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Supporting Success: Aboriginal Students in Higher Education

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Author(s)
Gallop, Cynthia Justine
Bastien, Nicole

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URI
http://hdl.handle.net/20.500.12424/22232
Online Access
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/184772
Abstract
AbstractFor most Aboriginal students in Canada, the term “success” in postsecondary education is more complicated than the mainstream notions of higher socioeconomic status and career advancement. Historically, “success” for Aboriginal peoples in postsecondary education was linked to issues of assimilation, since to be “successful” meant Aboriginal students had to completely adapt to the mainstream values and behaviours of the mainstream postsecondary institutions. Today, higher education is recognized as an important tool for capacity building and assisting Aboriginal communities to achieve their goals of self-determination and self-government. This paper presents some of the findings of a qualitative study conducted in a midsized Canadian postsecondary institution. Findings from the study suggest that if Canadian postsecondary institutions are committed to retaining Aboriginal students, these institutions need to better understand how to create positive and supportive relationships between Aboriginal students and their peers and instructors. The development of these positive relationships then needs to be formalized and incorporated into both institutional planning and faculty instructional support.RésuméPour la plupart des étudiants autochtones du Canada, la notion de « réussite » dans un contexte d’éducation postsecondaire est plus complexe que les notions communément admises par rapport à l’avancement professionnel et à l’amélioration du statut socioéconomique. D’un point de vue historique, la « réussite » des peuples autochtones en termes d’éducation postsecondaire est liée aux questions d’assimilation. En effet, « réussir » signifiait de s’adapter totalement aux habitudes et aux valeurs des établissements postsecondaires de l’époque. De nos jours, on reconnaît le rôle important que joue l’éducation postsecondaire dans le renforcement des capacités des communautés autochtones afin qu’elles atteignent leurs objectifs d’autodétermination et d’autonomie gouvernementale. Cet article présente les résultats d’une étude qualitative menée dans un établissement postsecondaire canadien de taille moyenne. Les résultats suggèrent que les établissements désireux d’encourager les étudiants autochtones à poursuivre leurs études postsecondaires se doivent de mieux comprendre comment forger des rapports positifs entre étudiants, Autochtones et professeurs afin de fournir un meilleur accompagnement aux étudiants autochtones. Ces relations positives devront ensuite être officialisées et intégrées dans le cadre d’une planification institutionnelle et d’un soutien pédagogique aux professeurs.
Date
2016-08-31
Type
info:eu-repo/semantics/article
Identifier
oai:cjhe.journals.publicknowledgeproject.org:article/184772
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/184772
Copyright/License
Copyright (c) 2016 Canadian Journal of Higher Education
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Canadian Journal of Higher Education

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