Aboriginal Students’ Perspectives on Factors influencing High School Completion

Aboriginal Students’ Perspectives on Factors influencing High School Completion IFCW presentation October, 2011 by Dr. Marion MacIver

Why select this research topic? • What research and experience tells us • Quantitative research, data and focus • Discrepancy between Aboriginal and non-Aboriginal data • How does this relate to my own professional perspective? • Does providing learners with relationships, activity, and normalcy lead to success?

The Study • Purpose • To examine how lived experiences as perceived by Aboriginal middle level students contributed to their continued school engagement • Participants • Aboriginal adolescents (10) who have previously discontinued from attending school, but are presently engaged in learning in a classroom environment

The Study Setting • A Canadian residential treatment center

The Study • Procedure and analysis • Conversational interviews focused on: • Barriers to continuing in school • Influential sources • Ideal educator traits • Cultural heritage as an influence

Emerging themes • Peer pressure

Emerging themes • Cultural influence and racism

Emerging themes • School day (routines, workload, curricula)

Emerging themes • Activities

Emerging themes • Goal setting

Emerging themes • Relationships • Teachers making school an enjoyable experience • Teachers who build rapport with students

The Results • Teacher and principal ethnicity was not identified as a significantly influential source

Study Implications • The study results imply the need for: • Schools to develop culturally affirming learning environments profiling Aboriginal cultural values, curricula, and activities

Study Implications • Students’ workload structured to accommodate individualized learning capabilities and aptitudes

Study Implications • Teachers to build ongoing relationships with students

Study Implications • Teachers to be humorous, fun loving, and listen to students • Principals to build rapport with students

Study Implications • The study supports: • Being taught in a culturally affirming environment motivates school engagement

Study Implications • The importance of students actively participating in school activities

Study Implications • Aboriginal students perceive their teachers as the most important influence toward their educational success

Study Implications • Teachers need to ... • Provide support • Ensure homework is complete • Not give hard work • Make learning motivating • Assign work matching student success levels

Study Implications • Is shared ethnicity important? • Being taught by Aboriginal teachers and/or Aboriginal principals perceived as only moderately influential

Recommendations for action • Aboriginal content to be integrated throughout all school curricula and extra-curricular activities • All educators to increase their knowledge base regarding Aboriginal students’ needs • Academic learning must be individualized • Goal setting and career planning needs to be provided at the middle and high school levels

What was learned … • Teachers hold considerable power in influencing Aboriginal students’ sense of belonging in school • It is critical that educators understand the unique perspectives and learning needs of their Aboriginal learners • Greater numbers of Aboriginal students completing high school will become a reality when learning is presented through the Aboriginal lens and with teachers meeting all students’ needs equally.

Building bridges through relationships ....

Aboriginal Students’ Perspectives on Factors influencing High School Completion