryingtoputthatpositivitybackintothatcommunitysoIthinkthatkeepingthatconnectionisreallystrong.PARTICIPANT070901
5. Conclusions1. Parents,grandparentsandotherrolemodelsfromhomeplayanimportantroleinsettingup
personalexpectationsandavisionforthefuture,andprovideexamplestofollow.
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
21
2. Studentswhosucceedareabletomovefromasubjectivetoobjectiveworldview.Thisrequirestheabilitytoself-reflectandevaluateopportunitiesanddevelopgoalsandplans.
3. Theabilitytobeobjective,provideditisbasedonfirstestablishingastrongself-awareness,canhelpstudentstobecometranscultural,abletoadapttothenon-Indigenousculturalnormswithoutlosingtheirtraditionalvalues.Thisprovidesthebasisfordevelopingresilience.
4. Successfulstudentsdevelopintellectualandethicalmaturitythathelpsthemtomakethedecisiontosucceedanddotheworknecessarytosucceed.ThisshouldbeviewedasadevelopmentopportunityfortheCollege.
5. ServicesattheCollegemustbeavailableandvisible,meetstudentneedsandalignwithsharedIndigenousculturalvalues.TheCollegeshouldconsiderdevelopmentofitsowncommunityresilience.
6. AlignmentofculturalvaluesoftenfocusesonthesurfacerepresentationofIndigenousculture(food,dress,powwowsareexamples).Whilethesearepartoftheculture,theydonotaddressthedeeperbeliefs,attitudes,perceptionsandvaluesofthesharedIndigenousvalues.
7. TheCollegeneedstodesignservices(andadaptexistingservices)tomeettherequirementsabove,andsetprioritiesaboutwhethertheobjectiveiscompensatory,protectiveorchallenging.ThisisparticularlytruefortheAboriginalStudentCentre.ThesuccessfulstudentsinthisstudydidnotmakeuseoftheCentreformorethanearlyconnectionwithotherIndigenousstudents.
8. Serviceimpactshouldbemeasuredandreported.9. StudentsandCommunitymembersshouldbeinterviewedtoprepareforservicedevelopment.The
Collegeshouldconsiderdevelopingitsowncommunityresilience.10. Individualstrengthsmustberecognized,rewardedandvalued.Givestudentsopportunitiesto
contributetotheCollegeandbeapartofthecommunity.11. BecautiousnottoforgetthatIndigenousgroupsareheterogeneous.12. Incorporatesharedvaluesbasedoncommunityvalues.Learnhowtobuildstudentself-respect
throughtheirheritage.
6. ReferencesAndersson,N.&Ledogar,R.J.(2008).TheCIETAboriginalYouthResilienceStudies:14YearsofCapacity
BuildingandMethodsDevelopmentinCanada,Pimatisiwin.Summer;6(2):65–88.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2942846/#__ffn_sectitle
Antonovosky,A.(1987).Unravelingthemysteryofhealth:Howpeoplemanagestressandstaywell.Jossey-Bass:SanFrancisco
Anthony,E.J.&Cohler,B.J.(Eds)(1987).Theinvulnerablechild.TheGuilfordpsychiatryseries.NewYork,NY,US:GuilfordPress.(1987).xiv432pp.Excerptsavailablefromhttp://books.google.ca/books?id=tp4NKEfh5pcC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q=abuse&f=false
Baumann,P.,Cabrera,A.,&Swail,W.S.(2007).AnAnnotatedBibliographyofLatinoEducationalResearch.VirginiaBeachandCollegePark:EducationalPolicyInstituteandCollegeofEducation,UniversityofMaryland,CollegePark.
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
22
Bingham,J.L.,Bearchief-Adolfo,Q,Jackson,A.P.&Alexitch,L.R.(2014).IndigenousWomenCollegeStudents’PerspectivesonCollege,WorkandFamily,JournalofCollegeStudentDevelopment,55(6):615-632
DuHamel,Paula(2003).AboriginalYouthRiskandResilience,NativeSocialWorkJournal,Volume5,November2003:ArticulatingAboriginalParadigms:ImplicationsforAboriginalSocialWorkPracticehttps://zone.biblio.laurentian.ca/dspace/bitstream/10219/412/1/NSWJ-V5-art11-p213-224.pdf
Dumont,KimberlyA.;Widom,CathySpatz;Czaja,SallyJ.(2007).PredictorsofResilienceinAbusedandNeglectedChildrenGrown-Up:TheRoleofIndividualandNeighborhoodCharacteristics,ChildAbuse&Neglect:TheInternationalJournal,31(3):255-274.http://www.ncbi.nlm.nih.gov/pubmed/17386940
Fleming,J.&Ledogar,R.J.(2008).Resilience,anEvolvingConcept:AReviewofLiteratureRelevanttoAboriginalResearch,Pimatiswin,Summer,6(2):7-23.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2956753/
Flores,Elisa;Cicchetti,Dante;Rogosch,FredA.(2005).PredictorsofResilienceinMaltreatedandNon-maltreatedLatinoChildren,DevelopmentalPsychology,41(2):338-351
Gloria,A.M.,&Kurpius,S.E.R.(2001).InfluencesofSelf-Beliefs,SocialSupport,andComfortintheUniversityEnvironmentontheAcademicNonpersistenceDecisionsofAmericanIndianUndergraduates.CulturalDiversity&EthnicMinorityPsychology,7(1),88-102.
Gutman,L.M.,Sameroff,A.J.&Eccles,J.S.(2002).TheAcademicAchievementofAfricanAmericanStudentsDuringEarlyAdolescence:AnExaminationofMultipleRisk,Promotive,andProtectiveFactors,AmericanJournalofCommunityPsychology,30(3),June.http://www.ncbi.nlm.nih.gov/pubmed/12054035
Holmes,D.(2005).EmbracingDifferences:PostsecondaryEducationamongAboriginalStudents,StudentswithChildrenandStudentswithDisabilities.Montreal:CanadaMillenniumScholarshipFoundation.
Huffman,T.(2001).ResistancetheoryandthetransculturalhypothesisasexplanationsofcollegeattritionandpersistenceamongculturallytraditionalAmericanIndianstudents.JournalofAmericanIndianEducation,40(3):1-23.
Jobin,S.(2005).GuidingPhilosophyandGovernanceModelofBentArrowTraditionalHealingSociety,ACommunityGovernanceProjectReport,MastersThesis,UniversityofVictoria.http://web.uvic.ca/igov/research/pdfs/Bent%20Arrow%20Governance-Final.pdf
Johnson,G.M.,&Boehm,R.(1995).AboriginalCanadianUniversityStudents:AComparisonofStudentsWhoWithdrawandStudentsWhoContinue.AustralianJournalofAdultandCommunityEducation,35(2),141-156.
Juntunen,C.L.etal.ìAmericanIndianPerspectivesontheCareerJourney.îJournalofCounselingPsychology48,no.3(July2001):274-285
Lafferty,D.(2012).BuildingResiliencyAmongAboriginalYouth,JournalofAboriginalandIndigenousHealth,10(2).http://www.pimatisiwin.com/uploads/vol11/10Lafferty.pdf
ABORIGNAL YOUTH EDUCATIONAL PERSISTENCE March 2016
23
Ledogar,R.J.&Fleming,J.SocialCapitalandResilience:AReviewofConceptsandSelectedLiteratureRelevanttoAboriginalYouthResilienceResearch,Pimatisiwin.2008Summer;6(2):25–46.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2956751/
Liebenberg,L.&Ungar,M.(2008).ResilienceinAction:WorkingwithYouthAcrossCulturesandContexts,Toronto:UniversityofTorontoPress
Looker,D.E.(2002).WhyDon’tTheyGoOn?FactorsAffectingtheDecisionsofCanadianYouthNottoPursuePostsecondaryEducation.Montreal:CanadaMillenniumScholarshipFoundation.
Love,P.G.andGuthrie,V.L.(1999),Perry'sIntellectualScheme.NewDirectionsforStudentServices,1999:5–15.doi:10.1002/ss.8801
Malatest&AssociatesLtd.(2002).BestPracticesinIncreasingAboriginalPostsecondaryEnrolmentRates,reportpreparedforTheCouncilofMinistersofEducation,Canada(CMEC).http://www.cmec.ca/Publications/Lists/Publications/Attachments/49/malatest.en.pdf
Manning,L.M.&Powless,D.(Dec2013).AboriginalStudentPerformance:(2009-2013):ComponentsofStudentSuccess,ReportforWorkforceandPersonalDevelopmentDivision,AlgonquinCollege,Ottawa,ON.
McKeachie,W.J.(2002).McKeachie’sTeachingTips,HoughtonMifflin,p.296.
Naz,M.,Saleem,S.&Mahmood,Z.(2010).DevelopmentofIndigenousResilienceScaleforRescue1122Workers,PakistanJournalofPsychologicalResearch,25(2):149-163
O’Donnell,V.,&Tait,H.(2003).2001AboriginalPeoplesSurvey.Initialfindings:Well-beingofthenon-reserveAboriginalpopulation.Ottawa:StatisticsCanada.
SaskatchewanInstituteofAppliedScienceandTechnology(2009,November).AboriginalStudentSuccessStrategy:FinalReportoftheCommitteehttp://gosiast.com/about-siast/about-us/reports-and-statistics/documents/SA-09-002_report_web.pdf
Thurston,W.,Lind,C.,Sieppert,J.,Hunchuk,N.,Woodland,A.,Ireland,L.&Nash,T.(2012).AboriginalResiliencyAndPreventionForYouth,ResearchSummaryReport,Junehttp://www.ucalgary.ca/wethurston/files/wethurston/ARAP4YOUTH_ResearchSummaryReport_Jun2012.pdf
Toulouse,P.R.(2007).SupportingAboriginalStudentSuccess:Self-EsteemandIdentity,ALivingTeachingsApproach,in2007OntarioResearchSymposiumProceedingshttp://199.71.28.69/eng/research/summary.pdf#page=11
Ungar,M.&Herrenkohl,T.(2013).Resilience,Trauma,Context,andCulture,Trauma,Violence,&Abuse,14(3):255-266.http://tva.sagepub.com/content/14/3/255.short
USCF.Apersonalstrategyforengagingandbuildingyourresilience.http://ucsfhr.ucsf.edu/index.php/assist/article/a-personal-strategy-for-engaging-and-building-your-resilience/
Wexler,L.(2009).TheImportanceofIdentity,HistoryandCultureintheWellbeingofIndigenousYouth.TheJournaloftheHistoryandYouth,2(2),Spring:267-276.http://muse.jhu.edu/journals/hcy/summary/v002/2.2.wexler.htm