Indigenous Youth Educational Persistence (IYEP)

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

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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.


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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.


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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).


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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


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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


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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.


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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


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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.


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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


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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


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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,


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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


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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


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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


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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


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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


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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.


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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.


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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.

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Liebenberg,L.&Ungar,M.(2008).ResilienceinAction:WorkingwithYouthAcrossCulturesandContexts,Toronto:UniversityofTorontoPress

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Documents

Indigenous Youth Educational Persistence (IYEP)