Effectiveness of a Science Outreach Program on Aboriginal Youth in Northern Ontario

1. Effectiveness of a Science Outreach Program on Aboriginal Youth in Northern Ontario Maryam Khan, Michelle Zenko, Barbara Vanderhyden Departments of Epidemiology and Community Medicine, and Cellular and Molecular Medicine, and Science Travels University of Ottawa

2. Background • Persistent disparities exist between Indigenous Canadians and the general Canadian population.1 • These disparities can be seen in all aspects of societal life, including health status, education and representation in the workforce. 1 • The numbers of Indigenous peoples with careers in Science and Technology, Medicine and other Health-related fields is far below that of the general Canadian population. 1

3. Background • Proportion of Canadian health professionals with Aboriginal identity • Aboriginal people comprise 4% of the Canadian population, but represent less than 0.25% of the physician workforce. 1 • In a 2004 survey for Canadian dental students, 0.4% were Aboriginal (overall response rate for the survey was 42.4%). 3

4. Source: Holmes, D. Redressing the balance: Canadian university programs in support of Aboriginal students [report on the internet]. Ottawa: Association of Universities and Colleges of Canada 2006 June 26 [updated 2008 April 4; cited 2009 Aug 19]. Available from: http://www.aucc.ca/_pdf/english/reports/2006/programs_aboriginal_students_e.pdf

5. Background • Obstacles Aboriginal youth face to pursuing scientific careers requiring post-secondary education: • Economic barriers 6,7 • Educational status of parents 6,7 • Social support 6 • Residence in rural location 6,7 • Specific academic support 6,7

6. Background • Academic outreach programs for Aboriginal youth have proven to be an effective strategy for encouraging careers in science and technology, medicine and other health-related careers. 6,7,10 • Components of successful outreach programs10: Figure 2: Components of effective academic outreach programs for Aboriginal youth

7. Objective • To determine the effectiveness of a University of Ottawa science outreach program on Aboriginal youth in remote regions of Northern Ontario where there is limited access to science outreach programs.

8. Methods • Science Travels is a University of Ottawa outreach program that provides youth with innovative educational activities to increase their appreciation of science and enhance their opportunities to become future leaders in science and technology. • During a series of three day periods between 2008 – 2009, Aboriginal youth living in Moosonee and Moose Factory, Ontario participated in interactive learning activities.

9. Methods • The topics of the activities included climate change, northern ecosystems, waste water management, Human Immunodeficiency Virus (HIV), the immune system and astronomy. • The content of the activities presented was developed in consultation with the teachers and community leaders to address the unique interests of Aboriginal youth in Northern Ontario • The activities were delivered by University of Ottawa undergraduate and graduate students with expertise in the subject areas covered in the activities. • A sample of students answered a survey after participation.

10. Figure 3: Map of Ontario including the towns of Moosonee, Ottawa, and Kingston13. Source: Government of Ontario. Cities and towns [map on the internet]. Toronto: government of Ontario; 2009 [updated 2009 Aug 5; cited 2009 Aug 19] Available from: http://www.ontario.ca/en/about_ontario/ONT03_020630?openNav=cities_and_towns

11. Methods ● Profile of the participating communities11,12 (see also, Figure 3) :

12. Statistical Analyses • We used survey responses to determine the proportion of students whose interest in science and technology improved in each of four domains*: • General interest in science • Interest in science as an area of study • Interest in science as a career choice • Knowledge of research and innovation underway in Ontario. *Survey created by the Ministry of Research and Innovation, Government of Ontario

13. Statistical Analyses • For each of the domains, we used logistic regression to determine whether various independent variables predicted the likelihood of having a greater interest in science and technology after participation in the program. • Models used • Univariate logistic regression • Multivariate logistic regression • Variables considered • Sex • Education level • Baseline interest in science

14. Statistical Analyses • An example of the logistic model is given as follows: • Where, • p is the proportion of students with greater interest in the specific domain of interest being measured • o is the odds of the event (i.e. having a greater interest in the specific domain of interest being measured) • L is the ln(odds of event) • β0 is the intercept • β1, β2, β3 are the regression coefficients • Sex, education and baseline represent the independent variables • Ɛ is the random error

15. Statistical Analyses • Coding of variables - Education - Baseline interest in science

16. Results • 881 students participated in the three day outreach program. • The survey was administered to 92 participants and 98.91% responded. • Table 1 contains baseline characteristics

17. Results

18. Results • The effectiveness of the program in improving interest in science and technology as measured by four domains

19. Results ● Results of univariate logistic regression to determine the crude effect of each candidate predictor on the odds of having an improved interest in science and technology after participation in the Science Travels outreach program

20. Results Favours decreased interest Favours increased interest ● Results of the multivariate logistic regression analysis for the influence of the candidate predictors on influencing the odds of having a greater interest in science and technology after participation in the outreach program OR =3.50 (1.45, 8.42) Figure 4: Forest plot for the predictive effects of a set of variables on interest in science and technology after participation in the Science Travels outreach program

21. Limitations • The study did not include a follow-up period, and for this reason the program’s effect on the students’ future commitment to the biomedical and environmental sciences is unknown. • The statistical analyses of the surveys were retrospective • No information on other candidate predictors • Lack of data did not allow for use of potentially more suitable statistical methods

22. Conclusions • Programs such as Science Travels provide Aboriginal youth with positive experiences that can greatly enhance their interest in science and consideration of future careers in science. • Students who have high levels of interest in science and technology are more likely to have an enhanced interest in this field after participating in this program, as compared to their peers who do not have the same interest in this subject area.

23. Acknowledgements Science Travels is funded by a grant from the Government of Ontario Ministry of Research and Innovation’s Youth Science and Technology Outreach Program, and the following units at the University of Ottawa: • Community Service Learning • Aboriginal Resource Centre • Faculties of Science, Engineering, and Medicine

24. References • Anderson M, Lavallee B. The development of the First Nations, Inuit and Metis medical workforce. Medical Journal of Australia. 2007; 186(10):539-540. • Gionet L. First Nations People: Selected findings of the 2006 census [document on the internet]. Ottawa: Statistics Canada; 2009 May 12 [updated 2009 May 12; cited 2009 Aug 19] Available from: http://www.statcan.gc.ca/pub/11-008-x/2009001/c-g/10864/c-g001-eng.htm • Walton JN, Matthew IR, Dumaresq C, Sudmant W. The burden of debt for Canadian dental students: Part 2. A report on survey participants and an analysis of dental education costs. Journal of the Canadian Dental Association. 2006; 72(8):729. • Homes D. Redressing the balance: Canadian university programs in support of Aboriginal students [report on the internet]. Ottawa: Association of Universities and Colleges of Canada; 2006 June 26 [updated 2008 April 04; cited 2009 Aug 19] Available from: http://www.aucc.ca/_pdf/english/reports/2006/programs_aboriginal_students_e.pdf • Reynolds P. Recommendations to the President’s Carleton vision committee [document on the internet]. Ottawa: Carleton University Task Force on Planning and Priorities; 2006 Feb 3 [updated 2009; cited 2003 Aug 23]. Available from: http://www.carleton.ca/planningandpriorities/submissions/individuals/Patricia%20Reynolds%20submission.pdf • Mendelson M, Usher A. The Aboriginal education roundtable [document on the internet]. Winnipeg: University of Winnipeg Aboriginal university education roundtable; 2007 May 24 [updated 2007; cited 2009 Aug 19] Available from: http://www.uwinnipeg.ca/index/cms-filesystem-action?file=pdfs/conferences/2007/aboriginal-rt-spring-report.pdf

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