Principal Investigator: Vianne Timmons, PhD Co-Investigators: Patti Doyle-Bedwell, LLM; Laurel Lewey, PhD; Lindsay Marshall, BA; Bernadette Power, MEd; Trudy Sable, PhD; Frederic Wien, PhD Research Assistant: Dina Bernard; Thomas Robert Cameron; Danielle Jeddore; Alana Lee; Garett Murray; Julie Puiras Background: Aboriginal students face numerous barriers upon leaving their communities and attending post-secondary institutions. Many Aboriginal students are ill-prepared to succeed at university, resulting in graduation rates at post-secondary schools well below those of non- Aboriginals. Accessibility and affordability present difficulties, and throughout university the students often face racism and discrimination from peers, professors and administration. Altogether too frequently, these and other factors prove to be too great a barrier to overcome and result in students dropping out. To increase retention of Aboriginal students, post-secondary institutions must listen and respond to needs articulated by Aboriginal students. This research project focuses on obtaining knowledge for Atlantic Canadian post-secondary institutions about how they can provide the necessary resources to enable Aboriginal students to succeed. Methodology Coordinated by the AAU working Committee on Aboriginal Issues, this research project has conducted 59 interviews with students from nine Atlantic Canadian post-secondary institutions. The data produced from the interviews was analyzed using a qualitative method informed by grounded theory design. This design focuses on new data that leads to themes and concepts, which in turn develops theories. Respondents expressed their views of available supports, what services are needed, their motivations for pursuing postsecondary education, and overall what has helped or hindered their success at postsecondary institutions. From this data and the accompanying analysis, recommendations on how to increase Aboriginal retention at post-secondary institutions in Atlantic Canada were developed. Key Findings: The information was grouped into six areas, which highlighted the following points: 1. 68% of students reported awareness of services/supports available at their postsecondary institution. Generally students reported either high or low awareness at an institution, with one institution reporting mixed awareness. 2. Corresponding with awareness, 63% of students reported usage of services/supports. Post-secondary institutions with more visible, accessible resources directed specifically towards Aboriginal students reported higher usage rates. Students were also more likely to praise the quality of resources at these institutions. 3. Aboriginal Resource Centres and Aboriginal student counselors were crucial enablers of success. Additional positives were Aboriginal Studies/Language courses, helpful professors, and financial supports. Retention of Aboriginal Students in Post-Secondary Institutions in Atlantic Canada. 4. Aboriginal students identified racism and discrimination as a significant barrier to success. Students reported feeling isolated because of their ethnicity and entrance into a new and different environment. Financial difficulties were also a considerable barrier students encountered. 5. Echoing enablers of success, Aboriginal needs included Aboriginal Resource Centres and Aboriginal/liaisons student counselors which provide academic and social assistance, as well as peer support and a sense of community. 6. Regarding motivations for pursuing post-secondary education, respondents believed attaining higher levels of education would help them finding employment in competitive job markets. Students also strived to be positive role models for their family and community by obtaining post-secondary education. Recommendations: From this analysis of data, recommendations to improve the situation were developed. The following areas outline necessary steps to take: 1. Expand Aboriginal Studies/Language courses; raise awareness of Aboriginal issues for students and faculty and administration members: These measures aim to promote knowledge concerning Aboriginal history/issues and eliminate racism and discrimination that Aboriginal students encounter as they pursue postsecondary education. 2. Increase Aboriginal representation and input concerning University affairs: Improving the connection between the Aboriginal community and institutions will provide valuable insight and knowledge concerning Aboriginal educational success. 3. Increase Aboriginal enrolment and retention: Institutions must implement an Aboriginal retention and recruitment strategy specific to their own institution. This may include establishing Aboriginal Resource Centres, increasing awareness of supports for incoming/enrolled Aboriginal Students, and increasing Aboriginal scholarships and bursaries. Comments: Planned workshops and seminars between the institutions, investigators, and other interested parties including Aboriginal students will help generate realistic means for postsecondary institutions to enact change. Due to the semi-structured nature of the interviews, different data sets were produced from the participating institutions. Certain highlights resulting from this information were emphasized, though an effort to categorize these results was not undertaken due to these variances in the semi-structured interviews
