Survey of First Nations People Living Off-Reserve, Métis and Inuit
FINAL REPORT
Submitted to:
Indian and Northern Affairs Canada
Date: October, 2006 Contract: A0107-053053/001/CY POR Registration number: POR 175-05
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EKOS RESEARCH ASSOCIATES INC., in Association with ANISHINABEK CONSULTANTS INC. EKOS RESEARCH ASSOCIATES Ottawa Office 99 Metcalfe Street, Suite 1100 Ottawa, Ontario K1P 6L7 Tel: (613) 235 7215 Fax: (613) 235 8498 E-mail: [email protected]
Toronto Office 480 University Avenue, Suite 1006 Toronto, Ontario M5G 1V2 Tel: (416) 598 8002 Fax: (416) 598 2543 E-mail: [email protected]
Edmonton Office 9925 109th St. NW, Suite 606 Edmonton, Alberta T5K 2J8 Tel: (780) 408 5225 Fax: (780) 408 5233 E-mail: HYPERLINK "mailto:[email protected]" [email protected] TABLE OF CONTENTS
TOC \o "1-2" \h \z \t "Ex-sum,1" HYPERLINK \l "_Toc149453225" Executive Summary PAGEREF _Toc149453225 \h iii HYPERLINK \l "_Toc149453226" 1. Introduction PAGEREF _Toc149453226 \h 1 HYPERLINK \l "_Toc149453227" 1.1 Background PAGEREF _Toc149453227 \h 1 HYPERLINK \l "_Toc149453228" 1.2 Sampling PAGEREF _Toc149453228 \h 2 HYPERLINK \l "_Toc149453229" 1.3 Survey Administration PAGEREF _Toc149453229 \h 2 HYPERLINK \l "_Toc149453230" 1.4 Face-to-Face Component of Survey PAGEREF _Toc149453230 \h 4 HYPERLINK \l "_Toc149453231" 1.5 Sample Characteristics PAGEREF _Toc149453231 \h 4 HYPERLINK \l "_Toc149453232" 2. General Social Conditions PAGEREF _Toc149453232 \h 9 HYPERLINK \l "_Toc149453233" 2.1 Quality of Life PAGEREF _Toc149453233 \h 9 HYPERLINK \l "_Toc149453234" 2.2 Mobility PAGEREF _Toc149453234 \h 11 HYPERLINK \l "_Toc149453235" 2.3 Reasons for Relocation PAGEREF _Toc149453235 \h 12 HYPERLINK \l "_Toc149453236" 2.4 Incentives for Relocation PAGEREF _Toc149453236 \h 14 HYPERLINK \l "_Toc149453237" 2.5 Home Ownership PAGEREF _Toc149453237 \h 15 HYPERLINK \l "_Toc149453238" 3. Relations Between Aboriginal and Non- Aboriginal People, and Racism PAGEREF _Toc149453238 \h 19 HYPERLINK \l "_Toc149453239" 3.1 Racism and Discrimination PAGEREF _Toc149453239 \h 19 HYPERLINK \l "_Toc149453240" 3.2 State of Relations Between Aboriginal and Non- Aboriginal People PAGEREF _Toc149453240 \h 22 HYPERLINK \l "_Toc149453241" 4. Government PAGEREF _Toc149453241 \h 27 HYPERLINK \l "_Toc149453242" 4.1 Priorities PAGEREF _Toc149453242 \h 27 HYPERLINK \l "_Toc149453243" 4.2 Frequency of Seeking Assistance PAGEREF _Toc149453243 \h 29 HYPERLINK \l "_Toc149453244" 4.3 Perceptions of Government Service Delivery PAGEREF _Toc149453244 \h 31 HYPERLINK \l "_Toc149453245" 5. Aboriginal Representation and Services PAGEREF _Toc149453245 \h 33 HYPERLINK \l "_Toc149453246" 5.1 Satisfaction with Aboriginal Representative Organizations PAGEREF _Toc149453246 \h 33 HYPERLINK \l "_Toc149453247" 5.2 Aboriginal Representation in Program and Service Delivery PAGEREF _Toc149453247 \h 35 HYPERLINK \l "_Toc149453248" 5.3 Impact of Friendship Centres PAGEREF _Toc149453248 \h 37 HYPERLINK \l "_Toc149453249" 5.4 Use of Friendship Centres PAGEREF _Toc149453249 \h 38 HYPERLINK \l "_Toc149453250" 6. Participation in Cultural and Creative Activities PAGEREF _Toc149453250 \h 41 HYPERLINK \l "_Toc149453251" 6.1 Community Participation PAGEREF _Toc149453251 \h 41 HYPERLINK \l "_Toc149453252" 6.2 Volunteering PAGEREF _Toc149453252 \h 43 HYPERLINK \l "_Toc149453253" 6.3 Extent of Cultural Identity PAGEREF _Toc149453253 \h 45 HYPERLINK \l "_Toc149453254" 6.4 APTN Viewership PAGEREF _Toc149453254 \h 50 HYPERLINK \l "_Toc149453255" 7. Language PAGEREF _Toc149453255 \h 53 HYPERLINK \l "_Toc149453256" 8. Internet Use and Websites of Interest PAGEREF _Toc149453256 \h 59 HYPERLINK \l "_Toc149453257" 9. Post-Secondary Education PAGEREF _Toc149453257 \h 65 HYPERLINK \l "_Toc149453258" 9.1 Views on Post-Secondary Education PAGEREF _Toc149453258 \h 65 HYPERLINK \l "_Toc149453259" 9.2 Awareness of Government Post-Secondary Education Savings Programs PAGEREF _Toc149453259 \h 67 HYPERLINK \l "_Toc149453260" 9.3 Children at Home, and Proximity of Post-Secondary Institutions PAGEREF _Toc149453260 \h 69 HYPERLINK \l "_Toc149453261" 9.4 Importance, and Likelihood of Access to Post- Secondary Education PAGEREF _Toc149453261 \h 71 HYPERLINK \l "_Toc149453262" 9.5 Saving for Post-Secondary Education PAGEREF _Toc149453262 \h 72 HYPERLINK \l "_Toc149453263" 9.6 Getting Information about RESPs PAGEREF _Toc149453263 \h 75 HYPERLINK \l "_Toc149453264" 9.7 Preferred RESP Information Sources PAGEREF _Toc149453264 \h 77 HYPERLINK \l "_Toc149453265" 10. Participation in Sport PAGEREF _Toc149453265 \h 79 HYPERLINK \l "_Toc149453266" 11. Conclusions PAGEREF _Toc149453266 \h 85
Appendix A: Telephone Survey Instrument Appendix B: Face to Face Survey Instrument Appendix C: Instructions on Face to Face Survey Appendix D: Response Rates to Telephone Survey Appendix E: Tables of Detailed Results (separate cover) EXECUTIVE SUMMARY
The purpose of the current study is to conduct a national telephone survey of all Aboriginal people who are currently not living on a reserve, including non-reserve Aboriginal peoples (i.e., Métis and Inuit), and individuals who are members of a First Nation who are living off-reserve. The objective is to profile the issues and concerns of Aboriginal people and measure awareness levels, interest and expectations around government programs and services, as well as probe contact patterns and personal preferences regarding communications with government.
General Social Conditions
Most Aboriginal people living off-reserve (close to two-thirds) are satisfied with their current quality of life, and expect that their quality of life will improve over the next year.
One-quarter of Aboriginal people have moved within the past year, with about half of these having moved within their current community. Just over one-third moved to another community, and one in ten moved from a reserve. The most frequently cited reason for moving is housing or quality of housing, followed by family reasons, or employment or educational opportunities.
Although half of Aboriginal people feel it is unlikely that they would relocate to get a better job or more education, three in ten would be very likely to move for a better job (unchanged since 2003). A further one-quarter would be very likely to relocate for more education (a small increase from 2003).
Four in ten of Aboriginal people living off-reserve rent their current residence, 35 per cent own their residence, and 15 per cent are living with family or friends. Financial reasons are cited as the main obstacle to home ownership by most Aboriginal people living off-reserve.
Relations Between Aboriginal and Non-Aboriginal People
Just over four in ten Aboriginal people living off-reserve report having been a victim of racism or discrimination because of their Aboriginal origin over the last two years (similar to 2003 results). Among those who have experienced racism or discrimination, the vast majority (three-quarters) say it was at the hands of a non-Aboriginal person (a higher proportion than in 2003). Four in ten of those discriminated against said that they have experienced racism or discrimination from businesses (up from two in ten in 2003), and one-quarter cited police (up slightly from 2003).The same proportion (one-quarter) experienced racism in schools, or through people at work or an employer (also both showing an increase from 2003). Government was the source of their experience with racism or discrimination by two in ten Aboriginal people (up slightly from 2003). Four in ten Aboriginal people living off-reserve who rent their residence believe they never experience any discrimination when meeting a landlord or viewing a property they would like to rent, and another two in ten state that they rarely experience any discrimination. On the other hand, close to one-third feel that they sometimes or always experience discrimination as a renter.
Just over half of Aboriginal people living off-reserve report that they see the relationship between Aboriginal people and other Canadians as unchanged. One-quarter believe that things are improving, and slightly fewer feel that the relationship is deteriorating. This is similar, although less positive than found among First Nations people living on-reserve (although these results were collected in 2005, before the 2006 conflict in Caledonia made national headlines).
Of those who feel that relations between Aboriginal and non-Aboriginal people are improving, one-third attribute the improvement to better intercultural relations between Aboriginal and non-Aboriginal people; and roughly one in four feel it is because non-Aboriginal society is better educated (than in the past). Conversely, of those who believe that the relationship between Aboriginal and non-Aboriginal people is deteriorating, roughly one-quarter blame this decline on racism or intolerance, while two in ten say it comes from a sense of neglect or mistreatment by government.
Government
The list of priority areas identified for the Government of Canada is quite varied and less concentrated than found in the general public. Health care and education are placed at the top of the list of priorities for the federal government (37 per cent and 35 per cent, respectively). Eighteen per cent cited Aboriginal issues as top priorities, and similar proportions talked about social services, poverty, welfare, and homelessness, or jobs and unemployment. This represents somewhat of a shift from 2003, when health care was singled out as the top priority, followed by Aboriginal Treaty rights and issues, with education in third place.
The most common type of information or assistance sought is for government services (sought after occasionally or often by roughly three in ten), followed closely by employment. Arranging for transportation to go somewhere is third on the list of demand for information and services (sought after occasionally or often by over two in ten), followed by child care, and credit.
In terms of the overall quality of government service delivered to Aboriginal people living off-reserve, negative views generally outweigh positive ones. The most positive results, although tepid at best, relate to performance of local governments: one-quarter of individuals are positive about their city or town government’s service. Two in ten are positive about the performance of the provincial government, and fewer still believe the overall quality of service delivery from the Government of Canada to Aboriginal people is good (12 per cent, down from 17 per cent in 2003). Aboriginal Representation and Services
Views about the performance of Aboriginal representative organizations are no more positive than they are about their local governments (although they are marginally less negative than they are about more senior levels of government), with only one-quarter saying that their interests are well represented by these organizations. Opinion is also divided with regards to information and communication people receive from Aboriginal representative organizations: over one-third are dissatisfied, and about the same proportion are content.
The impact of Friendship Centres on the community is viewed positively by over half of Aboriginal people living off-reserve. Just over half report having used the services, family access programs, or activities of a Friendship Centre; two in ten do so yearly and another one- third make weekly or monthly use of a Friendship Centre.
Half consider it important that programs and services they use be delivered by an Aboriginal organization, while roughly four in ten believe it is important that services be delivered by Aboriginal staff (but not necessarily an Aboriginal organization).
Participation in Community, Cultural and Creative Activities
Participation in community groups, organizations or events varies: just over two in ten do so weekly, and another one-quarter participate on either a monthly basis. One in four participate on a yearly basis, and a similar number never participate. For those who are active in the community, most (six in ten) indicate that this participation is generally in Aboriginal groups, organizations or events.
Over half of Aboriginal people living off-reserve report having done unpaid volunteer work during the last 12 months, and the overwhelming majority of those who volunteered enjoyed the experience. For those who did not volunteer over the past year, the most cited (and obvious) is lack of time.
Most Aboriginal people living off-reserve rate their own sense of cultural identity as strong (six in ten), but are much less likely to see the same strong sense of cultural identity in their community (four in ten). Most participated in some type of cultural activity in the 12 months preceding the survey. In the past year, most have attended a live performance such as a play, concert or dance; over half have attended a visual arts exhibit; and close to half have attended an exhibit of artifacts, historical objects or natural history specimens.
Participation in creative activities is less common than participation in cultural activities. Just under half of Aboriginal people living off-reserve have done craft-work (pottery, ceramics, jewellery, leatherwork, sewing, knitting, etc.), or have acted, danced, sung, composed or played music in the 12 months prior to the survey. Less than four in ten have done creative writing, painting, drawing or sculpture, or made photographs, movies or videos as an artistic activity in the past year. Roughly half of Aboriginal people living off-reserve watch the Aboriginal Peoples’ Television Network (APTN) on a daily basis.
Language
The vast majority of Aboriginal people living off-reserve speak English in their home and community (93 per cent do) and close to two in ten speak French. Thirteen per cent speak Cree, six per cent speak Ojibway (or Saulteaux) and a small proportion speak other Aboriginal languages. Just over three-quarters of those who speak an Aboriginal language at home or in their community learned the language as a child, and two in ten learned to speak an Aboriginal language as an adult.
Aboriginal people living off-reserve who currently speak an Aboriginal language consider it important that their language be passed on to future generations, and that they maintain their language skills through speaking, reading, writing, storytelling and ceremonies. The perceived importance in these areas is higher than found among First Nations people living on-reserve.
Close to two-thirds of those who do not speak an Aboriginal language say it is important to be able to speak their Aboriginal language, and only slightly fewer consider it important that they be able to read or write in this language. On the other hand, compared with findings among First Nations people living on-reserve, fewer Aboriginal people living off-reserve (who do not speak an Aboriginal language) consider this important. In terms of learning or re- learning an Aboriginal language, a combination of traditional and multi-media approaches is the preferred approach (over solely traditional or multi-media approaches).
Internet Use
Roughly three-quarters of Aboriginal people living off-reserve have used the Internet in the past three months (which is in-line with figures reported by the general public more broadly and considerably higher than the usage reported among First Nations people living on a reserve). Of those who have not used the Internet recently, half point to lack of access as the main reason, followed by a lack of familiarity with the Internet and how to use it, or general disinterest in using the Internet. Ultimately then only 13 per cent of Aboriginal people living off- reserve lack access to the Internet (since 74 per cent have used it and only half of non-users report a lack of access).
For Internet users, websites that target people of their culture, ethnic original or language on the topic of education and learning are the most popular (identified by almost three-quarters of Internet users), followed by local community events or news specific to their culture or language (by four in ten), and visiting websites to shop for goods and services (by one-quarter).
Post-Secondary Education
The vast majority of Aboriginal people (both parents and others) believe that the cost of post-secondary education is a sound investment for young people, leading to better jobs with higher wages. Just over two-thirds also agree that financial support from parents play a large role in determining whether children are able to obtain a post-secondary education. In spite of high levels of agreement and appreciation for the value of post-secondary and the need for financial support from parents, results are nonetheless considerably lower than found among parents in the general public. The difference may be attributable in part to depressed local economies in some regions, but primarily it is likely related to the existence of a dedicated financial support program in place for Aboriginal youth to attend post-secondary education (making the role of parental financial support perceived to be less critical, and less obvious for many).
Just over half of Aboriginal households residing outside of a reserve have children under the age of 18 (at home or away from home). The vast majority of those with children under the age of 18 years consider it important that their children get a post-secondary education. Proximity to a post-secondary institution is considerably higher than found among First Nations parents living on a reserve, as eight in ten report that there is a post-secondary institution within daily driving distance of their community.
Among those actively contributing, about half have contributed to a RESP. For those who are saving for a child’s post-secondary education but not using RESPs as a savings vehicle, two in ten say they are not using RESPs because they did not know about them, and an equal proportion say that it is because it is easier to save outside of an RESP. When asked what they would do to get information about how to set up an RESP, most say they would go to a financial institution (40 per cent), while a smaller proportion (15 per cent) would visit a website.
Aboriginal parents are more apt to regard their bank or employees of the financial institution where they do their banking as the most trustworthy source of information on establishing an RESP (according to one-third), followed by friends or family members (one- quarter) and financial advisors (two in ten).
Participation in Sport
Just under four in ten Aboriginal people participate in sports. Of those involved in sporting activity, most participate as a player (83 per cent), while 15 per cent participate as coaches, and 14 per cent as volunteers. These patterns of participation are similar to those recently found among Aboriginal people living on-reserve. For those participating in sport, the primary benefit of participation is perceived to be physical fitness, followed by socializing or getting to know people, general well-being, and learning to be part of a team. The factor which presents the greatest obstacle to participation for those not involved in sport is lack of time, followed by health concerns or a disability, and lack of interest.
INTRODUCTION
BACKGROUND
Since 2001, the Government of Canada, with Indian and Northern Affairs as the lead department, has been conducting surveys at regular intervals with First Nations people living on-reserve. These surveys examine First Nations people’s impressions of the performance of the Government of Canada, perceived priorities, rates and method of contracting the Government and perceived quality of service received, preferences for different channels of communications and opinions on a wide variety of substantive issues. Since the first On-Reserve survey, there has been much discussion of the pressing need to collect the same type of information in the wider Aboriginal community who are not residents of a reserve. This is fuelled in large part by the fact that two in three First Nations people do not live on a reserve, that the Métis are the fastest growing Aboriginal group, and that all Aboriginal groups (not living on a reserve) are asking for similar rights and benefits as those experienced by First Nations people living on- reserve. It is also fuelled by the fact that most federal government departments have responsibility for delivering services to Aboriginal people living off-reserve.
According to the most recent Statistics Canada Census information there are approximately 976,305 people living in Canada today who report themselves to be Aboriginal. This represents 3.3 per cent of the national population. Nearly two in three of the Aboriginal population are First Nations people, just under one in three are Métis and nearly five per cent are Inuit. While roughly one in three First Nations people live on a reserve, across the entire Aboriginal population 73 per cent per cent do not live on a reserve. Of those who do not live on a reserve, over two-thirds live in urban areas and just under a third live in relatively rural and remote areas. Those living in urban areas typically do not live in highly dense Aboriginal areas. That is, in most cities and urban communities where Aboriginal people live, they represent a very low percentage of the population. Aboriginal people choosing to live in rural areas, on the other hand, are often found in highly dense Aboriginal communities. Another interesting parameter of the Aboriginal population with implications for the survey design is that the median age of Aboriginal people is only 24.7, compared to 37.7 in the non-Aboriginal population — indicating a considerably larger youth population in the Aboriginal community. To underscore the importance of this segment of the population, all of the on-reserve First Nations surveys conducted to date have showed that youth hold very different (and generally more positive) opinions on a wide range of issues (compared with their older counterparts).
The purpose of the current study is to conduct a national telephone survey of all Aboriginal people who are not living on a reserve. The objective is to profile the issues and concerns of Aboriginal people and measure awareness levels, interest and expectations around government programs and services, as well as probe contact patterns and personal preferences regarding communications with government. SAMPLING
EKOS sampled from geographic clusters where the incidence of Aboriginal people relative to the broader population is a minimum of three per cent. The individual cluster used is the smallest geographic unit for which there is Census information from Statistics Canada. This is the Dissemination Area (DA), which typically includes roughly 1,000 individuals or about 250 households. It does not, however, correspond to an individual postal code (even at the six digit level), making it somewhat difficult to match against other information, such as the number of listed telephones to ascertain precisely how many households (or Aboriginal households) there are in a cluster of DAs.
All telephone numbers for DA’s with an Aboriginal incidence of three per cent or greater were assembled in a sample frame and entries were drawn according to a random stratified sampling plan. That is, numbers from certain regions of the country (i.e., the Atlantic) and from higher Aboriginal incidence DAs were oversampled, while those from other regions and lower Aboriginal incidence areas were under sampled. The sample was also monitored throughout data collection for the proportions of Inuit, Métis and First Nations respondents. The incidence of finding appropriate households (i.e., that satisfied the study criteria of having an individual in it that considered themselves to be Aboriginal, who did not live on a reserve for at least six months of the year) ranged between two and 30 per cent. The overall average across the cases collected using the random (stratified) sampling method was roughly ten per cent.
In addition to the randomly selected portion of the sample, an additional ten per cent of the sample was obtained using a “snowball” referral process. That is, we completed roughly 180 cases based on referrals given to us by the respondents in the random, high-density cluster sample. We assured respondents that no names would be used, but that a telephone number of a household that they know to be Aboriginal, off-reserve, and living in their own community would be helpful. This helped to offset the resources required to screen for the lower incidence sample in the other 90 per cent of the telephone sample and allowed for a higher number of cases in the final sample.
SURVEY ADMINISTRATION
The actual interviews were carried out between March 10 and May 27, 2006 and carry a margin of error of 2.1 per cent for the sample overall and +/-5 to 10 per cent for most sub-groups that can be isolated in the analysis. The average time taken to complete an interview was 23 minutes and the response rate was 28 per cent (details in Appendix D). The questionnaire was developed, with questions submitted from INAC and its study partners; Canadian Heritage; Human Resources and Social Development Canada and the Office of the Federal Interlocator (questionnaire presented in Appendix A). Prior to the interviewing period, the questionnaire went through a round of pre-testing with a total of 25 respondents (in both official languages) in order to gauge the flow and clarity of the survey instrument. A small number of revisions were made to the survey instrument in order to clarify certain questions and to adjust the focus of others before the final survey was fielded.
Once the sampling for the telephone survey was conducted and the questionnaire designed, programmed, translated and tested, a pilot was conducted to ensure that the questionnaire ran as expected, and that the sampling and incidence of reaching Aboriginal people living off-reserve was at the level anticipated. Similarly, the contact rate in the different quota cells (e.g., within the Dissemination Areas in CMA’s where there is a high expected Aboriginal incidence) were examined to ensure that the number of cases required (e.g., the proportions decided upon in the sampling) were appropriate and achievable. In this step a total of 200 interviews were conducted (mostly by telephone) and was used to gauge the success of the survey in attaining the stated objectives. A brief report was provided to the client as a result of this pilot. Results indicated the questionnaire to work well, but incidences of finding the targeted population to be lower than expected and total completion targets and sample quota targets were adjusted accordingly prior to commencing the full telephone survey.
Fieldwork for this project was conducted by trained interviewers at EKOS’ call centres in Ottawa and Edmonton. The survey was collected using 16 years of age as a lower end cut off for qualifying eligible respondents. Throughout the data collection, survey supervisors continuously monitored interviewing to ensure consistency of questionnaire administration and interviewing techniques. Up to six call-backs were made to each member of the sample for which initial attempts at contact were unsuccessful. This was increased to 12 call-backs in households where initial information indicated the household to be Aboriginal. Follow-up calls were made on subsequent days, at varying time periods to maximize the potential for reaching a given respondent. Appointments were made for respondents wishing to reschedule a survey. Daily records were kept of all calls made, whether successful (i.e. interviews completed or appointments made) or not.
Once the survey collection was completed, data were reviewed for the purposes of coding open-ended responses and general cleaning (e.g., based on skip patterns and for unusual outliers). The overall survey results were weighted in the analysis to reflect population proportions in terms of region of residence, community size and Aboriginal population density, as well as by age and gender from known population parameters for Aboriginal people who are living outside of a reserve. FACE-TO-FACE COMPONENT OF SURVEY
Additionally, just under 300 face-to-face interviews (n=294) were conducted at Aboriginal Friendship Centers (AFCs) and other Aboriginal organizations found in urban communities across the country. For this part of the study, EKOS relied on the assistance of Anishinabek Consultants Inc., an Aboriginal-owned firm with more than 15 years of experience in consulting the Aboriginal community, who assisted with the selection of Aboriginal organizations and the coordination of data collection for the face-to-face survey. Anishinabek Consultants Inc. also provided advice on the overall instrument design, and on the interpretation of results across the different components of the study.
For these face-to-face interviews, an adapted version of the telephone survey was used, that was reader-friendly, with liberal use of instructions on how to complete the questionnaire and making skip logic simple and clear to follow (Appendix B). A total of 13 Aboriginal organizations participated by administering the survey to their clientele. In each centre, one or two staff from the organization were given instructions on how to sample and interview Aboriginal clientele who do not have a listed telephone number. This included individuals without a home phone, including those who have chosen to have a mobile phone instead, since databases of telephone numbers do not include numbers for mobile phones (instructions can be found in Appendix C). Two organizations participated in the pilot, completing a total of 13 cases. Additional changes were made to the questionnaire and instructions as a result of this pilot.
Completed questionnaire forms were returned to EKOS for a complete review of data quality and coding. Responses where then entered and merged with the main data set, with a flag to allow for examination of in-person versus telephone responses.
SAMPLE CHARACTERISTICS
The following table provides details on the sample of Aboriginal people living off- reserve in both the telephone (random and snowball) and face-to-face portions of the overall sample for many of the sub-group segments represented in this report. As shown, the age, education and income profile among face-to-face respondents is lower than found elsewhere in the sample, and this sample is also highly clustered geographically. There is also a considerably larger proportion of the sample that is First Nations. Where there are differences in the results for face-to-face respondents, they have been noted, along with other sub-group differences, in the body of the report. Table 1: Overall Sample Characteristics
Sample Sample Distribution (%) in Distribution (%) in Telephone Face-To-Face Overall Sample Interviews Interviews (n=2183) Margin of Error (n=1,889) (n=294)
Province/Region
British Columbia 428 4.7 19 10
Alberta 309 5.6 17 3
Saskatchewan 316 5.5 14 1
Manitoba 482 4.5 15 53
Ontario 360 5.2 21 19
Quebec 107 9.5 8 0
New Brunswick 17 24.5 2 0
Nova Scotia/Prince 64 12.3 3 11 Edward Island
Newfoundland and 100 9.8 3 3 Labrador
Size
Rural 339 5.3 16 —
Less than 2.5K 327 5.4 18 —
CMA 918 3.2 66 —
Aboriginal Density of Area
3% or less 0 n/a 0 —
4%-9.9% 235 6.4 11 —
10%-19.9% 281 5.9 13 —
20%-49.9% 529 4.3 24 —
50% and over 537 4.2 25 —
Age
<18 56 13.2 4 7
18-24 231 6.5 18 21
25-34 441 4.7 21 24
35-44 466 4.5 25 23
45-54 469 4.5 14 19
55-64 308 5.6 10 5
65+ 162 7.7 6 1 Gender
Male 875 3.3 40 46
Female 1305 2.7 60 54
Type
Status First Nations 1107 2.9 43 77
Non-Status First 198 7.0 13 4 Nations
Métis 723 3.6 38 8
Inuit 116 9.1 4 8
Other 11 31 0 1
Education
Grade 8 or less 214 6.7 7 11
Some high school 625 3.9 26 42
High school 410 4.8 21 10 graduate
Some college 161 7.7 8 11
College/CEGEP 327 5.4 18 6 graduate
Some university 162 7.7 7 11
Undergraduate 155 7.9 6 4 university
Graduate/post 69 11.9 4 1 graduate university
Other 10 32.7 1 0
Income
<$10,000 255 6.1 8 29
$10-$19K 330 5.4 13 17
$20-$29K 272 6.0 11 11
$30-$39K 209 6.8 10 4
$40-$49K 144 8.2 8 3
$50-$59K 140 8.3 6 2
$60-$69K 91 10.3 5 1
$70-$79K 97 10.0 5 0
$80K or above 231 6.5 14 1
Readers should note that although results are presented for a number of segments of the sample in some tables in the report, only results that are statistically and substantially significant are presented in the text (bullets) of the report. For example, results may be shown for the proportion of Aboriginal parents who are currently saving for their children’s education across all provinces and territories in a table, however, the text only describes the results for those areas that are significantly different from the national average. Detailed results for all key sub-groups examined for this report can be found in the tables in Appendix E (under separate cover).
Also, some generic terms are used in this report to refer to specific segments of the population. Throughout the report, the term Aboriginal people living off-reserve is used to refer to the population of all Aboriginal people who are not currently residents of a reserve. We recognize that this term may be misleading, in that we use it to represent First Nations people who are not living on a reserve, as well as Métis and Inuit (who do not typically live on reserves). To date, we have found no other term that is more succinct or appropriate (i.e., Urban Aboriginal people, non-reserve Aboriginal people) to describe the population of the study. Having now established the population, we would simply use the term Aboriginal people, however, this would be confusing in instances in the report where we compare the current results with those obtained from First Nations people living on-reserve. Also, in this report the term First Nations people is used to describe both Status Indians (who are registered as an Indian under the Indian Act) and Non-Status Indians. Additionally, youth is used to refer to individuals who are between the ages of 16 to 24 years of age. Note as well, as indicated earlier in the sampling discussion, areas described as having a higher or lower Aboriginal incidence refers to small neighbourhoods (i.e., 200 to 300 households) where the population of Aboriginal people is high or low relative to the broader population. High typically includes areas where Aboriginal people account for upwards of one in four of the overall population. Low refers to areas where Aboriginal people make up fewer than one in ten. GENERAL SOCIAL CONDITIONS
This Chapter presents survey results pertaining to the overall satisfaction of Aboriginal people who are not living on a reserve, the mobility or movement of Aboriginal people living outside of a reserve in the twelve months preceding the survey, reasons and incentives for relocation, and home ownership.
QUALITY OF LIFE
Almost two-thirds of Aboriginal people living off-reserve are satisfied with their current quality of life; about three in ten say it is neither good nor bad, and a small proportion (seven per cent) claim that it is poor. Even higher proportions are optimistic about the future, with more than two-thirds expecting that their quality of life will get even better in the next twelve months. Two in ten expect that things will remain the same, and about one in ten expect their quality of life to deteriorate over the next 12 months. In contrast, Aboriginal people on- reserve are less apt to rate their current quality of life positively, but are somewhat more apt to believe that this situation will improve.
EMBED PowerPoint.Slide.8 Métis are more likely than others to report having a good quality of life, while First Nations people (and those responding in-person and through the snowball approach) are least likely to describe their quality of life positively. Younger Aboriginal people are far more hopeful than their older counterparts that their quality of life will improve, while older Aboriginal people are more apt than others to expect their current situation to continue at the same level of quality, or to worsen. Aboriginal people in rural Canada are less likely than those in more populated centres to have a positive view on their quality of life, and those in Alberta and in Quebec tend to be more satisfied with their quality of life than those in other parts of the country. Albertans, along with people from Saskatchewan, are also more likely than others to expect their quality of life to improve with time, and Ontarians are more apt than those in other regions to believe their quality of life will worsen. Those with higher household incomes are almost twice as likely to say they have a good quality of life as those with less income, and the same trend is true for those with more education. Aboriginal people reporting low income are less optimistic than those with higher household incomes that their quality of life will improve in the next 12 months. Similarly, those who responded to the survey in-person (and tend to report less income) are more apt to believe that their lives will worsen. Aboriginal people who are working and those who own their own home are more content with their quality of life than others. Internet users are more likely than others to anticipate that they will have a better quality of life in the future, as are those who are employed. Having a strong sense of cultural identity – both personally and in one’s community – is more likely to result in satisfaction with one’s quality of life. At the same time, those who speak an Aboriginal language are less likely than others to say they have a good quality of life. Those who have experienced racism recently are less likely than others to be content with their quality of life. Aboriginal people who have positive perceptions of government performance are more likely to be content with their current quality of life and are also more likely to expect it to improve in the future. Having a good quality of life now is strongly correlated with expectations of an even better quality of life in the future. And conversely – but to a slightly lesser degree – Aboriginal people who are not satisfied with their current quality of life are more apt than others to expect that it will worsen. Parents are more apt than others to expect their lives to improve in the next year. MOBILITY
One-quarter of Aboriginal people living off-reserve have moved within the past year. For those who moved, about half moved within their current community, while just over one- third moved to another community, and one in ten moved from a reserve.
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Métis are less likely than First Nations people or Inuit to have relocated in the past year. Métis are also more likely to have moved from another community than First Nations people or Inuit, while First Nations residents are more apt than others to have moved from a reserve. Not surprisingly, younger Aboriginal people had a greater tendency to have relocated in the past year than did those who are older. Younger Aboriginal people also are more likely than others to have moved from a reserve, while those between the ages of 35 and 44, and those 55 years old or over are more apt than others to have moved within their current community. Men are more likely than women to have moved from a reserve. Those in the most populated areas, and Albertans are more likely than others to have moved, while Quebecers and Atlantic Canadians are less likely to have done so. Rural Aboriginal people and those living in Alberta are more likely to have moved from another community, while those living in the most populated areas and Manitobans in particular, are more likely than others to have moved from within their current community. Ontarians have a greater tendency than others to have moved from a reserve. Homeowners, those who are currently employed, and those with a higher household income are less likely than others to have moved in the last year. Internet users are less likely than others to say that their move was within their current community. Those who rent are more likely to have done so. Those who speak an Aboriginal language have a greater tendency to have relocated in the past year than others, and to have relocated from a reserve. Parents are less likely than others to have moved within the past year.
REASONS FOR RELOCATION
Among the main reasons for moving, the most popular is housing or quality of housing (27 per cent). Smaller, but still important proportions, moved for family reasons, or for employment or educational opportunities. A few report moving to escape social problems, because of a separation, divorce, or break-up of relationship, or to access better or more services, better quality services, or a better life, and independence. Finally, a small proportion moved because they wanted to experience urban life, for medical reasons, or to escape domestic violence.
EMBED PowerPoint.Slide.8 Métis are more likely than others to cite family reasons as the primary reason for their move, while First Nations people are more apt than others to say it was due to educational opportunities. Not surprisingly, younger Aboriginal people are more likely than others to say that the main reason for their move was to pursue educational opportunities; they are less likely to attribute their move to quality of housing issues. Those between the ages of 25 and 44 have a greater tendency than others to identify quality of housing as a key issue in their relocation. Rural Aboriginal people and those living in areas of very high Aboriginal incidence are more likely than others to have moved for employment opportunities, while in areas of moderate incidence, there is a greater likelihood that the move was due to separation or divorce. Manitoba residents have a greater tendency than others to have moved for educational opportunities; in Alberta, they are more likely than others to say that their move was to escape social problems. Moving for employment reasons is a reason more often found among high school graduates than others. Internet users, those who are currently unemployed, and those with less than a high school education have a greater tendency than others to have moved for educational opportunities, but are less likely than others to point to housing issues as a major factor in their relocation. Those with no fixed address are more likely than others to have moved for either educational or employment opportunities, but are much less likely to have moved due to housing issues. Current homeowners are most likely to have moved as a result of concerns about housing. Among those who expect their quality of life to worsen in the future, there is a greater tendency than others to have moved for educational opportunities. INCENTIVES FOR RELOCATION
Just over half of Aboriginal people not currently living on a reserve say that they would at least moderately likely to relocate either to get a better job, or to get more education. Fully, three in ten say they would be very likely to move for a job (unchanged since 2003), and another two in ten say the chances of doing so are moderately likely. (Just under half say it is not likely). Just over one-quarter would be very likely to move to get more education (an increase from 22 per cent in 2003), and two in ten would be moderately likely to do so. Just over half report that they would not likely move to get more education.
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First Nations people have the greater tendency to say they would be very likely to move to another community to get more education. Younger Aboriginal people are more likely than those who are older to be willing to relocate for educational opportunities, or for a better job. Those living in areas with low Aboriginal incidence, in moderately populated areas, and those in Atlantic Canada are less eager than others to relocate for educational opportunities. Aboriginal people living in areas with low Aboriginal incidence are also more apt than others to consider moving to get a better job. Willingness to move for education is highest in Saskatchewan. Willingness to move for a better job is highest in Manitoba (and lowest in Quebec). Aboriginal people with lower income report greater willingness to consider relocating for educational opportunities, or a better job. This is also more likely to be true of Internet users, and of those who are renters or who have no fixed address than of others. Aboriginal people who speak an Aboriginal language are more open to the idea of moving to another community for educational opportunities. French-speaking Aboriginal people are less likely than others to consider moving for a better job. Those who have recently experienced racism or discrimination are more apt than others to consider relocating for either more education or a better job. Interest in moving for educational opportunities is also higher among those whose current quality of life is poor, than for those who are more content with their quality of life. Willingness to relocate for a better job is lower for those whose quality of life is good than for others.
HOME OWNERSHIP
Four in ten Aboriginal people who are not currently living on a reserve (42 per cent) rent their current residence, 35 per cent own their residence, and 15 per cent are living with family or friends. EMBED PowerPoint.Slide.8 First Nations people are more likely than Métis or Inuit to rent their home. Women are more apt than men to rent their residence, while men are more apt to report that they are living with friends or family. Home ownership increases steadily with age (from seven per cent of those under 25 to 57 per cent of those 55 and older) and household income, as well as employment. Residents of Atlantic Canada are more apt to own their home, while those in Saskatchewan are more apt to be renting. Those residing in large cities are more apt to rent their residence, while those in rural areas and small cities are more apt to own. Those who speak an Aboriginal language are less likely than Anglophones or Francophones to own their current residence. The proportion that own their home declines as density of Aboriginal population increases, and those residing in areas of high Aboriginal density are more apt to be staying with friends or family.
Financial reasons are cited as the main obstacle to home ownership by most Aboriginal people living off-reserve. Only a small proportion (11 per cent) choose not to be a homeowner (because they are not interested in being a homeowner or are unable/unwilling to maintain a home). A small minority also choose not to purchase a home because of a temporary situation or state of transition (e.g., attending school, they plan to move back to the reserve) or do plan to own a home eventually.
EMBED PowerPoint.Slide.8 Renters were asked how often they experience discrimination when they are meeting a landlord or viewing a property they would like to rent. Four in ten believe they never experience any discrimination in this situation and an additional 19 per cent report that they rarely experience any discrimination. On the other hand, one-quarter say that they sometimes experience discrimination and seven per cent feel that they always do.
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Métis renters are less likely than First Nations people or Inuit renters to say that they experience discrimination. The difference is even more marked among those who responded to the survey in-person (which may be partially driven by the fact that this segment has higher proportions of Inuit and First Nations people), who are most likely to indicate that they experience discrimination in this situation. Men are less likely than women to report that they experience discrimination. Those aged 35 to 54 are more apt than others discrimination (while those 55 and older are less apt to say they experience discrimination). Residents of Ontario and Quebec are less likely than others to experience discrimination as renters, while those in Manitoba are more apt to. Perhaps related to this (or vice versa), renters in large cities more often report discrimination. Renter discrimination declines with household income. Those who speak an Aboriginal language are more apt than those who speak English or French to indicate that they experience discrimination when meeting a potential landlord. Individuals who rate their current quality of life poorly more often report this type of discrimination than others, as do those who experience racism. RELATIONS BETWEEN ABORIGINAL AND NON-ABORIGINAL PEOPLE, AND RACISM
This Chapter presents survey results pertaining to the views of Aboriginal people regarding the state of relations between Aboriginal and non-Aboriginal people, the extent to which these relations are perceived to be static, improving or eroding over time and why, as well as reported racism or discrimination experienced within the previous two years.
RACISM AND DISCRIMINATION
Just over four in ten Aboriginal people non and off-reserve report having been a victim of racism or discrimination because of their Aboriginal origin over the last two years (which is similar to results found in the off-reserve population in 2003). Among those who have experienced racism or discrimination, the vast majority (74 per cent) say it was at the hands of a non-Aboriginal person; a higher proportion than in 2003, when this figure was 64 per cent. Four in ten have experienced racism or discrimination by businesses (up from 20 per cent in 2003). One-quarter cited police (up slightly from 2003).The same proportion experienced racism by schools (up from 17 per cent in 2003), and one-quarter say it was through people at work or an employer; an increase from six per cent in 2003. Government was the source of their experience with racism or discrimination by two in ten Aboriginal people, which is up slightly from 14 per cent in 2003. Smaller proportions refer to a landlord or housing authority, a bank or credit institution, or the courts and justice system in general (although the proportion reporting racism or discrimination is up from seven per cent in 2003). EMBED PowerPoint.Slide.8
First Nations people are more likely to report racism or discrimination because of their Aboriginal origin than either Inuit or Métis. They are also more likely than others to cite the police, and businesses as sources. Métis are less likely than others to identity landlords or housing authorities (at least partly driven by a larger proportion of homeowners among Métis). Those who responded to the survey in-person, or as a result of the snowball approach are far more likely than others to indicate that they have experienced racism in the past two years. Racism or discrimination is more often reported by older Aboriginal people. Specifically, those between the ages of 45 and 54 are more likely to report many sources of racism, compared with those younger or older, (including the courts or justice system, banks, utilities, work or employer, government, and Aboriginal people). Younger Aboriginal people are more likely to identify problems with schools, but are less likely to cite businesses, work, or government. Men are more likely than women to refer to the police, the courts, or justice system in general, while women are more likely than men to cite a business. The larger the city or town the residents lives in the more likely it is that an Aboriginal person has experienced racism in the past two years. Furthermore, those living in communities with a moderate incidence of Aboriginal people (between ten and 50 per cent of Aboriginal people relative to the entire population) report a higher incidence of racism or discrimination than do those living in communities with very low or high concentration of Aboriginal people within the population. Residents of the Prairies are more likely than those in other parts of the country to report racism. Those in British Columbia are more likely than others to say they experienced racism at work or through an employer, and are less likely to blame a non-Aboriginal person. Albertans are more likely than others to have experienced racism in school, while in Saskatchewan there is a greater tendency to identify businesses. In Manitoba, people are more likely than in other regions to cite the police as a source, while this is less likely to be the case than average in Atlantic Canada or Quebec. The university-educated are much more likely than those with less education to report racism or discrimination. This same segment, as well as the employed are more likely to cite businesses, or an employer as sources. Individuals with less income have a greater tendency than others to point to the police as a source. Aboriginal people with household incomes between $20,000 and $39,000 are more likely than others to cite a business. Finally, among those in the next household income bracket ($40,000 to $79,000), government is cited more often. French-speaking Aboriginal people are much less likely than others to have experienced racism recently, and are also less likely than others to identify police or businesses as sources. Those who speak an Aboriginal language are more likely than others to cite government, justice system or the courts as sources. Those who are content with their quality of life, with the performance of government, and who believe relations between Aboriginal and non-Aboriginal people have improved are much less likely than others to report racism over the past two years. They are also less likely than others to identify many of the possible sources of racism or discrimination. Those whose current quality of life is poor and who have negative perceptions of government performance are more likely than others to cite almost all of the possible sources (except for businesses and a non-Aboriginal person in both cases). Those who believe relations between Aboriginal and non-Aboriginal people are improving are less likely than others to say they experienced racism through the police, or at the hands of a non-Aboriginal person. STATE OF RELATIONS BETWEEN ABORIGINAL AND NON-ABORIGINAL PEOPLE
When asked about the current state of relations between Aboriginal and non- Aboriginal people, just over half (53 per cent) report that they see the relationship between Aboriginal people and other Canadians as staying about the same. One-quarter of Aboriginal people non- and off-reserve say things are improving, and slightly fewer (17 per cent) say that the relationship is deteriorating. This is similar, although less positive than found among First Nations people living on-reserve (and in 2005, before the 2006 conflict in Caledonia made national headlines from southern Ontario).
EMBED PowerPoint.Slide.8 The youngest and oldest Aboriginal people are more likely than others to see improvements in relations between Aboriginal and non-Aboriginal people. Residents of Atlantic Canada are more likely than others across the country to see improvements in the relationship, while those in Saskatchewan are the most apt to say that relations are worsening. People who are university-educated are more likely than others to believe that relations are getting worse. Among Métis, and residents of areas where the Aboriginal incidence relative to the rest of the population is low, Aboriginal people are more apt to say that the relationship is improving, while in areas where the incidence of Aboriginal population is moderate there is a greater tendency to believe that things are getting worse. Those who have recently experienced racism are also more likely than others to note a downturn in relations. Aboriginal people who are content with their current quality of life, as well as those who are satisfied with the performance of government are more likely than others to have a positive take on relations between Aboriginal and non-Aboriginal people. People with positive views of how relations between Aboriginal and non-Aboriginal people are unfolding were subsequently asked to elaborate on their reasons for their point of view. One-third of Aboriginal people say relations are improving because of better intercultural relations between Aboriginal and non-Aboriginal people, while roughly one in four feel it is because non-Aboriginal society is better educated (than in the past). Smaller proportions attribute improving relations to an increasingly educated Aboriginal population, to having more prominent Aboriginal voices in the mainstream, or to the perception that Aboriginal claims to land and self-government are being met.
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Aboriginal men are more likely than women to give credit for improving relations to better intercultural relations between Aboriginal and non-Aboriginal people. Youth and those between the ages of 45 and 54 are more apt to credit better intercultural relations, while those between the ages of 25 and 34 have a greater tendency to say it is because non-Aboriginal people are better educated. Those between the ages of 35 and 44 are more likely than either younger or older Aboriginal people to say that improved relations are due to a better-educated Aboriginal population. Residents of British Columbia are more likely than others to credit a more highly educated Aboriginal population for improving relations. Individuals with less education and those with no fixed address are more likely than others to relate the improvement to better intercultural relations, whereas those with a university education are more likely than others to say improving relations are a result of the level of education of non-Aboriginal, and (to a lesser degree) Aboriginal people. Homeowners are less likely than others to give credit to improved intercultural relations. Improved intercultural relations is also more commonly cited by rural residents compared with those living in urban areas.
Roughly one-quarter blame the deteriorating relationship between Aboriginal and non-Aboriginal people on racism or intolerance, and two in ten say it comes from a sense of neglect or mistreatment by government. Smaller proportions (15 per cent) believe that relations are worsening because non-Aboriginal people believe that Aboriginal people receive preferred treatment by government. One in ten cite a lack of communications between Aboriginal and non-Aboriginal society, and similar proportions attribute it to non-Aboriginal people being unaware of Aboriginal culture.
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Métis are more likely than either Inuit or First Nations people to blame worsening relations on perceptions in the Aboriginal community of neglect and mistreatment by government, while First Nations people are more apt than others to blame racism or intolerance. Racism and intolerance is also cited more often by women than by men, as well as by older Aboriginal people, whereas those between the ages of 35 and 44 years are more likely than others to blame worsening relations on the belief among non- Aboriginal people that Aboriginal people receive preferential treatment from government. The belief that Aboriginal people are neglected and mistreated by government is more often identified as the cause of deteriorating relations among those with a university education than by others; this cohort is also less likely than others to place the blame on racism or intolerance. Residents of Alberta and in Manitoba are more likely than those in other regions to cite racism or intolerance, whereas residents of British Columbia are least likely to share this view. People living in rural areas are more likely than urban-dwellers to say government neglect and mistreatment of Aboriginal people is a major factor. French-speaking Aboriginal people are less likely than others to believe that worsening relations are due to racism or intolerance; they are more apt than others to attribute it to perceived government neglect and mistreatment among the Aboriginal population. As might be expected, recent victims of racism are more likely than others to point to racism or intolerance as the cause for deteriorating relations, and, they are more apt to cite perceptions of government neglect or mistreatment, or a lack of communication as the primary reasons. Aboriginal people who believe government performance has been sub-standard are less likely than others to place the blame on the views held by non-Aboriginal people that Aboriginal people receive preferential treatment from government. Those with a positive view of government performance have greater tendencies to attribute it to perceptions of government neglect and mistreatment among the Aboriginal population, and are less likely than others to attribute it to racism or intolerance. Individuals reporting poor quality of life more often cite social problems as the main reason for worsening relations. GOVERNMENT
This Chapter discusses the priority areas that Aboriginal people living off-reserve would like to see the Government of Canada focus on, the frequency with which they seek information or assistance on a variety of topics, and perceptions of the current quality of service delivered to Aboriginal people living outside of a reserve by each of the three levels of government.
PRIORITIES
The list of priority areas that Aboriginal people would like to see the Government of Canada focus on is quite varied and far less concentrated than found in the general public. They place health care and education at the top of the list of priorities for the Government of Canada (37 per cent and 35 per cent, respectively). Eighteen per cent cite Aboriginal issues as top priorities, while similar proportions talk about social services, poverty, welfare, and homelessness, or jobs and unemployment. These results represent a shift from 2003 with education rising in importance (from three years ago when Aboriginal people living off-reserve identified health care as the top priority for the Government of Canada, followed by Aboriginal treaty rights/issues, and with education in third place). One in ten believe the top priority should be children and child poverty, and still smaller proportions identify housing, crime, violence and justice, environmental issues and pollution, or lowering taxes as priorities. EMBED PowerPoint.Slide.8 EMBED PowerPoint.Slide.8
Inuit are less likely than either Métis or First Nations people to identify either health care or education as an important priority for the Government of Canada, and are more likely than the other two groups to focus on housing and Aboriginal issues. Women are more likely than men to say that both health care and education are top priorities. Parents are more apt than others to identify children or child poverty and social services as high priorities. Residents of Manitoba and Atlantic Canada are more likely than others across the country to cite jobs and unemployment as priority issues. Atlantic residents are also more likely than others to be concerned about health care, while Manitobans are more likely than others to view social services or poverty as a top priority. Albertans are the least likely across the country to identify Aboriginal issues as something requiring government attention. Rural residents are less likely than those living in more populated areas to believe that education should be a priority. The university-educated are more likely than others to say that education, health care, poverty and social services should be at the top of the list. Children and child poverty are issues of greater concern among those whose household income is between $40,000 and $79,000 than for those with higher or lower incomes. Those who speak an Aboriginal language more often prioritize Aboriginal issues at the top compared with those who do not speak an Aboriginal language. This is also true of those who have recently experienced racism. Aboriginal people who report poor quality of life and are pessimistic about the future are also more apt to suggest a focus on Aboriginal issues. This group is also more likely to prioritize crime, violence and justice issues, and tends to be less concerned than others about prioritizing health care.
FREQUENCY OF SEEKING ASSISTANCE
This study also measures the demand for information and services in a range of areas by the frequency with which people seek information, assistance or advice on five possible issues: credit, childcare, getting a ride to go somewhere, employment, and government services.
The most frequently sought after is government services, as 69 per cent of Aboriginal people living off-reserve say that they look for information, assistance or advice in this area at least some of the time. In fact, 29 per cent say that they do so occasionally or often. Employment is second on the list, with a total of 59 per cent of people saying that they seek out assistance or information in this area (28 per cent say that they do so occasionally or often). Arranging for a ride to go somewhere is third on the list, although fewer (44 per cent) than half are looking for information or assistance in this area (with 22 per cent doing so occasionally or often). Information or assistance with child care is required less often (39 per cent), with one in five (19 per cent) inquiring occasionally or often. Last on the list is credit, with 50 per cent inquiring (16 per cent inquiring occasionally or often). EMBED PowerPoint.Slide.8
Quebecers, Ontarians, and those in areas where the Aboriginal incidence is low have a greater tendency than others to say they never seek guidance on employment issues, while those in Saskatchewan and those in areas where the Aboriginal incidence is very high are more likely to regularly ask for assistance on this issue. Aboriginal people living in areas with low incidence, Quebecers and Atlantic Canadians have greater tendencies to never need help in arranging for a ride (for Atlantic Canadians, this is partly because three in ten have a car). Not surprisingly, older Aboriginal people (many of whom are no longer working) are far less likely than those who are younger to regularly seek guidance on employment issues, while those under the age of 25 are more apt to do so often. This younger age group is also more apt than others to look for help in making arrangements for a ride to go somewhere, while this is least common among older Aboriginal people. Those between the ages of 25 and 34 years tend to seek help on child care more frequently than others, likely because they are just starting their families. Renters also have a greater tendency to regularly ask for assistance when it comes to child care, while those with a college degree are less likely to ask for assistance in this area. Renters, those with less than a high school education and those with lower incomes are more likely to frequently seek help on employment issues and in arranging for a ride to go somewhere than others. Aboriginal people who speak an Aboriginal language are more likely than others to regularly look for help in arranging for a ride to go somewhere, and on childcare issues. Naturally, parents are far more likely to seek information or assistance on child care, and are also more apt to seek information on government services.
PERCEPTIONS OF GOVERNMENT SERVICE DELIVERY
In terms of the overall quality of government service delivered to Aboriginal people living off-reserve, negative views generally outweight positive ones; in the case of the federal government, by a factor of two to one. The most positive results, although tepid at best, relate to performance of local governments. One-quarter of individuals are positive about their city or town government’s service, and one-third have a negative perspective. Two in ten are positive about the performance of the provincial government, although just over one-third provide negative performance ratings. Fewer still believe the overall quality of service delivery from the Government of Canada to Aboriginal people living off-reserve is good (12 per cent, down from 17 per cent in 2003), and four in ten give it a negative rating.
EMBED PowerPoint.Slide.8 Inuit tend to be more satisfied with the quality of service provided by the Government of Canada, and by their provincial government than Métis or First Nations people. Métis are more likely than others to give positive ratings in connection with their local government. Those interviewed in-person are more apt than others to rate government performance (at all three levels) poorly. Older Aboriginal people are more apt (than their younger counterparts) to hold negative perceptions of service delivery provided by the Government of Canada, and by their provincial government. Rural residents, and those living in Quebec are more positive about service delivery from the Government of Canada and from their provincial governments. At the provincial level, Aboriginal people in Alberta are also more likely than others to have positive views on service delivery, while Aboriginal people in Atlantic Canada typically hold more negative views. Finally, Manitobans are less satisfied with the quality of service delivery provided by their city or town government than those living in other regions. The university-educated are generally more negative than their counterparts about the service delivery of all three levels of government. Those reporting household income of $40,000 to $79,000 are also more likely than those reporting higher or lower incomes to have lower ratings of the service delivery provided by the Government of Canada. Homeowners are more negative than others about provincial service delivery. Those who speak an Aboriginal language are more negative regarding the Government of Canada and local government. Aboriginal people who are currently less positive about their current and future quality of life, and relations between Aboriginal and non-Aboriginal people are also more negative about government service delivery (from all three levels of government). Parents are more likely than others to provide negative responses with respect to provincial and federal governments. ABORIGINAL REPRESENTATION AND SERVICES
This Chapter examines the level of satisfaction of Aboriginal people living off-reserve with Aboriginal representative organizations, the extent to which they prefer that programs and services be delivered to them by Aboriginal organizations or staff, as well as the impact and use of Friendship Centres in off-reserve communities.
SATISFACTION WITH ABORIGINAL REPRESENTATIVE ORGANIZATIONS
Aboriginal people living off-reserve are no more positive about the performance of Aboriginal representative organizations than they are about their local governments (although they are marginally less negative than they are about more senior levels of government). One- quarter of Aboriginal people say that their interests are well represented by these organizations. More than a third (38 per cent) believe their interests are moderately represented, and another third report dissatisfaction.
Opinion is also very divided with regard to the information and communication people receive from these Aboriginal representative organizations. Thirty-seven per cent are not satisfied with this information and communication, and about the same proportion are content. EMBED PowerPoint.Slide.8
Inuit respondents tend to be more satisfied with the representation of Aboriginal representative organizations than Métis or First Nations respondents. Inuit are also less likely than others to report dissatisfaction with the information and communication they receive from these organizations. Those interviewed in-person are more likely than others to feel that they are well- represented by Aboriginal organizations. Younger Aboriginal people are more likely than their older counterparts to say their interests are well represented by Aboriginal representative organizations, and to be satisfied with the information and communications that they receive from them. People living in Alberta, Saskatchewan, and in areas where the Aboriginal population density is moderate (relative to the overall population) are less apt than others to feel that their interests are sufficiently represented by Aboriginal representative organizations. Residents of Quebec are typically more positive, as are French- speaking Aboriginal people. Residents living in Saskatchewan are the least positive. The least educated (as well as the unemployed) are also more positive about Aboriginal representative organizations and the information and communications they receive from them, relative to those with more education (and the employed). Those with a strong sense of cultural identity (personally and in their community) are also more likely than others to feel well represented, and to be satisfied with the communication and information received from Aboriginal representative organizations. Positive views about representation (and the information and communications received) also coincide with positive reports regarding quality of life, relations between Aboriginal and non-Aboriginal people, and government performance.
ABORIGINAL REPRESENTATION IN PROGRAM AND SERVICE DELIVERY
Half of Aboriginal people living off-reserve consider it important that the programs and services that they use be delivered by an Aboriginal organization. Three in ten say it is moderately important, and it is not important to only 17 per cent. Slightly fewer (41 per cent) say it is important that programs and services be delivered by Aboriginal staff, but not necessarily by an Aboriginal organization. Another 35 per cent say this is moderately important, but only two in ten feel that this is not important.
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Métis are less likely than Inuit or First Nations people to say that it is important that programs and services be delivered by an Aboriginal organization. Furthermore, those who responded to the survey in-person or through the snowball approach (and are more apt to be Inuit or First Nations people) are most likely to stress the importance of service and program delivery by an Aboriginal organization. Ontarians are more likely than others to prefer having services and programs delivered by an Aboriginal organization (and by Aboriginal staff). This is less important in Alberta and in Quebec than in other parts of the country. It is also less of an issue in areas where the Aboriginal incidence is relatively high compared with the rest of the population. Individuals with a university education are more likely than others to say that it is important that programs and services be delivered specifically by Aboriginal staff, but not necessarily by an Aboriginal organization. Those with the lowest household incomes ($20,000 or less) are more likely than others to feel that having Aboriginal organizations deliver the programs and services that they use is important. People who speak an Aboriginal language also have a greater tendency than others to stress the importance of service and program delivery by an Aboriginal organization. There is a greater preference for programs and services that are delivered by an Aboriginal organization (and staff, but not necessarily organization) among those with a stronger sense of personal cultural identity and community cultural identity. Individuals who have recently experienced racism, and who think that relations between Aboriginal and non-Aboriginal people are improving tend to place more importance than others do on service and program delivery by an Aboriginal organization, and Aboriginal staff (but not necessarily by an Aboriginal organization). IMPACT OF FRIENDSHIP CENTRES
As perhaps the most popular and best known Aboriginal community service organization across the country, the impact of Friendship Centres on the community is viewed as positive by a majority of Aboriginal people living outside of a reserve (57 per cent). Eighteen per cent feel the impact is neutral, and only one in ten say the impact is negative.
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Individuals between the ages of 35 and 44 are the most positive about the impact of Friendship Centres on their community. Aboriginal people living in Manitoba and Ontario, and those living in the most populated areas also have a greater appreciation for the benefits of Friendship Centres in the community. Residents of the Atlantic and Quebecers are less likely than others to say that they have a positive impact. The positive aspects of having a Friendship Centre in one’s community are more apt to be acknowledged by those with lower household incomes and renters than by those reporting more income or homeowners. Those with a stronger sense of cultural identity – both personally and in their community – are more likely than others to say that Friendship Centres have a positive impact on their community. Aboriginal people who are less satisfied with their quality of life and are less positive about the state of relations between Aboriginal and non-Aboriginal people also tend to be less enthusiastic about the impact of Friendship Centres in their community. Those who responded in-person or through the snowball approach are more apt to feel that Friendship Centres have had a positive impact.
USE OF FRIENDSHIP CENTRES
Just over half (52 per cent) of Aboriginal people living off-reserve report having used the services, family access programs, or activities of a Friendship Centre on at least an annual basis. In terms of frequency of use, two in ten use these services yearly, and similar proportions do so monthly. In fact, 14 per cent use these services, programs or activities weekly.
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Inuit are more likely than others to access Friendship Centres on a weekly basis. Métis are the least likely to use Friendship Centres at all. Women typically use Friendship Centres more frequently than men. Older Aboriginal people are less apt to use Friendship Centres than others, and when they do they typically use them less frequently. Youth are more likely than others to access Friendship Centres on a monthly basis. Those living in Atlantic Canada are more frequent users of Friendship Centres than others, while Albertans and those living in areas where there is low Aboriginal incidence (relative to the rest of the population) are less likely than others to access Friendship Centres at all. Low-income households and renters tend to use Friendship Centres more frequently than others. The majority of homeowners and those with higher incomes do not use their services. Aboriginal people who speak French are less frequent users of Friendship Centres. Those who currently report good quality of life, as well as individuals with positive perceptions of government performance are less likely than others to use Friendship Centres. PARTICIPATION IN CULTURAL AND CREATIVE ACTIVITIES
This Chapter looks at the level of participation in community groups, events or organizations among Aboriginal people living off-reserve; participation in unpaid volunteer work; the perceived strength of individual and community cultural identity; participation in cultural and creative activities; and APTN viewership.
COMMUNITY PARTICIPATION
When asked about participation in any groups, organizations or events in their community, just over two in ten say that they participate weekly, while 27 per cent participate on a monthly basis. Twenty-four per cent are active in this way on a yearly basis, and about one-quarter never participate. Among participants, six in ten say that they typically participate in Aboriginal groups, organizations or events.
EMBED PowerPoint.Slide.8 Inuit who are active in their community are much more likely than Métis or First Nations people to say that their activities are generally with Aboriginal groups, organizations or events. Those 55 years old or over tend to be less active than others in their community through groups, organizations or events. Of those who are participating, older Aboriginal people are more likely than others to do so for an Aboriginal group, organization or event. Quebecers are far less likely than others to participate in community events, organizations or groups on a weekly basis, but are much more likely than others to do so on a monthly basis. Among those who are regular participants in such activities, Manitobans are more likely than others to say these are generally Aboriginal events, groups or organizations, while this is less likely to be true of Albertans and Quebecers. Participation is less frequent and less likely to be based mostly around Aboriginal groups, events and organizations in rural Canada, and in areas where Aboriginal incidence is low than in other areas. Weekly participation in such community activities is higher in areas where Aboriginal incidence is moderate than in other areas. Involvement in these types of community activities tends to be higher for those with university education than for others, and is lower than average among those with less than a high school education. Aboriginal people who have a college education and those with higher household incomes are less likely than others to have mostly restricted their activities to Aboriginal groups, organizations or events. Homeowners are less frequent participants in community events, groups or organizations than others. Those who are currently employed are less likely to say that these activities were generally Aboriginal-based. Aboriginal people who speak an Aboriginal language are more active than others in their community groups, events and organizations and are more likely than others to say these are generally Aboriginal-based activities; the same is also true of those with a stronger sense of cultural identity (both personally and in their community). Those who have recently experienced racism are also more regular participants in community activities, and in particular, Aboriginal groups, organizations or events. Aboriginal people who have a good quality of life and who are more positive about government performance are more likely than others to say that their participation in community activities tends to be around Aboriginal groups, organizations or events. Those who responded to the survey in-person or as a result of the snowball approach are more likely than others to participate in community activities (and do so more often). Furthermore, their participation is far more likely to be in Aboriginal groups, organizations or events. VOLUNTEERING
Just over half (56 per cent) of Aboriginal people living off-reserve report having done unpaid volunteer work during the last 12 months. For those who did volunteer, the overwhelming majority (88 per cent) say they enjoyed the experience.
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Inuit are less likely than First Nations people or Métis to have volunteered in the past 12 months. Aboriginal people in Saskatchewan are the most likely to have volunteered, while those in Quebec are the least likely to have done so. Those with higher education and household income are more likely than others to have been active in volunteering over the past year. This is also more likely to be true of homeowners, those who use the Internet, and those who are employed. Individuals who speak an Aboriginal language are more apt than others to have volunteered in the past year. Recent victims of racism or discrimination have a greater tendency to have volunteered recently than others. Those with negative perceptions of their future quality of life, of government performance, and of relations between Aboriginal and non-Aboriginal people are more likely to have volunteered than those with a more positive perspective. Parents are more likely than others to have volunteered.
For those who did not volunteer over the past 12 months, the most often cited reason is they do not have enough time, or are too busy. This was expressed by 56 per cent of Aboriginal people not living on a reserve. Twelve per cent did not do so due to health reasons or a disability, and 11 per cent had no interest. Fewer still say the reason they did not volunteer is because they were not personally asked, because they are unwilling to make the commitment, or that there is no opportunity to volunteer or no cause to volunteer for.
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First Nations people are more likely than others to say that they did not volunteer because they were too busy to do so, while Métis are more likely than others to attribute it to a lack of interest. Older Aboriginal people are less likely than others to say they were unable to volunteer due to a lack of time, but are more likely to cite health reasons or a disability as the main obstacle. Albertans and those living in the most populated areas have a greater tendency to say that they have been too busy to volunteer; this argument is least likely to be made in Atlantic Canada. Those in rural areas are more likely than others to say they were not interested in volunteering. Internet users and those who are working are more apt than others to be too busy to volunteer, and less likely to say that health reasons or disabilities are obstacles. Conversely, Aboriginal people with the least education and income are less likely than others to blame lack of time as an obstacle to volunteerism, but are more likely to attribute it to health reasons or a disability. People reporting poor quality of life (as well as those who expect it to deteriorate over time) are more likely than others to say they have not volunteered because of health reasons or a disability, and are less apt than others to blame it on lack of time. Those who say that relations between Aboriginal and non-Aboriginal people are worsening are less likely than others to have an interest in volunteering. Parents who have not volunteered are more likely to cite a lack of time.
EXTENT OF CULTURAL IDENTITY
Most Aboriginal people living off-reserve are more likely to rate their own cultural identity as strong, but are much less likely to see the same strong sense of cultural identity in their community. Four in ten say that their community has a strong cultural identity, while three in ten say it is moderately strong, and equal proportions believe it is not strong at all. In comparison, six in ten believe their own sense of cultural identity is strong; two in ten say it is moderately strong, and equal proportions believe it is not strong.
EMBED PowerPoint.Slide.8 Aboriginal people between the age of 45 and 54 years are more likely than others to rate both their personal sense of cultural identity and the cultural identity within their community as strong. Those in rural areas, in areas where there is a high or very high Aboriginal incidence, and those in British Columbia are more likely than others to say that their community has a strong sense of cultural identity. Albertans are less likely than others to share this view. Quebecers are less likely than others to say their own personal cultural identity is strong, while Atlantic Canadians are the most apt to do so. The view that there is a strong sense of cultural identity in one’s community is stronger for those with a university education than for others. High school graduates are less likely than others to report a strong personal sense of cultural identity. Interestingly, when it comes to income, it is those with the lowest household incomes who are most likely to report a strong sense of cultural identity in their community; those with higher incomes are just as likely to give a low rating for the sense of cultural identity within their community as they are to rate it highly. Those who speak an Aboriginal language and who have a strong personal sense of cultural identity are more likely than others to see the same quality of cultural identity in their community, or have a strong sense of it themselves. Among those who have recently experienced racism, there is a greater tendency to claim a strong personal sense of cultural identity. Aboriginal people who have positive views about government performance, the state of relations between Aboriginal and non-Aboriginal people, and about their own quality of life are more apt than others to rate the cultural identity of their community as strong. Those who responded to the survey in-person or via the snowball approach are far more likely than others to rate their personal and community sense of cultural identity as strong (which is perhaps not surprising given their higher rates of community participation). Most Aboriginal people living off-reserve participated in some type of cultural activity in the 12 months preceding the survey. In the past year, most have attended a live performance such as a play, concert or dance at least once (37 per cent have not), with more than four in ten reporting that they have attended live performances twice or more. Over half have attended a visual arts exhibit in the past year (with one-third attending a visual arts exhibit twice or more in that time), and close to half have attended an exhibit of artifacts, historical objects or natural history specimens. One-quarter have attended a media arts presentation in the past year.
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Inuit are less apt than First Nations people or Métis to have attended any live performances, visual art exhibits or exhibits of artifacts in the past year, likely because of their lack of access in remote communities. Men are less likely than women to have attended a live performance or visual art exhibit in the past year. Those aged 55 and over are less apt than their younger counterparts to have attended an exhibit of artifacts, live performance or visual art exhibit in the previous year. Residents of Quebec are less likely than those from other regions to have attended any live performances in the past year, whereas residents of Saskatchewan are more likely to have attended all the cultural activities listed in comparison to respondents from other regions. It is not surprising, given proximity, to see that residents of metropolitan areas are more likely than residents of rural or suburban areas to have attended a live performance, visual art exhibit or exhibit of artifacts within the past year. Parents are more likely than others to have attended live performances in the past year, and have attended more frequently (which may be a function more of the age relationship). They are also more likely to have attended an exhibit of artifacts or historic objects. Those who responded to the survey in-person are more apt than others to have attended a media arts presentation in the past year. Residents of areas with the highest Aboriginal density (50 per cent or more) are less likely to have attended a live performance, visual art exhibit or exhibit of artifacts than other residents, likely because these types of communities are often more remote and lack access to cultural events and infrastructure. The proportion that has attended any of the cultural activities listed increases with level of education and income. For example, those with university education are more apt to have attended each activity more frequently than those with less education. Similarly, those who use the Internet, and the employed are more apt to have attended all the cultural activities listed and to have attended more frequently in the past year. Those who describe their community or personal cultural identity as weak are less apt to have attended a live performance, media arts presentation or visual arts exhibit in the past year, compared to those with strong personal or community cultural identity. Those who have been victims of racism are more likely than others to have attended the cultural activities listed in the past year. Those who responded to the survey in-person are more likely than others to have engaged in painting, drawing or sculpting, and in creative writing. Parents are also more likely than others to have engaged in creative writing in the past year. Roughly half to one-third of Aboriginal people living off-reserve have participated in creative activities. For example, just under half (46 per cent) have done craft-work (pottery, ceramics, jewellery, leatherwork, sewing, knitting, etc.) or have acted, danced, sung, composed or played music in the 12 months prior to the survey (44 per cent). Just over one in three have done creative writing (38 per cent); painting, drawing or sculpture (36 per cent); or made photographs, movies or videos (34 per cent) in the past year.
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Women are far more likely than men to have engaged in craft work (e.g., pottery, weaving, sewing, jewellery), or creative writing in the past year. Youth (under 25) are more likely than others to have done craft work in the past year. The proportion that have painted, drawn or sculpted in the past year declines with age (from 51 per cent of youth under 25 to 23 per cent of those 55 and older). The same is true of creative writing, acting, dancing and music. Residents of Manitoba are more apt to have engaged in painting, drawing or sculpting than are residents from other regions. Urban residents are more apt to have painted, drawn or sculpted; made photographs, movies or videos; or done creative writing than rural residents (perhaps as a result of proximity to facilities and courses in these areas). The incidence of participating in each creative activity increases with education, and also coincides with Internet use. Aboriginal people who describe their personal cultural identity as strong are more apt to have engaged in all the creative activities identified (although it is difficult to know which has resulted in the other, if indeed there is any causal relationship at all). Those who believe that relations between Aboriginal people and other Canadians are improving are more apt to have participated in painting, drawing or sculpting in the past year.
APTN VIEWERSHIP
Roughly half (53 per cent, if you include the “don’t know” responses) of Aboriginal people living off-reserve watch the Aboriginal Peoples’ Television Network (APTN) on a daily basis. Of those who watch it regularly (i.e., daily), most watch APTN for between one to two hours daily (41 per cent), and less than one in ten (eight per cent) spend three or more hours each day watching APTN.
EMBED PowerPoint.Slide.8 First Nations people and Inuit are more likely to be daily APTN viewers. APTN viewership increases with age: fewer than half of youth watch it daily, compared to 60 per cent of those 55 and over. Viewership is weakest in Quebec (although 40 per cent do watch it daily). Residents of Saskatchewan are the most likely to watch it daily (63 per cent). APTN viewership increases with the density of Aboriginal population, and tends to decline with city size. Similarly, Francophones are less apt to watch APTN daily (although 40 per cent do), while those speaking an Aboriginal language are most likely to view APTN daily, and typically spend more time watching it on a daily basis. Those with less than high school education are more likely to watch APTN on a daily basis, and to watch it for longer periods of time each day, compared to those with more education. Similarly, APTN viewership also declines with household income level (62 per cent of those with low household incomes watch APTN daily, compared with less than half of those with household incomes of $80,000 or more). Those who are currently working and those who use the Internet are also less apt to be APTN viewers compared to those not working or who are not Internet users. Those who rate their current and future quality of life positively are less likely to view APTN on a regular basis (compared to those who rate their quality of life as poor), as are those who rate government performance positively. Parents are more likely than others to be APTN viewers. LANGUAGE
This Chapter presents survey results that identify the languages spoken by Aboriginal people not living on a reserve, views regarding the importance of preserving or re-learning Aboriginal languages, as well as preferences regarding approaches to re-learning an Aboriginal language (for those who do not currently speak an Aboriginal language).
The vast majority of Aboriginal people living off-reserve speak English in their home and community (93 per cent) and another two in ten speak French (18 per cent). Thirteen per cent speak Cree, six per cent speak Ojibway, and a small proportion speak other Aboriginal languages. Overall, one in four (23 per cent) speak an Aboriginal language.
Most Aboriginal people living off-reserve who have an Aboriginal language learned the language as a child (77 per cent).
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Younger respondents (34 and under) are more apt to have learned an Aboriginal language as adults (three in ten have) as are those with a post-secondary education, while those 35 and older (and those with less education) are more likely to have learned their language as a child. Aboriginal languages are more common among residents of areas where the Aboriginal population density (e.g., Inuktitut, Cree, Dene or Ojibway), and these residents are more likely to have learned their language as a child. Similarly, Aboriginal languages are more common in rural areas, compared with urban areas. As expected, languages spoken vary by province or region, with Cree more predominant in Alberta and Saskatchewan; French more predominant in Quebec; Ojibway more predominant in Manitoba and Ontario; Mic Mac more prevalent in Atlantic Canada; and English more common in B.C., Alberta, Manitoba and Ontario. Those who learned an Aboriginal language as an adult (and tend to be younger and better educated) are more apt to believe that relations between Aboriginals and other Canadians are getting worse, and to rate government performance poorly. There is a higher than average representation of people who speak Cree among those who describe their current quality of life as poor or fair. On the other hand, this is also true of those who believe that their quality of life will improve. This representation of Cree-speaking Aboriginal people is also higher among individuals who believe that relations between Aboriginal and non-Aboriginal people are getting worse, and those who report racism. Aboriginal people who currently speak an Aboriginal language all consider it important that their language be passed on to future generations (95 per cent), and that they maintain their language skills through speaking, reading, writing, storytelling and ceremonies (93 per cent).
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Inuit and First Nations people typically place more importance on the maintenance of their Aboriginal language or the passing on of language to future generations. The importance of language also increases with age (with youth being typically less concerned). Perhaps related to age, those with less than high school education are also somewhat less likely to consider it important that their language be passed on to future generations. Those who describe their personal cultural identity as strong, and those who have been victims of racism are more apt than others to consider it important to maintain their Aboriginal language and pass it on to future generations. Those who do not speak an Aboriginal language were asked about the importance of keeping, learning or re-learning their Aboriginal language, if given the opportunity. Close to two- thirds consider it important to be able to speak their Aboriginal language (64 per cent), and only slightly fewer (61 per cent) consider it important that they be able to read or write in this language. Compared with findings among First Nations people living on-reserve in 2005, considerably fewer people living off-reserve (who do not speak an Aboriginal language) consider it important.
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Again Inuit and First Nations people are more apt to consider it important to speak, read and write in their (Aboriginal) language. Similarly, those who-responded to the survey in-person (where there is an over representation of First Nations people) are most apt to consider it important that they be able to read or write in their Aboriginal language. Women are more likely than men to consider it important that they be able to speak their language (72 per cent of women consider this important, compared to 55 per cent of men), or read and write in this language. Aboriginal people between 35 and 44 are also more apt to consider it important that they be able to speak their language than those who are younger or older. Residents of highly dense Aboriginal areas are much more likely than those in areas of lower density to consider it important that they be able to speak their Aboriginal language. The proportion that consider it important to speak, read or write their language declines with household income. Those who describe their own personal or community cultural identity as strong are more apt than others to consider it important to speak, read and write their language. Those who rate government performance poorly, or who describe their current quality of life as poor are also more apt than others to consider speaking, reading and writing in their language important. Aboriginal people reporting racism are much more likely than others to consider it important to be able to speak their language (80 per cent, compared to 55 per cent of those not reporting racism).
A combination of traditional and multi-media approaches is the approach most preferred for learning or re-learning an Aboriginal language (according to 52 per cent), while one-quarter (27 per cent) prefer learning or re-learning their Aboriginal language solely using traditional approaches. The use of only modern multi-media methods is a less popular choice (13 per cent). These findings are quite similar to those measured among First Nations people living on-reserve in 2005, although the current results show an even stronger lean toward a combined approach. EMBED PowerPoint.Slide.8 Métis have a stronger than average preference for a mixed approach, compared with Inuit or First Nations people. Aboriginal people who are 55 and older tend to prefer traditional learning approaches, while those 25 to 44 prefer a blend of multimedia and traditional approaches. Those with less than high school education (who also tend to be older) prefer traditional approaches, while those with college and university education prefer a mixed approach. The preference for a mixed approach also increases with household income. Similarly, those who use the Internet and those who are currently working prefer a mixed approach. INTERNET USE AND WEBSITES OF INTEREST
This Chapter highlights Internet access and usage off-reserve, as well as the level of interest and use of various types of websites.
Roughly three-quarters of Aboriginal people living off-reserve (74 per cent) have used the Internet in the past three months. Half of those who have not used the Internet recently point to lack of access as the main reason, followed by a lack of familiarity with the Internet and how to use it (21 per cent), or general disinterest in using the Internet (17 per cent). Ultimately, only 13 per cent of Aboriginal people living off-reserve lack access to the Internet (since 74 per cent have used it and only half of non-users report a lack of access).
This degree of usage of the Internet is very high. In fact, it is in line with figures reported by the general public more broadly and is considerably higher than the usage reported among First Nations people living on a reserve (at 54 per cent). The most recent incidence of Internet usage in the general public is 78 per cent.
EMBED PowerPoint.Slide.8 As found in the broader general public (or among First Nations people living on-reserve), Internet use declines dramatically with age (from 90 per cent of youth to 42 per cent among those who are 55 and older). Further, individuals who are 45 and older are more apt to cite a lack of familiarity with the Internet as a reason for not accessing it. Women are more likely than men to cite lack of access as the reason for non-use. Parents are far more likely than others to have used the Internet in the past three months. Internet use increases with education and household income, as well as with employment status (from 57 per cent of those with less than high school education to 93 per cent of those with university education, for example). Residents of areas that are high in Aboriginal population density (which are more often rural) are less apt to access the Internet. Similarly, those residing in large cities are more apt to access the Internet. Those who rate their current and future quality of life positively are more apt to use the Internet.
Most Internet users commonly access the Internet at home (71 per cent, up from 62 per cent in 2003), although some access it primarily at work (22 per cent, virtually unchanged since 2003) or at school (16 per cent, up from 11 per cent in 2003).
EMBED PowerPoint.Slide.8 Naturally, youth (under 25) are more apt to access the Net at school or the homes of friends and family, while those who are older are more apt to access at home or work. Similarly, those with less than high school education are more apt to access the Internet at school or the homes of friends and family; those with high school or college education are more likely to have accessed the Internet at home; and those with college or university education are more likely than others to have accessed the Internet at work. The proportion who have accessed the Internet at home or work also increases with household income; while those with the lowest household incomes (under $20,000) are more apt to have accessed the Internet at school, a community centre or library, the homes of friends and family, or at an Aboriginal organization. Those who completed the survey in-person are much less likely to access the Internet at home (and more apt than others to access in other locations such as at the homes of friends and family, an Aboriginal organization, school, community centres or libraries).
For Internet users, websites that target people of their culture, ethnic origin or language on the topic of education and learning are the most popular, according to almost three-quarters of Internet users. In particular, half access websites with specific content related to education or learning of their culture or language, and over four in ten access sites related to the expression of their culture or heritage (43 per cent). Local community events or news specific to their culture or language are also popular (40 per cent). Visiting websites to shop for goods and services is cited one in four times (24 per cent) by Internet users.
EMBED PowerPoint.Slide.8 Women are more likely than men to visit websites pertaining to education or learning, and expressions of their culture. Those 55 and older are less apt to visit sites pertaining to education or learning, and youth (under 25) are less likely than others to access sites featuring information about community events, the option to purchase goods and services, or expressions of Aboriginal culture. Residents of Saskatchewan are more likely than those from other regions to have accessed sites related to education, local community events, and expressions of culture. Rural residents are less apt to have accessed websites featuring education or local community events than are residents of medium to large cities. Usage of the full range of sites increases with education. Those who speak an Aboriginal language are more likely than those speaking English or French to have accessed all of the culture-related sites listed. Naturally, those who describe their personal cultural identity as strong are more apt than those who describe it as weak to have accessed most of the types of sites listed (except for sites pertaining to the purchase of goods and services). Those who rate their current quality of life and government performance poorly are more apt than others to have accessed sites with education and learning, or expressions of Aboriginal culture. Similarly, those who believe that their quality of life will worsen are more apt to have accessed educational sites, than those who believe their quality of life will remain unchanged or improve.
In the survey, Internet users were also asked to rate their level of interest in visiting various types of websites with Aboriginal language or cultural content. The greatest interest was expressed about websites featuring expressions of Aboriginal culture, arts, heritage, language and traditions (53 per cent are very interested and a further 28 per cent are somewhat interested); and websites pertaining to the role of Aboriginal peoples in Canada (55 per cent are very interested and 29 per cent are somewhat interested). Close to half are very interested in websites providing information on local community events and news (47 per cent are very interested), and over one-third have a high level of interest in a website in an Aboriginal language (37 per cent are very interested).
Although still fairly strong, the level of interest is muted compared with that expressed by First Nations residents living on a reserve which in the case of local community events and news may simply be a function of living in a smaller community. Those interested in a website pertaining to an Aboriginal language were asked to specify the language they are most interested in. The language that the greatest number of people are interested in is Cree (45 per cent express an interest in websites in or related to Cree), followed by Ojibway (23 per cent). Fewer than one in ten Internet users expressed interest in websites in other Aboriginal languages.
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EMBED PowerPoint.Slide.8 Métis are less interested in websites with expressions of their culture, arts, heritage and language, or websites in an Aboriginal language than Inuit or First Nations people. First Nations respondents also express the greatest interest in websites with community events and news, and the role of Aboriginal peoples in Canada. Consistent with patterns of website use, women are more likely than men to express an interest in websites with expressions of their culture, arts, heritage and language; with local community events and news; and websites in an Aboriginal language. Similarly, youth (under 25) express less interest than those older in all the types of websites tested. Residents of areas with high Aboriginal population density are more apt than those in lower density areas to express interest in websites in an Aboriginal language. As with use of websites, interest in all the types of websites tested tend to increase with educational attainment. Those who speak an Aboriginal language are also more likely to express a strong interest in all the types of websites tested compared to those who speak English or French. Also, those with a strong personal or community cultural identity express a stronger interest in websites with community events and news, and websites in an Aboriginal language. Those who rate their current quality of life and government performance poorly are more apt than others to express a strong interest in all websites tested. The same is true of those who have experienced racism. POST-SECONDARY EDUCATION
This Chapter explores the views of Aboriginal people living off-reserve regarding the importance of post-secondary education, the relative proximity of post-secondary institutions to respondents, and the likelihood their own children will pursue a post-secondary education. As well, awareness of government PSE savings programs is discussed, in addition to current saving behaviour, use of RESPs, and potential and preferred information sources on RESPs.
VIEWS ON POST-SECONDARY EDUCATION
Aboriginal people agree that the cost of a post-secondary education is a good investment. Over three-quarters say that it is important for young people, because it will lead to better jobs with higher wages. (Only fourteen per cent are neutral, and seven per cent disagree.) Just over two-thirds of people also agree that more and more these days, the financial support from parents is a big part of what decides whether children are able to get a post- secondary education. (Two in ten are neutral and another one in ten disagree). There is no significant difference between the views of parents and other Aboriginal people in this regard.
In spite of high levels of agreement and appreciation for the value of post-secondary and the need for financial support of parents, results are nonetheless considerably lower than found among parents in the general public. The difference in responses between Aboriginal respondents and the general public regarding the value of education may be attributable in large part to depressed local economies in some regions of the country. On the other hand, lower reported saving activity among off-reserve Aboriginal parents for post-secondary education compared to the general public is very likely owing to the existence of a dedicated financial support program in place for Aboriginal youth to attend post-secondary education, making the role of parental support perhaps viewed as less critical (and less obvious). EMBED PowerPoint.Slide.8
Inuit are less likely than Métis or First Nations people to agree that the cost of a post- secondary education is a good long term investment for young people. Inuit are also less likely than others to agree that the financial support from parents is a big part of what decides whether children are able to get a post-secondary education. Older Aboriginal people (55 and above) tend to see post-secondary education as a better investment than younger people do. Youth are less apt than others to say that financial support from parents is a deciding factor as to whether children can get a post-secondary education. Rural residents are less likely than urban dwellers to believe that parental financial support is an important factor for a child’s opportunity to attend a post-secondary institution (although this difference is not observed among parents specifically). Those households reporting a higher-income have a greater tendency to agree that financial support from parents is key to a child’s ability to have a post-secondary education. Those who responded to the survey in-person (who also report lower incomes) are less likely to agree that the cost of post-secondary education is a good investment. People who are more positive about relations between Aboriginal and non-Aboriginal people, the performance of government, and about their current and future quality of life are also more positive about the value of post-secondary education, despite the costs. Those reporting a good quality of life are more likely than others to agree that the financial support of parents is important in determining whether a child will be able to attend a post-secondary institution. AWARENESS OF GOVERNMENT POST-SECONDARY EDUCATION SAVINGS PROGRAMS
Ability to identify the RESP savings mechanism (or their associated incentive programs, including Canada Education Savings Grant and the Canada Learning Bond) specifically by name is lower than found among other Canadian families. Fourteen per cent of Aboriginal families living off-reserve were able to do so (in an unprompted questions). This might be expected in a population where specifically targeted programs are available to support youth attending post-secondary. Fifteen per cent said they know of some programs that exist, but could not cite specific ones. Over half (58 per cent) could not provide an answer.
Aboriginal parents living off-reserve, in particular, demonstrate somewhat greater awareness of RESPs (or the Canada Education Savings Grant and the Canada Learning Bond) than non-parents, with 20 per cent of parents identifying RESPs. Although there is no difference between parents and others in terms of the level of awareness of other programs or funding sources, non-parents are generally less aware of any of the government programs identified. It should be noted, however, that the 19 per cent awareness of RESPs among parents at least, is definitely an underestimation of the proportion that are actually aware of RESPs (but perhaps not aware of the specific name in an unprompted question). This is substantiated by the fact that 20 per cent of parents indicate that they are currently saving using RESPs and another 16 per cent are saving outside an RESP for reasons relating to RESPs themselves (e.g., easier to save outside RESPs, RESPs don’t yield enough return, or are too complicated). These results are laid out in more detail in Section 9.5. The same phenomenon also occurs among parents in the broader public although the gap between those who identified RESPs in the unprompted awareness question and those who later indicate that they are saving through an RESP is smaller.
EMBED PowerPoint.Slide.8 Top of mind recall of RESPs is higher for those between the age of 25 and 44 than for others. RESPs are also more often cited as a government program in more populated areas than in rural areas. As might be expected (and also found among other Canadian families) those with higher education and higher household income are more likely to be aware of RESPs than those with less education or lower household income.
CHILDREN AT HOME, AND PROXIMITY OF POST- SECONDARY INSTITUTIONS
Just over half of Aboriginal households off-reserve have children under the age of 18 (at home or away from home). Seventeen per cent have one child, while two in ten have two children, and fourteen per cent have three or more.
When asked about the proximity of a post-secondary institution, eight in ten report that there is a post-secondary institution within daily driving distance of their community, while 16 per cent do not have such access. Proximity to a school is slightly higher among parent respondents than others; 83 per cent of parents report that there is a post-secondary institution within daily driving distance, versus 78 per cent of non-parents. Proximity to a school is considerably higher than found among First Nations parents living on a reserve.
EMBED PowerPoint.Slide.8 First Nations people are more likely than others to have a post-secondary institution within daily driving distance of their community, while Inuit are less likely. Those who responded to the survey in-person are less likely to have children at home. They are also less apt to indicate that there is a post-secondary institution within driving distance, and more likely to not know or not be aware of one. The presence of children under the age of 18 in the home naturally coincides with the age of the respondent, with the highest frequency among individuals between the ages of 25 and 44. Aboriginal people living in areas where there is a low Aboriginal incidence are less likely than others to have children in the home (and if they do, they have fewer children). Those in high or very high incidence areas are more likely than others to have three or more children under the age of 18. Aboriginal people living in areas with very high incidence and those from Quebec are less likely than others to say there is a post-secondary institution within daily driving distance of their community, while those in more populated areas are more apt than others to say this access exists locally. Those with a college or university education, with higher household incomes ($80,000 or more), and who are working are more likely than others to have a post-secondary institution within daily driving distance of their community. French-speaking Aboriginal people are less likely to have children, or as many children as those who speak English or an Aboriginal language. Those who speak an Aboriginal language are more likely than others to have three or more children under the age of 18. IMPORTANCE, AND LIKELIHOOD OF ACCESS TO POST-SECONDARY EDUCATION
For respondents with children in the home, virtually everyone (93 per cent) says it is important for their children to get a post-secondary education. Similarly, when asked about expectation of attendance at a post-secondary institution, 89 per cent of households with one child expect the child to attend post-secondary, and 78 to 79 per cent of households with more than one child expect all of their children to attend (and very few expect none to attend).
EMBED PowerPoint.Slide.8
Inuit are less likely than others to see the importance of a post-secondary education. Métis are marginally less likely to say that all children in the household will get a post-secondary education. Parents who responded to the survey in-person are less likely to consider it important that their children pursue a post-secondary education. The youngest Aboriginal parents (under the age of 25) are more likely than others to say that their children will receive a post-secondary education. Those with higher incomes are more likely than others to say that their children will receive a post-secondary education. Those with less than a high school education are less likely than others to say it is very important that their children get a post- secondary education and fewer of them expect all children in the home to get higher education (although three in four households in this segment do).
SAVING FOR POST-SECONDARY EDUCATION
A total of 43 per cent of Aboriginal parents who are expecting a child to attend post- secondary education are currently saving for the child’s post-secondary education. This is fewer than the proportion of parents found in the general Canadian population.
EMBED PowerPoint.Slide.8 Métis are more likely than Inuit or First Nations people to be contributing towards savings for a child’s post-secondary education. Those who responded to the survey in-person (and are less apt to be Métis) are far less likely than others to be saving for a child’s post-secondary education. Men and those under the age of 25 are more apt to be saving for a child’s post- secondary education than women or those who are older. Homeowners, Internet users, those with higher household incomes and those who are employed are all more likely to be actively contributing towards savings for a child’s post-secondary education. People who are more satisfied with government performance and with their own quality of life have a greater tendency than others to be contributing towards savings for post-secondary education.
Among those who are actively saving, about half (48 per cent) have contributed to a RESP. Two-thirds of those who have used an RESP are aware that the Canada Education Savings Grant contribution is added to the RESP. In fact, two in ten say it is not added (and 12 per cent do not know). This is also lower than found among all Canadian parents who are saving for a child’s post-secondary education (where it was measured at 60 per cent in 2005).
EMBED PowerPoint.Slide.8 Of those using an RESP, women are more likely than men to say that the Canada Education Savings Grant contribution is added to their RESP. Aboriginal people living in areas of very high incidence are much less likely than others to be using an RESP as a savings vehicle for a child’s post-secondary education. Residents of Saskatchewan who are using an RESP are more likely than others to be aware that the Canada Education Savings Grant contribution is added to their RESP savings. Savers with higher education and income are more apt to be using an RESP to save for post-secondary education. This is also more likely among homeowners, Internet users, and the employed. Awareness of the Canada Education Savings Grant contribution increases with education.
For those who are saving for a child’s post-secondary education but not using RESPs as a savings vehicle, two in ten say they are not using RESPs because they did not know about them, and an equal proportion say that it is because it is easier to save outside of an RESP. Twelve per cent cite financial limitations as a barrier, while similar proportions just have not yet considered using RESPs. A few Aboriginal people say that RESPs do not provide sufficient returns, are too complicated, or think there is a risk of losing earnings if the child does not attend post-secondary education.
EMBED PowerPoint.Slide.8 Those between the ages of 35 and 44 are more likely than others to cite financial limitations as their main reason for not using an RESP to save for a child’s post- secondary education. British Columbian parents are also more apt than others to refer to financial limitations as an obstacle. Those with a university education are more likely than others to say that they do not contribute to an RESP because it is easier to save outside of them. Among those whose household income is between $20,000 and $39,000, there is a greater tendency than others to blame financial limitations. Those in the next income bracket ($40,000 to $79,000), who are employed, and homeowners are more likely than others to say it is easier to save outside of an RESP. Finally, for those with the highest household income, they have a greater tendency to say they do not contribute to RESPs because RESPs do not provide sufficient returns.
GETTING INFORMATION ABOUT RESPS
When asked what they would do to get information about how to set up an RESP, most Aboriginal people say they would go to a financial institution (40 per cent), while a smaller proportion (15 per cent) would visit a website. Less popular ways of getting information about RESPs include going to a financial advisor, speaking with family members or friends, visiting a government department, or using a community resource. Very few say that they would go to an educational institution/college, or call a 1-800 number.
Parents are more apt than others to say that they would visit a website (18 per cent versus 11 per cent of non-parents) or go to a financial institution for information (45 per cent versus 36 per cent). EMBED PowerPoint.Slide.8
Inuit are less likely than Métis or First Nations people to say they would get information about setting up an RESP from a financial institution. Albertans are more likely than others to say they would visit a website, while Manitobans are less likely than others to choose this option. College- and university-educated Aboriginal people, those who are employed and Internet users have greater tendencies than others to say they would go either to a financial institution or website. Those with no fixed address would be less likely than others to choose to go to a financial institution for information. PREFERRED RESP INFORMATION SOURCES
More Aboriginal parents living off-reserve regard their bank or employees of the financial institution where they do their banking as the most trustworthy source of information on establishing an RESP than regard other sources as trustworthy (by 32 per cent). This is followed by friends or family members (24 per cent) and financial advisors (19 per cent). Only a small minority consider other sources, including government to be trustworthy.
EMBED PowerPoint.Slide.8
Women are more likely than men to consider their bank or employees of their bank to be a trustworthy source of information on RESPs. The proportion placing their trust in friends or family members declines with age (from 41 per cent of youth under 25, to 12 per cent of those 55 and older). Youth (under 25) place less trust in banks or bank employees than average. Those 55 and older are less apt than their younger counterparts to identify any trustworthy information source. Although there are no strong regional differences, residents of areas with a high Aboriginal density are less apt to identify any trustworthy information source. Those with college or university education are more apt to identify a financial advisor as a trustworthy information source on RESPs, while high school graduates are more apt to place trust in friends and family members for information on this topic. Similarly, the extent to which financial advisors are identified as a trustworthy information source increases with household income, as well as use of the Internet, while trust in friends and family members declines with income level. English-speaking respondents are less likely to consider friends and family to be a trustworthy information source, compared to those who speak French or an Aboriginal language. Similarly, those who describe their community or self cultural identity as strong are less apt to be able to identify a trustworthy information source on RESPs. PARTICIPATION IN SPORT
This Chapter examines participation in sport among Aboriginal people living off- reserve. This includes a look at the nature of involvement in sports; involvement in coaching, training and competition in sporting activities; the perceived benefits of participation; and factors preventing participation in sport.
Four in ten (39 per cent) Aboriginal people living off-reserve participate in sports. This is similar to the 45 per cent of First Nations people living on-reserve who said the same in 2005. Of those involved in sporting activity, most participate as a player (83 per cent), while 15 per cent participate as coaches, and 14 per cent as volunteers. A small proportion participates as a referee or official (six per cent), an assistant coach (four per cent), a manager (three per cent), or in other roles. These patterns of participation are similar on-reserve.
EMBED PowerPoint.Slide.8
Men are far more likely than women to be involved in sporting activities (51 per cent of men are, compared with 29 per cent of women). Men are also more likely to be involved as players, coaches or as officials than are women. Participation in sport declines with age (from 60 per cent of youth, to 19 per cent of those 55 and older). Youth are more apt than those older to be involved as players. Coaching or volunteering is more popular among those 25 to 54 than any other age group. Participation in sport increases with household income (from 29 per cent of those with household incomes of less than $20,000 to 50 per cent of those with household incomes of $80,000). Participation in a volunteer capacity also increases with household income. Those who are currently working and those who use the Internet are all more likely than others to participate in sports. In particular, Internet users and the employed are more likely than others to participate in sport as players. Those who speak an Aboriginal language are more apt than Anglophones or Francophones to participate as coaches, officials or volunteers. Not surprisingly, parents are more likely than non-parents to have coached or volunteered in sport activities
Of those involved in sport, most indicate that this involves competition (84 per cent), and takes place primarily in a structured and organized environment (75 per cent), both of which are similar to the picture on-reserve. Coaches and training are present just over half of the time (54 and 59 per cent, respectively), which is slightly less often than found on reserves.
EMBED PowerPoint.Slide.8 Men are more likely than women to be involved in a sport involving training or competition, as are youth. Among rural residents involved in sport, fewer are coached. Rural residents are also less likely to say their sport activities are structured and organized. Manitoba residents involved in sport are also less apt to have a coach, while those in Quebec are more likely to be coached, compared to other regions. Those with the highest household incomes are more apt than those with lower incomes to be involved in sport activities that feature training. Those who responded to the survey in-person are less likely to indicate that their sport activities are structured or coached. Those with higher household incomes are more likely than others to say their sport activities are primarily done in a structured and organized environment.
Despite the many benefits that come from participating in sport, many are unable or uninterested in doing so. The factor which presents the greatest obstacles to participation for those not involved in sport is lack of time (42 per cent), followed by health concerns or a disability (22 per cent), and lack of interest (17 per cent). One in ten cite age (believing that they are too old) or financial concerns as obstacles to participation. Lack of sport facilities or transportation are cited by a minority as obstacles to participation.
By comparison, First Nations people living on-reserve are less apt to cite lack of time (32 per cent do) or lack of interest (13 per cent) as obstacles, and are slightly more likely to cite age (14 per cent feel that they are too old) as an issue. EMBED PowerPoint.Slide.8
Inuit are more likely than Métis or First Nations people to cite lack of interest, and less likely to point to a lack of time. Those who responded to the survey in-person are more apt than others to point to lack of facilities, money, or transportation, and to health concerns as barriers to participation. Men are more apt to cite lack of time as a barrier, while women are more likely to point to health issues or lack of interest. Parents are more likely than others to cite a lack of time. Not surprisingly, lack of time is more often cited by those aged 25 to 44, health issues or age are more often cited by those 45 and older, and youth (under 25) more often cite lack of money. Rural residents are more apt to cite a lack of facilities as an obstacle to participation. Those with less than high school education (who also tend to be older) are more apt to cite health concerns, while those with college or university education are more apt than those with less education to point to a lack of time. The proportion identifying lack of time also increases with household income, while the proportion citing health concerns declines with income. Similarly, those who are currently working, and those who use the Internet are more apt to cite a lack of time compared to those who are not working or using the Internet. Aboriginal people living off-reserve who describe their current quality of life as good are more apt to cite lack of time, while those with poor life quality are more apt to point to health concerns (since quality of life is largely related to socio-economic and age factors). For those participating in sport, the primary benefit of participation is perceived to be physical fitness (64 per cent), followed by socializing or getting to know people (36 per cent), general well-being (25 per cent), and learning to be part of a team (22 per cent). Personal or life skills, enjoyment, and self-esteem are cited as key benefits of sport by fewer than one in ten.
Although fitness is also at the top of the list among First Nations people living on- reserve, it was cited by fewer, as was socializing, which seems to be a larger issue for Aboriginal people living off-reserve.
EMBED PowerPoint.Slide.8
Women are more likely than men to identify well-being and team participation as benefits of sport. Aboriginal people living in areas with a high density of Aboriginal population are less likely to identify benefits of sport, or to have responded to this question. Those residing in rural areas are more apt to identify physical fitness as a key benefit, while those in metropolitan areas are more apt to identify socializing or team participation as key benefits. Those with less than high school education are less apt to identify benefits in general (including fitness, well-being, socializing, team participation), while those with college and university education typically cite many benefits. Internet users are more likely than non-users to identify fitness, socializing and team participation as key benefits. Francophones are more likely than others to describe physical fitness as a primary benefit. Those who describe their current quality of life as good are more apt to identify physical fitness as a key benefit than those who rate their quality of life poorly. Respondents who expect their quality of life to worsen are less apt than others to identify key benefits to sport. CONCLUSIONS
General Social Conditions: Generally, most Aboriginal people living outside of a reserve perceive their overall quality of life to be good and improving over time. While this is positive to see, economic and some social conditions suggest that quality of life is not as high as might be found in the broader Canadian population, and that this is not the primary driver of the positive views about quality of life. There is a fairly high degree of geographic mobility within this population (relative to the general Canadian population), given that roughly one in four have moved within the twelve months preceding the survey. Most are moving within their community or to a new community, and quality of housing is the primary impetus. Four in ten Aboriginal people living outside of reserve own their own residence, which is fairly high, but lower than the 60 to 65 per cent found in the broader general public. At the same time, this population is typically younger than the rest of the population, which is likely part of the difference. A full 15 per cent of Aboriginal people living off- reserve are living in a more temporary setting, with friends and extended family members, suggesting an element of transience and economic insecurity.
Relations Between Aboriginal and Non-Aboriginal People, and Racism: While the proportion of Aboriginal people living off-reserve reporting racism or discrimination because of their Aboriginal origin is essentially unchanged from a previous measure collected in 2003 (at roughly four in ten), this is nonetheless an astounding number. It is disappointing to see that this has not gone down over the last few years. Further disturbing findings suggest the possibility of racism or discrimination occurring even more frequently from some sources, including non-Aboriginal businesses (up to 42 per cent from 20 per cent in 2003), schools (up to 28 per cent from 17 per cent in 2003), and employers (up to 25 per cent from six per cent in 2003). This is difficult to ascribe, however, since coding on this open-ended item has likely changed over time. Many renters in the survey indicated that they often or always experience discrimination from landlords; another disturbing finding. Despite these results, one in four respondents in the survey said that relations between Aboriginal and non-Aboriginal people are improving with time, suggesting that this trend may decrease over time in the future. Participation in Cultural and Creative Activities: Participation in community through groups, organizations and events is quite high, with three in four indicating some level of involvement. Most participation is taking place within the Aboriginal community (through Aboriginal groups, organizations or events) specifically. Furthermore, over half have done some type of unpaid volunteer work in the past year, with virtually unanimous enjoyment of the experience. Most Aboriginal people living outside of a reserve rate their own sense of cultural identity as being quite strong. They rate the cultural identity in their community as being somewhat weaker, but still reasonably strong. Many have participated in some type of cultural activity in the past year, with over half having attended a performance or visual art exhibit at least once in that time. Participation in creative activities is also quite frequent. Collectively, these findings begin to suggest some of the reasons for Aboriginal people living off-reserve providing fairly high and optimistic ratings of quality of life. While economic and some social indicators (related to racism and sense of inclusion in the broader society) are not very positive, the elements of quality of life that relate to culture, and identity are stronger and more positive.
Language: Overall, roughly two in ten Aboriginal people living off-reserve report having an Aboriginal language. This is considerably lower than found among First Nations people living on a reserve. The vast majority speak English in their home and community, while two in ten speak French. Thirteen per cent speak Cree, six per cent speak Ojibway (or Saulteaux), and a small proportion speak other Aboriginal languages. Most learned to speak an Aboriginal language as a child, although two in ten learned as an adult. Those who do speak an Aboriginal language consider it important that this language be maintained and passed on to future generations. Most of those who do not currently speak an Aboriginal language would consider it important that they learn to speak, or read and write in their Aboriginal language if they had an opportunity to do so. At the same time language appreciation is significantly lower in this group than it is among those who have an Aboriginal language (or among First Nations people living on- reserve).
Internet Use and Websites of Interest: Access to and use of the Internet among Aboriginal people living off-reserve is high and follows the typical patterns found in the broader public. Only 13 per cent report a lack of access to the Internet (since 74 per cent have used it and only half of non-users report lack of access). For Internet users, websites that target people of their culture, ethnic origin or language on the topic of education and learning are most popular, followed by sites relating to the expression of their culture or heritage. These results again point to a strong sense of culture and identity within the Aboriginal community, and the Internet as an important tool to learn through and stay in touch with one’s heritage and identity.
Government Services and Aboriginal Organizations : As in 2003, health care remains a top priority that Aboriginal people living off-reserve would like to see the Government of Canada address. They also identify education as a top priority for the federal government, signaling a rise in the importance placed on this issue since 2003. Aboriginal issues are in third place as a federal government priority, while they had been identified as the second top priority (ahead of education) in 2003. Aboriginal people living off-reserve most frequently seek information, advice or assistance on government services, followed by employment, suggesting an important role for the government to play in assisting Aboriginal people in their daily lives. As has typically been the case in the past in both the broader public and among Aboriginal people, assessment of performance of government is quite negative, with negative views generally outweighing positive ones in terms of quality of service delivered. Aboriginal people are most harsh in their assessment of the performance of the federal government, in particular, which has been a growing trend over the past five years. At the same time, Aboriginal people living off-reserve are also fairly negative in their assessment of the performance of Aboriginal representative organizations; with only one-quarter agreeing that their interests are well represented by these organizations. Furthermore, opinion is also divided with regard to the information and communication received from Aboriginal representative organizations, with more than one-third expressing dissatisfaction. In spite of this, most Aboriginal people living off-reserve still prefer to have programs and services delivered to them by Aboriginal organizations (and staff, although this is less important than the Aboriginal perspective brought to bear in an Aboriginal organization). Friendship Centres are viewed in quite a positive light by most Aboriginal people not living on a reserve; having had a positive impact in their own community. In fact, just over half of Aboriginal people living off-reserve have used the programs, services or activities of an Aboriginal Friendship Centre.
Post-Secondary Education: The Aboriginal population not living on a reserve has a high appreciation for the value of post-secondary education. In fact, it is almost as high as found in the broader general public, where education levels of parents are typically higher (and perceived value of education is typically strongly correlated with parental education in the general public). This population is less appreciative of the role for parental financial support in attendance at the post-secondary level, which is not surprising, given the higher level of dedicated funding from government for post-secondary among Aboriginal youth. It is nonetheless interesting to hear that it is not obvious to many parents that some level (albeit a considerably smaller portion) of financial support may be required in order to ensure the attendance and success of youth in attaining a post-secondary level of education. Very high aspirations are held for youth in terms of attending post-secondary and reasonably high proportions of parents who expect a child to attend say that they are actively saving for PSE. The incidence of saving is not as high as found in the broader public, although this is not surprising given the lower levels of reported household income and education than found in the broader public (which are key predictors of saving in the general public).
Participation in Sport: Just under four in ten participate in sports; most as players. For those not participating in sports, lack of time is the most commonly cited reason, followed by health concerns and lack of interest. For those participating, the primary benefits are perceived to be physical fitness, followed by socializing, general well-being, and learning to be part of a team. APPENDIX A TELEPHONE SURVEY INSTRUMENT Hello, my name is...and I'm calling from EKOS Research Associates. We are speaking to people 16 years of age or older to get their opinions on a number of issues facing Aboriginal people today to tell the government of Canada and others what's REALLY important to Aboriginal people.
It's voluntary, but lots of people like having a chance to give their opinions to the government.
Answers for YOU PERSONALLY will NEVER be given to anybody.
It takes about 20 minutes and we can do it right now, or I can call you back? @F6 @intro Notes @NOT1 @NOT2 @NOT3 @NOT4 @not5 @not6
38: ABO Are you an Aboriginal person, that is, a status or non-status First Nation, Métis or Inuit? Yes 1 No -> Thank and terminate-Code as IS 2 => INT DK/NR -> Thank and terminate-Code as IS 9 => INT
39: ABO2 READ LIST Are you . . .? Status First Nations 01 Non-Status First Nations 02 Métis 03 Inuit 04 Other (SPECIFY) 77 O DK/NR 99 X
40: ONOFF => +1 if NOT (ABO2=#1) Over the last twelve months, have you been living primarily on reserve or off reserve? On reserve - Thank and terminate-Code as OR 1 => INT Off reserve 2 DK/NR 9
41: SEX DO NOT ASK Record gender of respondent Male 1 Female 2
42: INS2X How would you rate your current quality of life? Please rate your response on a scale from 1, very bad to 5, very good with 3 meaning neither good nor bad. 1.Very bad 1 2 2 3.Neither good nor bad 3 4 4 5.Very good 5 DK/NR 9
43: QUALL Overall, thinking about your own quality of life in the next 12 months, do you think it will get much better, slightly better, worsen slightly, or worsen a lot? Get much better 1 Get slightly better 2 (Volunteered) The same 3 Worsen slightly 4 Worsen a lot 5 DK/NR 9
44: OFI2 In general, do you think that the relationship between Aboriginal people and other Canadians is getting better or worse or staying about the same? Getting worse 1 About the same 2 Getting better 3 DK/NR 9
45: OFI2A => +1 if NOT(OFI2=#3) Why do you think that the relationship between Aboriginal people and other Canadians is getting better? Do you wish to provide further details? Response 77 O DK/NR 99 ABORIGINAL PEOPLE FURTHER INTEGRATED INTO NON-ABORIGINAL ECONOMY,IE. THE WORKPLACE 01 N ABORIGNAL CLAIMS TO LAND/SELF-GOVERNMENT BEING MET 02 N
NON-ABORIGINAL SOCIETY INCREASINGLY BETTER EDUCATED/ KNOWLEDGEABLE,MORE AWARENESS/UNDERSTANDING OF ABORIGINAL SOCIETY 03 N BETTER INTERCULTURAL RELATIONSHIPS BETWEEN ABORIGINAL AND NON-ABORIGINAL PEOPLE,IE.WITHIN COMMUNITIES,LESS PREDJUDISM,MORE ACCEPTING, COMMUNICATION 04 N MORE PROMINENT ABORIGINAL VOICE/PRESENCE IN MAINSTREAM SOCIETY(EX.POLITICS,MEDIA) 05 N
46: OFI2B => +1 if NOT(OFI2=#1) Why do you think that the relationship between Aboriginal people and other Canadians is getting worse? Do you wish to provide further details? Response 77 O DK/NR 99 FEELINGS AMOUNGST NON-ABORIGINAL SOCIETY OF UNDESERVED/UNEQUAL GOVERNEMTN TREATMENT/ ASSISTANCE TO ABORIGINAL PEOPLE(EX.TAX EXEMPTION) 01 N FEELINGS AMOUNGST ABORIGINAL SOCIETY OF NEGLECT/ MISTREATMENT BY GOVERNMENT 02 N LACK OF COMMUNICATION BETWEEN ABORIGINAL AND NON- ABORIGINAL SOCIETY 03 N
47: OFI1 => +1 if NOT(ROT1=#1); 1/2 SAMPLE DO NOT READ LIST; ACCEPT UP TO 3 RESPONSES Thinking about the issues facing Canada as a whole today, which are your top priorities (in order of importance) that the Government of Canada should focus on most? Medicare/Health Care 01 Jobs/Unemployment 02 Education/Schools 03 Social services/Poverty/The poor/Welfare/Homeless 04 Deficit/Debt/Government Spending 05 Environment/Pollution 06 National unity/Quebec's future 07 Crime/Violence/Justice 08 Housing 09 National Security/Defense 10 Managing the economy/Canadian dollar 11 Aboriginal issues 12 International affairs (e.g., war in Iraq) 13 Children/child poverty 14 Taxes/Lower Taxes 15 Other (Specify) 77 O DN/NR 99 X DRUG ADDICTION/ALCOHOLISM 16 N SENIORS 17 N COST OF LIVING,IE.ENERGY,GAS PRICES 18 N
48: OFI4 How would you rate the three levels of government on the overall quality of the service it delivers to ABORIGINAL PEOPLE LIVING OFF- RESERVE? Please use a 5-point scale, where 1 means very bad, 5 means excellent and the mid-point, three, means neither good nor bad. How would you rate ...
49: OFI4A Rate... RE Aboriginal people living off-reserve The overall performance of the Government of Canada 1.Very bad 1 2 2 3.Neither good nor bad 3 4 4 5.Excellent 5 DK/NR 9
50: OFI4B Rate... RE Aboriginal people living off-reserve The overall performance of your provincial government 1.Very bad 1 2 2 3.Neither good nor bad 3 4 4 5.Excellent 5 DK/NR 9
51: OFI4C Rate... RE Aboriginal people living off-reserve The overall performance of your city or town government? 1.Very bad 1 2 2 3.Neither good nor bad 3 4 4 5.Excellent 5 DK/NR 9
52: PCH1 READ LIST How well do you feel your interests are being represented by an Aboriginal representative organization? Would you say they are . . . Not represented at all 1 Not well represented 2 Moderately well represented 3 Well represented 4 Very well represented 5 DN/NR 9
53: PCH2 READ LIST How satisfied are you with the information and communication you receive from Aboriginal representative organizations? Would you say you are . . . Not at all satisfied 1 Not very satisfied 2 Moderately satisfied 3 Satisfied 4 Very satisfied 5 DN/NR 9
54: PCH6 READ LIST What impact do you feel that Friendship Centers are having on your community? Would you say . . . IF NECESSARY: Positive impact in community means providing sense of Aboriginal community, sense of personal well-being, level of social support, preservation of Aboriginal languages and cultures Very negative 1 Somewhat negative 2 Neither positive nor negative 3 Somewhat positive 4 Very positive 5 DN/NR 9
55: OFI5 If you were to access programs and services, please indicate the level of importance of the following delivery considerations. Please respond on a scale of 1 to 5 where 1 is not at all important, 5 is very important, and the midpoint 3 - moderately important to you.
56: OFI5C Importance that it's ... when you access programs and services delivered by Aboriginal staff, but not necessarily by an Aboriginal organization 1.Not at all important 1 2 2 3.Moderately important 3 4 4 5.Very important 5 DK/NR 9
57: OFI5D Importance that it's ... when you access programs and services delivered by an Aboriginal organization 1.Not at all important 1 2 2 3.Moderately important 3 4 4 5.Very important 5 DK/NR 9
58: PCH7 READ LIST How often do you or your family access programs, services, or activities from an Aboriginal Friendship Centre? Would you say . . . Weekly 1 Monthly 2 Yearly 3 Never 4 DN/NR 9
59: PCH5 READ LIST How often do you participate in any groups, organizations or events in your community? Would you say . . . Weekly 1 Monthly 2 Yearly 3 Never 4 DN/NR 9
60: PCH5A => +1 if NOT (PCH5=#1-#2) Are these generally Aboriginal groups, organizations or events? Yes 1 No 2 DN/NR 9
61: PCH3 How would you rate the sense of cultural identity within your community? Please respond on a scale of 1 to 5 where 1 is not at all strong and 5 is very strong. IF ASKED: A positive cultural identity means having pride in your culture, or in other words expressed as having positive self-esteem or a positive feeling about who they are in terms of their Aboriginal identity. 1.Not at all strong 1 2 2 3 3 4 4 5.Very strong 5 DN/NR 9
62: PCH4 And using the same scale how would you rate your own sense of cultural identity? IF ASKED: A positive cultural identity means having pride in your culture, or in other words expressed as having positive self-esteem or a positive feeling about your Aboriginal identity. 1.Not at all strong 1 2 2 3 3 4 4 5.Very strong 5 DN/NR 9
63: PCH20 How often do you contact friends or family seeking information, assistance or advice on the following topics? Would you say you contact them often, occasionally, sometimes, rarely or never? How about ...
64: PC20A How often do you seek information, assistance or advice about ... Employment Often 1 Occasionally 2 Sometimes 3 Rarely 4 Never 5 Not applicable - don't work 8 DK/NR 9
65: PC20B How often do you seek information, assistance or advice about ... Credit (such as access to credit and managing credit). Often 1 Occasionally 2 Sometimes 3 Rarely 4 Never 5 Not applicable 8 DK/NR 9
66: PC20C How often do you seek information, assistance or advice about ... Arranging for a ride to go somewhere Often 1 Occasionally 2 Sometimes 3 Rarely 4 Never 5 Not applicable - have a car/access to a car 8 DK/NR 9
67: PC20D How often do you seek information, assistance or advice about ... Government services Often 1 Occasionally 2 Sometimes 3 Rarely 4 Never 5 Not applicable 8 DK/NR 9
68: PC20E How often do you seek information, assistance or advice about ... Child care Often 1 Occasionally 2 Sometimes 3 Rarely 4 Never 5 Not applicable-don't have young children at home 8 DK/NR 9
69: OFI8 Over the last two years, have you been a victim of racism or discrimination because of your Aboriginal origin? Yes 1 No 2 DN/NR 9
70: OFI9 => +1 if NOT (OFI8=#1) READ LIST; ACCEPT AS MANY AS APPLY Can you tell me by who? Was it, for example. .. Police 01 Courts or justice system 02 Schools 03 Landlord/housing authority 04 Businesses (stores, restaurants) 05 Bank / credit institutions 06 Utilities (telephone, hydro) 07 Work/employer 08 Government 09 A non-Aboriginal person 10 An Aboriginal person 11 Other (specify) 77 O DN/NR 99 X
71: MOB1 Have you moved within the past year? Yes 1 No 2 DK/NR 9
72: MOB2 => +1 if NOT(MOB1=#1) READ LIST Was this a move from . . . A reserve 1 Another community 2 Within your current community 3 DK/NR 9
73: MOB3A => +1 if NOT(MOB1=#1) DO NOT READ LIST; RESPOND FOR "MOST RECENT" IF MORE THAN 1 What was your main reason for this move? Education opportunities 01 Employment opportunities 02 Housing or quality housing 03 Better/more services or quality of services 04 Medical reasons 05 Separation, divorce or break-up of relationship 06 Domestic violence 07 Family reason 08 Day care services 09 Transit services 10 Wanted to experience urban life 11 Other (specify) 77 O Haven't move 98 X DN/NR 99 X
74: MOB10 => +1 if MOB3A=#1; SKIP IF MOVED FOR EDUCATION How likely would you be to move to another community to get more education on a scale where 1 is not at all likely, 5 is extremely likely and the midpoint 3 is moderately likely. 1.Not at all likely 1 2 2 3.Moderately likely 3 4 4 5.Extremely likely 5 DN/NR 9
75: MOB11 => +1 if MOB3A=#2; SKIP IF MOVED FOR EMPLOYMENT How likely would you be to move to another community to get a better job on a scale where 1 is not at all likely, 5 is extremely likely and the midpoint 3 is moderately likely. 1.Not at all likely 1 2 2 3.Moderately likely 3 4 4 5.Extremely likely 5 DN/NR 9
76: PCH29 In the past 12 months, did you do any unpaid volunteer work for any community organization? Yes 1 No 2 DK/NR 9
77: PC29A => +1 if NOT (PCH29=#1) Using a scale from 1 to 5, with 1 being you didn't enjoy it at all and 5 being you enjoyed it very much, how would you rate your overall volunteering experience in the past year. 1.Didn't enjoy it at all 1 2 2 3 3 4 4 5.Enjoyed it very much 5 DK/NR 9
78: PCH30 => +1 if NOT (PCH29=#2) DO NOT READ; ACCEPT UP TO 3 RESPONSES What were the factors which prevented you from volunteering over the past 12 months? Do not have enough time/Too busy 01 Too busy 02 N Unwilling to make the commitment 03 Had not been personally asked 04 No interest 05 Other (specify) 77 O DK/NR 99 X HEALTH REASONS/DISABILITY 06 N LACKING OPPORTUNITY/NO CAUSE TO VOLUNTEER FOR IN COMMUNITY(EX.ISOLATED,REMOTE COMMUNITY) 07 N
79: P3A In the following questions, I will be talking about post-secondary education. By this, I mean education beyond high school, including universities, community colleges, trade, technical and vocational schools and apprenticeship programs.
80: P3B To what extent do you agree or disagree with the following statements on a scale where 1 is completely disagree, 5 is completely agree and the mid-point 3 is neither agree nor disagree.
81: Q3B To what extent do you agree or disagree that..... The cost of a post-secondary education is a good long term investment for young people, because it leads to better jobs with higher wages 1. Completely disagree 1 2 2 3. Neither agree nor disagree 3 4 4 5. Completely agree 5 DK/NR 9
82: E9G To what extent do you agree or disagree that..... More and more these days, the financial support from parents is a big part of what decides whether children are able to get a post-secondary education. 1. Completely disagree 1 2 2 3. Neither agree nor disagree 3 4 4 5. Completely agree 5 DK/NR 9
83: AWARE DO NOT READ LIST Have you heard of any federal or provincial government programs that exist to help parents to save and pay for their children's post-secondary education? Government student loans 01 Canada Education Savings Grant 02 Government matching program/Contribution program (Cannot specify name) 03
Canada Learning Bonds 04 Alberta Centennial Education savings plan/ Learning bond 05 Registered Education Savings Plans (RESP's) 06 General mention of savings plan (cannot specify name) 07 Other sources (specify) 77 O Yes, but can't name any 97 X None of the above 98 X DK/NR 99 X
87: KIDS How many children do you have under the age of 18, including any that do not live at home?
88: MANY => INFO2 if KIDS==99 OR KIDS==0 How many of these children do you expect will get post-secondary education in the future? IF NEEDED: This includes any of those who have already started to attend PSE or already attended PSE None 00 DK/NR 99
89: KIDCK => * if IF((KIDS==99 OR MANY==99),1,IF((MANY>KIDS),2,3)) Dk's forget it 1 NUMBER ATTENDING CANNOT BE LESS THAN TOTAL 2 => KIDS All's fine 3
90: E22 => INFO2 if MANY=#1; SKIP IF NOT EXPECTING CHILDREN TO ATTEND PSE READ LIST Thinking about your children who are under 18 years old, how important is it to you that they get a post-secondary education? Would you say ... Not at all important 1 Not very important 2 Moderately important 3 Important 4 Very important 5 DK/NR 9
91: P8 Some people are in a position to save for a child's education, however, many are not in this position. Are you currently contributing toward savings for a child's post-secondary education, that is their education beyond high school? Yes 1 No 2 DK/NR 9
92: P8C => Q15 if NOT (P8=#1); SAVERS ONLY Have you contributed to a Registered Education Savings Plan or RESP to save for any of your children's education? Yes 1 No 2 DK/NR 9
93: P8D => +1 if NOT(P8C=#1) Is the Canada Education Savings Grant contribution from the government, matching some of the money that you have put in, added to the RESP? Yes 1 No 2 DK/NR 9
94: Q15 => +1 if NOT (P8C=#2); HAVE NOT CONTRIBUTED What is the main reason that you are not using a Registered Education Savings Plan (RESP) to save for your child or children's post-secondary education? Child ineligible for RESP of the Canada Education Savings Grant (CESG) 01
Not aware of RESP's 02 Expected returns on an RESP are not sufficient 03 RESP's are too complicated 04 Easier to save outside of an RESP 05 Risk of losing earnings if child does not attend post-secondary education 06
Other (Specify) 77 O DK/NR 99 X
95: INFO2 DO NOT READ LIST What would you do to get information about how to set up a Registered Education Savings Plan (RESP)? Phone 1-800 number 01 Visit website 02 Visit government department 03 Go to a financial institution (bank, etc.) 04 Go to a financial advisor (broker, financial planner, etc.) 05 Other (specify) 77 O Nothing 98 X DK/NR 99 X SPEAK WITH FAMILY MEMBER/FRIEND 06 N COMMUNITY RESOURCE,IE.COMMUNITY CENTRE,FRIENDSHIP CENTRE 07 N GO TO AN EDUCATIONAL INSTITUTION/COLLEGE 08 N
96: TRUST Who do you consider to be the most trustworthy source of information about whether or not it's a good idea to set up an RESP? Bank/bank employees 01 Financial advisor 02 Government 03 Friend/family member 04 Other 77 O DK/NR 99 X
97: HRD11 Is there a post-secondary institution within daily driving distance of your community? Yes 1 No 2 DK/NR 9
98: PCH18 Now on a different topic, I am going to read a list of different types of live performances and arts events. For each one, please tell me approximately how many times you have attended each type in the last twelve months. INTERVIEWER NOTE: Take number of times and code accordingly.
99: PC18A How many times in the last 12 months have you attended . . . ? A live performance such as a play, musical, music concert, dance performance, opera, storytelling. Once 1 2 to 3 times 2 4 to 6 times 3 7 to 10 times 4 More than 10 times 5 None 8 Cannot Recall/No Answer 9
100: PC18B How many times in the last 12 months have you attended . . . ? A media arts presentation such as an installation, media arts video or arts film screening, media arts audio presentation or new media work. Once 1 2 to 3 times 2 4 to 6 times 3 7 to 10 times 4 More than 10 times 5 None 8 Cannot Recall/No Answer 9
101: PC18C How many times in the last 12 months have you attended . . . ? A visual art exhibit such as sculpture, painting, photography, mixed media or crafts. Once 1 2 to 3 times 2 4 to 6 times 3 7 to 10 times 4 More than 10 times 5 None 8 Cannot Recall/No Answer 9
102: PC18D How many times in the last 12 months have you attended . . . ? An exhibit of artifacts, historic objects or natural history specimens. Once 1 2 to 3 times 2 4 to 6 times 3 7 to 10 times 4 More than 10 times 5 None 8 Cannot Recall/No Answer 9
103: PCH19 Now I'm going to read you a list of some artistic or cultural activities that people might be involved in at home or in their community. For each item, please tell me whether or not you participated in any of these activities in the last twelve months.
104: PC19A Have you participated in ... in the last twelve months Working with pottery, ceramics, jewelry, doing leatherwork or metalwork, or weaving, crocheting, quilting, needlepoint, or sewing Yes 1 No 2 DK/NR 9
105: PC19B Have you participated in ... in the last twelve months Painting, drawing, sculpture or printmaking activities Yes 1 No 2 DK/NR 9
106: PC19C Have you participated in ... in the last twelve months Making photographs, movies, or video tapes as an artistic activity Yes 1 No 2 DK/NR 9
107: PC19D Have you participated in ... in the last twelve months Creative writing such as stories, poems or plays, or storytelling Yes 1 No 2 DK/NR 9
108: PC19E Have you participated in ... in the last twelve months Acting, dancing, or writing or composing music, playing a musical instrument or singing Yes 1 No 2 DK/NR 9
109: PCH8 On an average day, about how many hours do you spend watching television on APTN, the Aboriginal Peoples' Television Network? None 1 1 hour 2 2 hours 3 3 hours 4 4 hours 5 5 hours 6 6 hours or more 7 DN/NR 9
110: SPINT Now I would like to ask you some questions about sport. For the following questions, when we talk about sport we mean physical activities that USUALLY involve competition AND RULES and develop SPECIFIC skills.
111: SP1A Do you participate in sport? (IF NEEDED: By sport we mean physical activities that USUALLY involve competition AND RULES and develop SPECIFIC skills. Yes 1 No 2 Don't know 8 Refused 9
112: SP1B => SP9A if NOT (SP1A=#1) Are you involved in sport as a player, coach, assistant coach, manager, a referee or official, other type of paid personnel, on a board of directors, or as a volunteer in another capacity? Player 01 Coach 02 Assistant coach 03 Manager 04 A referee or official 05 Other type of paid personnel (i.e. head coach or technical director) 06 On a board of directors 07 Volunteer in some other capacity 08 Other (specify) 77 O Don't know 98 X Refused 99 X
113: PSP For the sports that you play most often, ...
114: SP3A For the sports that you play most often ... Are they primarily done in a structured AND organized environment (e.g. Private facilities, sports or community club)? Yes 1 No 2 DK/NR 9
115: SP4A For the sports that you play most often, do they ... involve a coach? Yes 1 No 2 DK/NR 9
116: SP5A For the sports that you play most often, do they ... involve training? Yes 1 No 2 DK/NR 9
117: SP6A For the sports that you play most often, do they ... involve competition? Yes 1 No 2 DK/NR 9
118: SP9A MAKE SURE TO PROBE FOR AS MANY RESPONSES AS POSSIBLE What MOST prevents you from participating in sport more often than you currently do? (If necessary:” Is there anything else that prevents you?") Lack of time 01 Lack of available-choice of facilities/organized sports/participants in community02
Disability/Injury/Health issue 03 Lack of interest (general)->unmotivated, not into sports, out of shape04 Age/too old 05 Lack of transportation 06 Lack of money 07 Weather/temperature 08 Other (Specify) 77 O Nothing, already participate a lot 97 X Don't know 98 X Refused 99 X
119: SP10A MAKE SURE TO PROBE FOR AS MANY RESPONSES AS POSSIBLE What do you believe is A KEY benefit to participating in sport? (If necessary: "Are there any other key benefits?") Fitness/in good shape 01 General well-being 02 Get to know people/socialize 03 Learn to be part of a team 04 SELF ESTEEM/ACCEPTANCE/COMFIDENCE 05 N PERSONAL SKILLS DEVELOPMENT/NECESSARY LIFE SKILLS (VARIOUS:AMBITION, DICIPLINE, MOTIVATION...) 06 N SPORTSMANSHIP/GOOD HEALTHY COMPETITION 07 N GOOD FOR THE COMMUNITY e.g.,: BEING A GOOD ROLE MODEL, GETTING INVOLVED, FUNDRAISING, FAMILY TIES 08 N ENJOYMENT-COMBARS BOREDOM/STRESS 09 N KEEPS CHILDREN/YOUTH OUT OF TROUBLE 10 N Specify 77 O Don't know 98 X Refused 99 X
120: INAC9 DO NOT READ - CODE ALL THAT APPLY In this section, I would like to ask you what languages you speak at home or in your community? ... Any others? English 01 French 02 Inuktitut 03 Blackfoot 04 Carrier 05 Chipewyan 06 Cree 07 Dene 08 Dogrib 09 Gwich'in 10 Innu 11 Mic Mac 12 Montagnais-Naskapi 13 Ojibway 14 Slavey 15 Tutchone 16 Other European (German, Italian, Spanish) 17 Other (SPECIFY) 77 O None 98 X DK/NR 99 X
121: PCH10 => PRPC4 if NOT (INAC9=#3-#16) Did you first learn your aboriginal language as a child or as an adult? Child 1 Adult 2 DK/NR 9
122: PCH11 READ LIST How important is it that you maintain your aboriginal language skills through speaking, reading, writing, storytelling and ceremonies? Is it...? Very important 1 Important 2 Not very important 3 Not at all important 4 (DO NOT READ) DK/NR 9
123: PCH12 And using the same scale, how important is it to you that your aboriginal language be passed on to future generations in your community? Very important 1 Important 2 Not very important 3 Not at all important 4 (DO NOT READ) DK/NR 9
124: PRPC4 => NET if INAC9=#3-#16 If you had the opportunity to keep, learn or re-learn your Aboriginal language how important is it for you to:
125: PCH4A Be able to speak your Aboriginal language? Would you say . . . (IF NEEDED: If you had the opportunity to keep, learn or re-learn your Aboriginal language how important is it that you:) Very important 1 Important 2 Not very important 3 Not at all important 4 (DO NOT READ) DK/NR 9
126: PCH4B Be able to read or write your Aboriginal language? Would you say . . . (IF NEEDED: If you had the opportunity to keep, learn or re-learn your Aboriginal language how important is it that you:) Very important 1 Important 2 Not very important 3 Not at all important 4 (DO NOT READ) DK/NR 9
127: PCH4C READ LIST If you had the opportunity to keep, learn or re-learn your Aboriginal language would you most prefer to do this . . . using modern multimedia materials, such as audio-visual, CDs, DVDs, computer games, internet, etc. 1 using traditional approaches, such as Elders and cultural activities 2 using a mixed approach of modern multimedia and traditional 3 (DO NOT READ) using other methods or approaches 4 (DO NOT READ) not interested in learning Aboriginal language 7 (DO NOT READ) no opinion 8 (DO NOT READ) DK/NR 9
128: NET Have you used the Internet in the past three months? Yes 1 No 2 DK/NR 9
129: NET2 => +1 if NOT(NET=#2) DO NOT READ LIST; ACCEPT AS MANY AS APPLY Why haven't you used the Internet in the past 3 months? No reason to lately 01 No interest in the Internet 02 No access to the Internet 03 Don't know how to use the Internet 04 Other (specify) 77 O DK/NR 99 X
130: NET3 => +1 if NOT(NET=#1) DO NOT READ LIST; ACCEPT AS MANY AS APPLY Where do you currently use the Internet most often? At home 01 At work 02 At school 03 At friends/family 04 At an Aboriginal organization / Friendship centre 05 At a community centre or library on the reserve 06 Somewhere elsewhere on the reserve 07 At a community centre or library off of the reserve 08 Do not have access anywhere 98 X DK/NR 99 X
131: CH1 => INC6 if NOT (NET=#1) READ LIST - Select all that apply Do you visit web sites targeted to people of your culture, ethnic origin or language on the following topics ...? Education/learning 1 Local community events and news 2 Shopping for goods and services 3 Expressions of your culture, arts, heritage, language and traditions 4 (DO NOT READ) None of the above 8 X (DO NOT READ) DK/NR 9 X
132: PRCH2 How interested are you in visiting web sites with the following? Please respond using a 5 point scale where 1 means not at all interested, 5 means very interested and the mid-point 3 means moderately interested
133: CH2A How interested are you in visiting a web site with . . . Expressions of your culture, arts, heritage, language and traditions 1.Not at all interested 1 2 2 3.Moderately 3 4 4 5.Very interested 5 DK/NR 9
134: CH2B How interested are you in visiting a web site with . . . Local community events and news 1.Not at all interested 1 2 2 3.Moderately 3 4 4 5.Very interested 5 DK/NR 9
135: CH2C How interested are you in visiting a web site about the . . . Role of Aboriginal peoples in Canada. 1.Not at all interested 1 2 2 3.Moderately 3 4 4 5.Very interested 5 DK/NR 9
136: CH2D How interested are you in visiting a web site . . . In an Aboriginal language. 1.Not at all interested 1 2 2 3.Moderately 3 4 4 5.Very interested 5 DK/NR 9
137: CH2D2 => +1 if NOT (CH2D=#4-#5) What language(s) are you interested in finding a web site in? OJIBWAY 01 CREE 02 MONTAGNAIS 03 MIC MAC (Often pronounced "migmah") 04 MOHAWK 05 DAKOTA 06 BLACKFOOT 07 CAYUGEA 08 DENE/CHIPAWAN 09 SAULTAUEX 10 ALGONQUIN 11 Inuktitut 12 Michif 13 Other Aboriginal language (specify) 77 O DK/NR 99 X
138: INC6 Thinking about where you are living right now, do you own or rent this place, are you staying with family or friends, or is there some other arrangement? Rent 1 Own 2 Staying with friends/family 3 Other 7 DK/NR 9
139: INC7 => +1 if NOT(INC6=#1) DO NOT READ LIST; ACCEPT UP TO 3 RESPONSES Beyond any money considerations, are there other reasons that you choose not to own your own home? No other reason 00 Cannot afford the down payment 01 N Cannot get a home in neighborhood of choice 02 Unable to secure financing/interest rates 03 N Dont want to deal with financial institutions 04 Dont want to/unable to maintain a property/home 05 Lack of home ownership/rent to own incentives 06 Not interested in the responsibility of being a homeowner 07 Moving back to the reserve 08 Other (specify) 77 O DK/NR 99 X
140: INAC1 => +1 if NOT(INC6=#1); RENTERS ONLY READ LIST As a renter, when you are meeting a landlord to view a place that you would like to rent, how often do you feel that you experience discrimination? Would you say . . . Always 1 Sometimes 2 Rarely 3 Never 4 Not applicable 8 DK/NR 9
141: DEMIN Now, in these last few questions, I would like to get some information to help us group your answers with others that have taken this survey.
142: AGE2X IF HESTITANT MOVE ONTO NEXT QUESTION In what year were you born? NOTE: ANSWER THE FULL YEAR, I.E. 1977 as "1977" HESITANT 9999
143: AGE2Y => +1 if NOT (AGE2X=#1) May I place your age into one of the following general age categories? Under 18 01 18-24 years 02 25-34 years 03 35-44 years 04 45-54 years 05 55-64 years 06 65 years or older 07 (DO NOT READ) DK/NR 99
144: EMPLO Are you employed? IF Yes-"Which of the following categories best describes your CURRENT status?"(READ TOP FIVE) IF No -"Which of the following categories best describes your CURRENT status? (READ FROM OPTION 6 DOWN) Self-employed 01 Employed full-time 02 Employed part-time 03 Seasonal employment 04 Term employment 05 Unemployed 06 Unemployed but looking for work 07 Student/Attending school full-time 08 Retired 09 Not in work force/Full-time Homemaker 10 Disability / sick leave 11 Maternity / paternal leave 12 (DO NOT READ) Other (please specify) 98 O (DO NOT READ) DK/NR 99
145: EDUC What is the highest level of formal education that you have completed? Grade 8 or less 01 Some high school 02 High school graduate 03 Some college 04 Technical/Vocational/College/CEGEP graduate 05 Some university 06 Undergraduate university degree (e.g., BA, BSc) 07 Graduate or post graduate university degree (e.g., M.A., MSc., Ph.D.) 08
Other (specify) 77 O DK/NR 99
146: INCME What is the total annual INCOME, from all sources, for the entire household before deductions? **Your best guess is fine, we are only looking for a range** Less than $10,000 01 $10-$19K 02 $20-$29K 03 $30-$39K 04 $40-$49K 05 $50-$59K 06 $60-$69K 07 $70-$79K 08 $80K or above 09 DK/NR 99
147: ORAB That is the end of the survey. As you can see, we are trying to speak to people in Aboriginal households that are not on a reserve, which can be hard to find. Would you be able to give us another telephone number of an Aboriginal household in your community to call for this survey? We will just call the number - we don't need a name.
@orab 1 - Yes 2 - No
Record telephone number including area code XXX-XXX-XXXX : @orab2
Alternative telephone number: @orab3
150: PANEL As you probably know there are a number of surveys that happen each year that are aimed at improving the lives of people in the Aboriginal community. Would we be able to add your name to a pool of households that we can contact again in the future for another survey on other topics? 1-Yes, 2-No @panel
That's great - thank you! I just need your first name, to know who to ask for when we call you again, and your email address, in case we decide to do an internet survey, so we can email you an invitation - we won't use it for any other reason. **NOTE: To enter name/e-mail press "1" and record below, if refused press "2"**
@namex 1 - Provides name; Record below 2 - Refused Enter name here: @name
@emx 1 - Has e-mail; Record below 2 - Does not have an e-mail address/does not want to give e-mail address Enter e-mail here: @em
155: THNK End of Interview Thank you for your cooperation and time! Completion 1 D APPENDIX B FACE TO FACE SURVEY INSTRUMENT Aboriginal In-Person Interview
1. How would you rate your current quality of life? (Read scale)
VERY VERY DON’T KNOW/ BAD NEITHER GOOD NO ANSWER
1 2 3 4 5 9
2. Overall, thinking about your own quality of life in the next 12 months, do you think it will get much better, stay about the same, or worsen a lot? (Read scale)
GET MUCH ABOUT WORSEN DON’T KNOW/ BETTER THE SAME A LOT NO ANSWER
1 2 3 4 5 9
3. In general, do you think that the relationship between Aboriginal people and other Canadians is getting better or worse or staying about the same?
Getting worse
1 About the same
2 Getting better
3 Don’t know/No answer
9 4. IF “RELATIONSHIP GETTING BETTER” (Q3): Why do you think that the relationship between Aboriginal people and other Canadians is getting better? Can you provide further details?
5. IF “RELATIONSHIP GETTING WORSE” (Q3): Why do you think that the relationship between Aboriginal people and other Canadians is getting worse? Can you provide further details?
6. Thinking about the issues facing Canada as a whole today, which are your top priorities that the Government of Canada should focus on most? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Medicare/Health Care
01 Jobs/Unemployment
02 Education/Schools
03 Social services/Poverty/The poor/Welfare/Homeless
04 Deficit/Debt/Government Spending
05 Environment/Pollution
06 National unity/Quebec’s future
07 Crime/Violence/Justice
08 Housing
09 National Security/Defense
10 Managing the economy/Canadian dollar
11 Aboriginal issues
12 International affairs (e.g., war in Iraq)
13 Children/child poverty
14 Taxes/Lower Taxes
15 Other (PLEASE SPECIFY) 16 Don’t know/no answer
99
7. How would you rate the three levels of government on the overall quality of the service it delivers to Aboriginal people living off-reserve? How would you rate the overall performance of...? (Read scale)
NEITHER GOOD DON’T KNOW/ VERY BAD NOR BAD EXCELLENT NO ANSWER
a. The Government of Canada
1
2
3
4
5
9 b. Your provincial government
1
2
3 4
5
9 c. Your city or town government
1
2
3
4
5
9 8. How well do you feel your interests are being represented by an Aboriginal representative organization? Would you say they are…(read scale)?
NOT REPRESENTED MODERATELY VERY WELL DON’T KNOW/ AT ALL REPRESENTED REPRESENTED NO ANSWER
1 2 3 4 5 9
9. How satisfied are you with the information and communication you receive from Aboriginal representative organizations? Would you say you are…(read scale)?
NOT AT ALL MODERATELY VERY DON’T KNOW/ SATISFIED SATISFIED SATISFIED NO ANSWER
1 2 3 4 5 9
10. What impact do you feel that Friendship Centers are having on your community? Would you say…? (Read scale) [NOTE: Positive impact in community means providing sense of Aboriginal community, sense of personal well-being, level of social support, preservation of Aboriginal languages and cultures.]
VERY VERY DON’T KNOW/ NEGATIVE NEITHER POSITIVE NO ANSWER
1 2 3 4 5 9
11. If you were to access programs and services, how important would each of the following delivery considerations be to you? (Read scale)
NOT AT MODERATELY VERY DON’T KNOW/ IMPORTANT IMPORTANT IMPORTANT NO ANSWER a. Delivered by Aboriginal staff, but not necessarily by an Aboriginal organization
1
2
3
4
5
9 b. Delivered by an Aboriginal organization
1
2
3
4
5
9 12. How often do you or your family access programs, services, or activities from an Aboriginal Friendship Centre? Would you say…(Read list)?
Weekly
1 Monthly
2 Yearly
3 Never
4 Don’t know/no answer
9
13. How often do you participate in any groups, organizations or events in your community? Would you say…(Read list)?
Weekly
1 Monthly
2 Yearly
3 Never
4 Don’t know/no answer
9 14. IF PARTICIPATE IN GROUPS, ORGANIZATIONS OR EVENTS WEEKLY OR MONTHLY (Q13): Are these generally Aboriginal groups, organizations or events?
Yes
1 No
2 Don’t know/no answer
9
15. How would you rate the sense of cultural identity within your community? (Read scale) [NOTE: A positive cultural identity means having pride in your culture, or in other words expressed as having positive self-esteem or a positive feeling about who they are in terms of their Aboriginal identity.]
NOT AT ALL VERY DON’T KNOW/ STRONG NEITHER STRONG NO ANSWER
1 2 3 4 5 9 16. How would you rate your own sense of cultural identity? (Read scale)
NOT AT ALL VERY DON’T KNOW/ STRONG NEITHER STRONG NO ANSWER
1 2 3 4 5 9
17. How often do you seek information, assistance or advice about employment? (Read scale)
OFTEN SOMETIMES NEVER NOT APPLICABLE/DON’T KNOW/ OCCASIONALLY RARELY DON’T WORKNO ANSWER
1 2 3 4 5 6 9
18. How often do you seek information, assistance or advice about credit (such as access to credit and managing credit)? (Read scale)
OFTEN SOMETIMES NEVER NOT APPLICABLE/DON’T KNOW/ OCCASIONALLY RARELY DON’T WORKNO ANSWER
1 2 3 4 5 6 9
19. How often do you contact them to arrange for a ride to go somewhere? (Read scale)
OFTEN SOMETIMES NEVER NOT APPLICABLE/DON’T KNOW/ OCCASIONALLY RARELY DON’T WORKNO ANSWER
1 2 3 4 5 6 9
20. How often do you seek information, assistance or advice about government services? (Read scale)
OFTEN SOMETIMES NEVER NOT APPLICABLE/DON’T KNOW/ OCCASIONALLY RARELY DON’T WORKNO ANSWER
1 2 3 4 5 6 9
21. How often do you seek information, assistance or advice about child care? (Read scale)
OFTEN SOMETIMES NEVER NOT APPLICABLE/DON’T KNOW/ OCCASIONALLY RARELY DON’T WORKNO ANSWER
1 2 3 4 5 6 9
22. Over the last two years, have you been a victim of racism or discrimination because of your Aboriginal origin?
Yes
1 No
2 Don’t know/no answer
9
23. IF EXPERIENCED RACISM OR DISCRIMINATION (Q22): Can you tell me by who? Was it, for example…? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Police
01 Courts or justice system 02 Schools
03 Landlord/housing authority
04 Businesses (stores, restaurants)
05 Bank/credit institutions
06 Utilities (telephone, hydro)
07 Work/employer
08 Government
09 A non-Aboriginal person
10 An Aboriginal person
11 Other (PLEASE SPECIFY) 12 Don’t know/no answer
99
24. Have you moved within the past year?
Yes
1 No 2 Don’t know/no answer
9 25. IF MOVED IN PAST YEAR (Q24): What was your main reason for leaving your community? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Education opportunities
01 Employment opportunities
02 Housing or quality housing
03 Better/more services or quality of services
04 Medical reasons
05 Separation, divorce or break-up of relationship
06 Domestic violence
07 Family reason
08 Day care services
09 Transit services
10 Wanted to experience urban life
11 Other (PLEASE SPECIFY) 77 Don’t know/no answer
99
26. How likely would you be to move to another community to get more education? (Read scale)
NOT AT ALL MODERATELY EXTREMELY Don’t Know/ LIKELY LIKELY LIKELY NO ANSWER 1 2 3 4 5 9
27. How likely would you be to move to another community to get a better job? (Read scale)
NOT AT ALL MODERATELY EXTREMELY Don’t Know/ LIKELY LIKELY LIKELY NO ANSWER
1 2 3 4 5 9
28. In the past 12 months, did you do any unpaid volunteer work for any community organization?
Yes 1 No 2 Don’t know/no answer 9
29. IF DID UNPAID VOLUNTEER WORK (Q28): How would you rate your overall volunteering experience in the past year?
DID NOT ENJOYED IT DON’T KNOW/ ENJOY IT VERY MUCH NO ANSWER
1 2 3 4 5 9
30. IF DID NOT DO UNPAID VOLUNTEER WORK (Q28): What were the factors which prevented you from volunteering over the past 12 months? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Do not have enough time/ Too busy
1 Unwilling to make the commitment
2 Had not been personally asked 3 No interest
4 Other (PLEASE SPECIFY) 5 Don’t know/no answer
9
31. In the following questions, we are talking about post-secondary education. By this, I mean education beyond high school, including universities, community colleges, trade, technical and vocational schools and apprenticeship programs. To what extent do you agree or disagree with the following statements? (Read scale)
COMPLETELY NEITHER AGREE COMPLETELY DON’T KNOW/ DISAGREE NOR DISAGREE AGREE NO ANSWER a. The cost of a post-secondary education is a good long term investment for young people, because it leads to better jobs with higher wages
1
2
3
4
5
9 b. More and more these days, the financial support from parents is a big part of what decides whether children are able to get a post-secondary education
1 2
3
4
5
9 32. Have you heard of any federal or provincial government programs that exist to help parents to save and pay for their children’s post-secondary education? Which ones have you heard of? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Government student loans
01 Canada Education Savings Grant (CESG)
02 Government matching program/Contribution program (Cannot specify name)
03 Canada Learning Bonds
04 Alberta Centennial Education savings plan/ Learning bond
05 Registered Education Savings Plans (RESPs)
06 General mention of savings plan (cannot specify name)
07 Other sources (PLEASE SPECIFY) 08 Yes, but can’t name any
09 None of the above
10 Don’t know/no answer
99 33. How many children do you have under the age of 18, including any that do not live at home?
None 0 --> IF NO CHILDREN, GO TO QUESTION 42 Don’t know/no answer 9 --> GO TO QUESTION 42
34. IF HAS CHILDREN UNDER THE AGE OF 18 (Q33): How many of these children do you expect will get post-secondary education (PSE) in the future?
None 0 --> IF DO NOT EXPECT ANY CHILDREN TO GET PSE, GO TO Q42 Don’t know/no answer 9 --> GO TO QUESTION 42 35. IF ANY CHILDREN TO GET PSE (Q34): Thinking about your children who are under 18 years old, how important is it to you that they get a post-secondary education? Would you say...? (read scale)
NOT AT ALL MODERATELY VERY DON’T KNOW/ IMPORTANT IMPORTANT IMPORTANT NO ANSWER
1 2 3 4 5 9
36. Some people are in a position to save for a child’s education, however, many are not in this position. Are you currently contributing toward savings for a child’s post-secondary education, that is their education beyond high school?
Yes 1 No 2 --> GO TO QUESTION 40 Don’t know/no answer 9 --> GO TO QUESTION 40
37. IF SAVING FOR CHILD’S POST- SECONDARY EDUCATION (Q36): Have you contributed to a Registered Education Savings Plan or RESP to save for any of your children’s education?
Yes 1 No
2--> GO TO QUESTION 41 Don’t know/no answer
9--> GO TO QUESTION 41
38. IF SAVING (Q36) CONTRIBUTING TO A REGISTERED EDUCATION SAVINGS PLAN (RESP) (Q37): Is the Canada Education Savings Grant contribution from the government, matching some of the money that you have put in, added to the RESP?
Yes 1 --> GO TO QUESTION 40 No 2 Don’t know/no answer 9 --> GO TO QUESTION 40 39. IF SAVING (Q36) BUT NOT CONTRIBUTING TO A REGISTERED EDUCATION SAVINGS PLAN (RESP) (Q37): What is the main reason that you are not using a Registered Education Savings Plan (RESP) to save for your child or children’s post-secondary education? [DO NOT READ LIST – TAKE ONLY ONE ANSWER]
Child ineligible for RESP of the Canada Education Savings Grant (CESG)
1 Not aware of RESPs
2 Expected returns on an RESP are not sufficient
3 RESPs are too complicated
4 Easier to save outside of an RESP
5 Risk of losing earnings if child does not attend post-secondary education
6 Other (PLEASE SPECIFY) 7 Don’t know/no answer
9
40. IF NOT CONTRIBUTING TO A REGISTERED EDUCATION SAVINGS PLAN (RESP) (Q37): What would you do to get information about how to set up a Registered Education Savings Plan (RESP)? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN] Phone 1-800 number
1 Visit website
2 Visit government department
3 Go to a financial institution (bank, etc.)
4 Go to a financial advisor (broker, financial planner, etc.)
5 Other (PLEASE SPECIFY) 6 Nothing
7 Don’t know/no answer
9
41. Who do you consider to be the most trustworthy source of information about whether or not it’s a good idea to set up an RESP? [DO NOT READ LIST – TAKE ONLY ONE ANSWER]
Bank/bank employees
1 Financial advisor
2 Government
3 Friend/family member
4 Other (PLEASE SPECIFY) 5 Don’t know/no answer
9
42. Is there a post-secondary institution within daily driving distance of your community?
Yes
1 No
2 Don’t know/no answer
9
Now on a different topic, I am going to read a list of different types of live performances and arts events. For each one, please tell me approximately how many times you have attended each type in the last twelve months.
43. How many times in the last 12 months have you attended…?
2 TO 3 4 TO 6 7 TO 10 MORE THAN CANNOT RECALL/ ONCE TIMES TIMES TIMES 10 TIMES NONE NO ANSWER a. A live performance such as a play, musical, music concert, dance performance, opera, storytelling
1
2
3
4
5
6 7 b. A media arts presentation such as an installation, media arts video or arts film screening, media arts audio presentation or new media work
1
2
3
4
5
6
7 c. A visual art exhibit such as sculpture, painting, photography, mixed media or crafts
1
2
3
4
5
6
7 d. An exhibit of artifacts, historic objects or natural history specimens
1
2
3
4
5
6 7 Now I’m going to read you a list of some artistic or cultural activities that people might be involved in at home or in their community. For each item, please tell me whether or not you participated in any of these activities in the last twelve months.
44. Have you participated in ... in the last twelve months?
DON’T KNOW/ YES NO NO ANSWER a. Working with pottery, ceramics, jewellery, doing leatherwork or metalwork, or weaving, crocheting, quilting, needlepoint, or sewing
1
2
9 b. Painting, drawing, sculpture or printmaking activities
1
2
9 c. Making photographs, movies, or video tapes as an artistic activity
1
2
9 d. Creative writing such as stories, poems or plays, or storytelling
1
2
9 e. Acting, dancing, or writing or composing music, playing a musical instrument or singing
1
2
9 45. On an average day, about how many hours do you spend watching television on APTN, the Aboriginal Peoples’ Television Network? [PROVIDE ANSWER TO THE NEAREST HOUR]
HOURS
Don’t know/no answer 9 Now I would like to ask you some questions about sport. For the following questions, when we talk about sport we mean physical activities that usually involve competition and rules and develop specific skills.
46. Do you participate in sport?
Yes
1 No
2 Refused
3 Don’t know/no answer
9
IF DOES NOT PARTICIPATE IN SPORT (Q46) -> GO TO QUESTION 50
47. Are you involved in sport as a player, coach, assistant coach, manager, a referee or official, other type of paid personnel, on a board of directors, or as a volunteer in another capacity? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Player
01 Coach
02 Assistant coach
03 Manager
04 A referee or official 05 Other type of paid personnel (i.e., head coach or technical director)
06 On a board of directors
07 Volunteer in some other capacity
08 Other (PLEASE SPECIFY) 09 Refused
10 Don’t know
99
48. For the sports that you play most often, are they primarily done in a structured AND organized environment (e.g. private facilities, sports or community club)?
Yes
1 No
2 Don’t know/no answer
9 49. For the sports that you play most often, do they…?
DON’T KNOW/ YES NO NO ANSWER a. Involve a coach
1
2
9 b. Involve training
1
2
9 c. Involve competition
1
2
9
50. What MOST prevents you from participating in sport more often than you currently do? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Lack of time
01 Lack of available-choice of facilities/organized sports/participants in community
02 Disability/Injury/Health issue
03 Lack of interest (general)- not into sports 04 Age/too old
05 Lack of transportation
06 Lack of money
07 Weather/temperature
08 Other (PLEASE SPECIFY) 09 Nothing, already participate a lot
10 Refused
11 Don’t know/no answer
99 51. What do you believe is A KEY benefit to participating in sport? [DO NOT READ LIST – TAKE AS MANY ANSWERS AS GIVEN]
Fitness/in good shape
01 General well-being
02 Get to know people/socialize
03 Learn to be part of a team
04 Self esteem/acceptance/confidence
05 Personal skills development/necessary life skills (various: ambition, discipline, motivation...)
06 Sportsmanship/good healthy competition
07 Good for the community e.g.: being a good role model, getting involved, fundraising, family ties
08 Enjoyment-combats boredom/stress
09 Keeps children/youth out of trouble
10 Other (PLEASE SPECIFY) 11 Refused
12 Don’t know/no answer 99
52. In this section, I would like to ask you what languages you speak at home or in your community? [TAKE AS MANY ANSWERS AS GIVEN]
English
01 French
02 Inuktitut
03 Blackfoot
04 Carrier
05 Chipewyan
06 Cree
07 Dene
08 Dogrib
09 Gwich’in
10 Innu
11 Mic Mac 12 Montagnais-Naskapi
13 Ojibway
14 Slavey
15 Tutchone
16 Other European (German, Italian, Spanish)
17 Other (PLEASE SPECIFY) 18 None
19 Don’t know/no answer
99
IF NO ABORIGINAL LANGUAGE GO TO QUESTION 56
53. Did you first learn your Aboriginal language as a child or as an adult?
Child
1 Adult
2 Don’t know/no answer
9 54. How important is it that you maintain your Aboriginal language skills through speaking, reading, writing, storytelling and ceremonies? Is it...? (Read scale)
Very important
1 Important
2 Not very important
3 Not at all important
4 Don’t know/no answer
9
55. How important is it to you that your Aboriginal language be passed on to future generations in your community? (Read scale)
VERY NOT VERY NOT AT ALLDON’T KNOW/ IMPORTANT IMPORTANT IMPORTANT IMPORTANTNO ANSWER
1 2 3 4 9
IF HAVE AN ABORIGINAL LANGUAGE GO TO QUESTION 59
56. If you had the opportunity to keep, learn or re-learn your Aboriginal language how important is it for you to be able to speak your Aboriginal language? (Read scale)
VERY NOT VERY NOT AT ALLDON’T KNOW/ IMPORTANT IMPORTANT IMPORTANT IMPORTANTNO ANSWER
1 2 3 4 9
57. If you had the opportunity to keep, learn or re-learn your Aboriginal language how important is it for you to be able to read or write your Aboriginal language? (Read scale)
VERY NOT VERY NOT AT ALLDON’T KNOW/ IMPORTANT IMPORTANT IMPORTANT IMPORTANTNO ANSWER
1 2 3 4 9
58. If you had the opportunity to keep, learn or re-learn your Aboriginal language would you most prefer to do this…?[DO NOT READ LIST – TAKE ONLY ONE ANSWER]
Using modern multimedia materials, such as audio-visual, CDs, DVDs, computer games, internet, etc.
1 Using traditional approaches, such as Elders and cultural activities
2 Using a mixed approach of modern multimedia and traditional
3 Using other methods or approaches
4 Not interested in learning Aboriginal language
5 No opinion
6 Don’t know/no answer
9
59. Have you used the Internet in the past three months? Yes
1 No
2 Don’t know/no answer
9
IF USE INTERNET (QUESTION 59) GO TO QUESTION 61
60. IF NOT USING THE INTERNET (Q59): Why haven’t you used the Internet in the past 3 months? [DO NOT READ LIST, TAKE ONLY ONE ANSWER]
No reason to lately
01 No interest in the Internet
02 No access to the Internet
03 Don’t know how to use the Internet
04 Other (specify)
77 DK/NR
99
IF NO INTERNET USE (QUESTION 59) GO TO QUESTION 65
61. IF USING THE INTERNET (Q59): Where do you currently use the Internet most often? [DO NOT READ LIST – TAKE ONLY ONE ANSWER]
At home
01 At work
02 At school
03 At friends/family
04 At an Aboriginal organization / Friendship centre
05 At a community centre or library on the reserve
06 Somewhere elsewhere on the reserve
07 At a community centre or library off of the reserve
08 Do not have access anywhere
09 Don’t know/no answer
99
62. IF USING THE INTERNET (Q59): Do you visit web sites targeted to people of your culture, ethnic origin or language on the following topics...? [DO NOT READ LIST, TAKE AS MANY ANSWERS AS GIVEN]
Education/learning
1 Local community events and news
2 Shopping for goods and services 3 Expressions of your culture, arts, heritage, language and traditions
4 None of the above
5 Don’t know/no answer
9
63. IF USING THE INTERNET (Q59): How interested are you in visiting web sites with the following? (Read scale)
NOT AT ALL MODERATELY VERY DON’T KNOW/ INTERESTED INTERESTED INTERESTED NO ANSWER a. Expressions of your culture, arts, heritage, language and traditions
1
2
3
4
5
9 b. Local community events and news
1
2
3
4
5 9 c. Role of Aboriginal peoples in Canada
1
2
3
4
5
9 d. In an Aboriginal language
1
2
3
4
5
9 64. IF USING THE INTERNET (Q59): What language(s) are you interested in finding a web site in? [DO NOT READ LIST, TAKE AS MANY ANSWERS AS GIVEN]
Ojibway
01 Cree
02 Montagnais
03 Mic Mac
04 Mohawk
05 Dakota
06 Blackfoot
07 Cayugea
08 Dene/Chipawan
09 Saultauex
10 Algonquin
11 Inuktitut
12 Michif 13 Other Aboriginal language (PLEASE SPECIFY) 14 Don’t know/no answer
99
65. Thinking about where you are living right now, do you own or rent this place, are you staying with family or friends, or is there some other arrangement?
Rent
1 Own
2 Staying with friends/family
3 Other
7 Don’t know/no answer
9
66. IF RENTING THEIR HOME OR APARTMENT (Q65): Beyond any money considerations, are there other reasons that you choose not to own your own home? [DO NOT READ LIST – TAKE UP TO 3 ANSWERS]
No other reason
00 Cannot get a home in neighbourhood of choice
02 Don’t want to deal with financial institutions
04 Don’t want to/unable to maintain a property/home
05 Lack of home ownership/rent to own incentives 06 Not interested in the responsibility of being a homeowner
07 Moving back to the reserve
08 Other (PLEASE SPECIFY) 09 Don’t know/no answer
99
67. IF RENTING THEIR HOME OR APARTMENT (Q65): As a renter, when you are meeting a landlord to view a place that you would like to rent, how often do you feel that you experience discrimination?
NOT DON’T KNOW/ ALWAYS SOMETIMES RARELY NEVERAPPLICABLE NO ANSWER
1 2 3 4 5 9
Now, in these last few questions, I would like to get some information to help us group your answers with others that have taken this survey.
68. In what year were you born?
1 9
69. What is your current employment status? [READ LIST IF NECESSARY – TAKE ONLY ONE ANSWER]
Self-employed
01 Employed full-time
02 Employed part-time
03 Seasonal employment 04 Term employment
05 Unemployed
06 Unemployed but looking for work
07 Student/Attending school full-time
08 Retired
09 Not in work force/Full-time Homemaker
10 Disability / sick leave
11 Maternity / paternal leave
12 Other (PLEASE SPECIFY) 13 Don’t know/no answer
99 70. What is the highest level of formal education that you have completed? [READ LIST IF NECESSARY – TAKE ONLY ONE ANSWER]
Grade 8 or less
01 Some high school
02 High school graduate
03 Some college
04 Technical/Vocational/College/CEGEP graduate
05 Some university
06 Undergraduate university degree (e.g., BA, BSc)
07 Graduate or post graduate university degree (e.g., M.A., MSc., Ph.D.)
08 Other (PLEASE SPECIFY) 09 Don’t know/no answer
99
71. What is your total annual INCOME, from all sources, for the entire household before deductions? [READ LIST IF NECESSARY – TAKE ONLY ONE ANSWER]
Less than $10,000 01 $10,000-$19,999K
02 $20,000-$29,999K
03 $30,000-$39,999K
04 $40,000-$49,999K
05 $50,000-$59,999K
06 $60,000-$69,999K
07 $70,000-$79,999K
08 $80,000K or above
09 Don’t know/no answer
99
72. What do you consider your primary Aboriginal identity to be? [READ LIST– TAKE AS MANY ANSWERS AS GIVEN]
First Nations (status Indian)
01 Non-Status Indian
02 Métis 03 Inuit
04 Other (PLEASE SPECIFY) 09 Don’t know/no answer
99 73. We would like to be able to do a survey like this one, once or twice a year with Aboriginal people. Could we contact you again in three to six months for another 15 minutes or so?
Yes
1 No
2 Don’t know/no answer
9
74. IF AGREE TO BE CONTACTED AGAIN: Please write down your first name and your e-mail address if you have one that we could send you an invitation to, so that we will know who to ask for the next time we call you.
Provides Name; record below 1
Refused ………………………………………………. 2
NAME: ______
EMAIL ADDRESS:______
Thank you for your cooperation and time!
75. Record gender of person being interviewed:
Male
1 Female
2
APPENDIX C INSTRUCTIONS ON FACE TO FACE SURVEY Guide to the EKOS In-Person Interview
WHO IS EKOS RESEARCH?
EKOS is a well-recognized and respected name in public opinion and applied social research in Canada. For more than twenty-five years, EKOS has been transforming research into credible knowledge and reliable advice. EKOS is a longstanding member of MRIA, the Market Research and Intelligence Association (formerly known as CAMRO, The Canadian Association of Marketing Research Organizations), and meets or exceeds all industry standards.
WHO IS SPONSORING THIS STUDY?
This study is being sponsored by the federal government of Canada; specifically Indian and Northern Affairs, Canadian Heritage and Human Resources and Skills Development Canada. These departments are interested in gaining a better understanding of the Aboriginal point of view on a range of issues. A number of surveys have been conducted with First Nations residents who are currently living on a reserve, but few surveys have captured the views of the larger portion of the Aboriginal population that do not live on a reserve.
WHAT IS THIS QUESTIONNAIRE ABOUT?
The study includes questions about: Interest, awareness and use of Government of Canada programs and services; Interest in and participation in cultural activities, such as: sports, Aboriginal languages, internet and related activities, the arts, identity and volunteerism; Perceptions of the Government of Canada and other levels of government; and,
Demographic, socio-economic and other characteristics of respondents, including the respondent's self- defined Aboriginal identity.
Three important guidelines
1) Each interviewer should read through the entire questionnaire and become familiar with it before doing the first interview.
2) Enough blank copies should be made of the questionnaire, so that a new questionnaire is filled out for each interview.
3) It is very important that interviewers conduct the interview themselves – this means that interviewers must read out the questions and record the answers of the person they are interviewing. Please do not give the people being interviewed a copy of the questionnaire to complete themselves as this may affect the quality of the data that is collected. WHAT CRITERIA DO PEOPLE HAVE TO MEET BEFORE THEY CAN COMPLETE THE INTERVIEW?
Must be a status or non-status First Nation, Métis, or Inuit person Must not have lived on a reserve for more than a few of the last twelve months Must not have a listed telephone number. This includes people who do not have a home phone. It also includes people who do not have a home phone, but do have a mobile phone/cell phone or an unlisted telephone number.
HOW LONG WILL THE INTERVIEW TAKE TO COMPLETE?
This questionnaire takes between 20 and 25 minutes to complete (but can take more or less time depending on the interviewer and the person being interviewed.)
HOW DO I FOLLOW THIS QUESTIONNAIRE AND CONDUCT THIS INTERVIEW?
We want to make sure that the questionnaire is as easy to follow as possible for interviewers and people being interviewed. Each question should be read as it is written. If the question is not clearly understood, please repeat the question again, emphasizing the words that you think will help the person to understand the question. Explanations should only be provided if absolutely needed (after the person has not understood it the first few times). For scaled questions, please read the text of the question and also provide the respondent with the numbered scale and the end and middle points (e.g., “The scale is 1-5 on this one, and 1 is “very bad”, 5 is “very good” and 3 is “neither”). Unless otherwise noted, one response only is required for each question. When there are questions with an option for more than one answer (e.g., “Take as many answers as given”), circle all the answers given by the person being interviewed. Sometimes there are questions that ask for more detail – in these cases, try to ask the person who is answering the questionnaire to be as specific as possible, and then try to write down what they said as accurately and completely as you can. You may see questions with a long list of possible answers, but in the question, it says “DO NOT READ LIST”. This means we want to see what the person answering the questionnaire will say on his or her own, without a list to choose from, so please do not read this list out loud. Instead, listen to what the person being interviewed says, and then try to match it up with the most appropriate category on the list. If you think an answer fits but are not sure, you can read the answer you feel is the best match and ask them if that is the right one to match their answer. If their answer is not on the list at all, or is not close to one of the categories, there is usually a category called ‘Other’ – you can record it there, writing down specifically what they said. Even though a question may say “DO NOT READ LIST”, if a person is not understanding what is needed after 2 or 3 times repeating the question, then reading a few of the answers from the list may help --> if this happens please try not to always pick the top 2-3 answers on the list (mix them up a bit). Each question has a Don’t Know/No Response answer. It is not necessary to read this answer, but you can use it where the person has volunteered that they don’t know or unwilling to provide a reply. Beyond the instructions in each question in the questionnaire (e.g., DO NOT READ LIST. TAKE ONLY ONE ANSWER), there are only a few additional notes about individual items: Q4 & Q5 – get the person to be as specific as possible so that anyone can understand what they mean (not just the person having the conversation with the person being interviewed at the time) Q7 – the federal government is referring to the previous (i.e., Liberal) government, if anyone asks, since the current government may have been in place for too little time to be rated Q8 – Examples include: First Nations and its affiliated organizations (Band Councils and Tribal Councils); the Métis National Council and its provincial affiliates; the Congress of Aboriginal Peoples and its provincial/territorial affiliates; the Inuit Tapiriit Kanatami and its regional affiliates; the Pauktuutit Inuit Women's organization; and the Native Women's Association of Canada and its provincial/territorial affiliates. Q23 – only use “Aboriginal person” and “non-Aboriginal person” if the answer is not captured in the other answers higher up on the list. We only want to know if the person is Aboriginal or non-Aboriginal if the person discriminating is not part of an organization. We are not looking for whether it is an Aboriginal or non-Aboriginal person within an organization in the list. Q32 – In some cases where a person is not understanding, showing them the list or reading some of the answers does helps. In the case of q32, try not to read the person (or show them) the list, since these are the answers to an awareness question. If no children in the home - Q33 - there is a big skip through most of the section If there is only 1 child in the home - Q33 - then Q34 does not apply and can be skipped. Q50 and Q51 are meant for everyone, including people who have (and have not) participated in sport. Q66 is not trying to capture financial barriers. It is asking about any other reasons that someone may prefer not to own a home (e.g., the responsibility of being a homeowner, mobility, etc). It is a more hypothetical question and is not asking if people have the money to own a home.
In most cases, the questions on the survey are asked and answered in sequence. At certain points in the questionnaire, how a person answers a question will determine the next question they get – you can tell which questions these are, because they have instructions written in bolded, capital letters. Sometimes the instructions will tell you to “go to” a question that is later in the questionnaire. This is entirely based on the person’s answer.
Most of the time, if you read through the questionnaire, it is easy to see the logic behind why certain questions are skipped for people, depending on their answers. (The saving for post- secondary education section is harder than the rest to follow in terms of skips. If you have any questions, please e-mail us and we will help sort it all out.)
WHAT DO I DO WITH THE COMPLETED FORMS?
We are asking you to complete 15 interviews with clientele with no telephones over a two week period. We would like you to try to vary the type of people you ask to complete it. If this is who your clientele are we would like you to interview some young people, some older, some men, some women and so on, so that the 15 people chosen are as varied as possible in terms of their age, gender and experiences. Another way to help make the type of people selected be as varied as possible is to do some interviews with people who come in during the day, some with people who come in in the evening and some with people who come in on the weekends. Try to complete only one or two interviews a day over a longer period of time (stretched over at least a week of the two week period).
We would like you to e-mail a brief progress report to Anishinabek Consultants (see contact information below) at least two times from the time you start the interviewing to the time that you have completed all of the 15 interviews. This e-mail report should give: the total number of interviews completed (for men and women separately) any difficulties in doing the interviews about how long they are taking (as a general average time) how many people have refused to do the interview.
When you have finished the targeted number of interviews, please send the completed forms to EKOS at the address below using a FedEx or Priority Post envelope.
WHO CAN I CONTACT IF I HAVE ANY QUESTIONS? If you have any questions about the questionnaire, or the project in general, please feel free to contact Anishinabek Consultants Inc. or EKOS Research Associates Inc.
E.J. Fontaine, President/CEO Anishinabek Consultants Inc. 202B - 1215 Henderson Highway Winnipeg, MB R2G 1L8 Tel: (204) 336-0554 / Fax: (204) 336-0568 HYPERLINK "mailto:[email protected]" [email protected] Bishop, Senior Consultant EKOS Research Associates Inc. 99 Metcalfe Street, Suite 1100 Ottawa, Ontario K1P 6L7 Tel: (613) 235 7215 / Fax: (613) 235 8498 HYPERLINK "mailto:[email protected]" [email protected] APPENDIX D RESPONSE RATES TO TELEPHONE SURVEY Response Rates to Telephone Survey
Total Sample 67,016
Numbers not in service 11,336
Fax modem or Business lines 1,926
Duplicates 56
Numbers blocked by Phone companies 155
Total functional sample 53,543
No answers 9,832
Retired numbers(called 10+times) 3,545
Language difficulty 619
Other 232
Unavailable 48
Total Asked 39,267
Refusals 12,279
Cooperative Callbacks 26,988
Completes 1,462
Ineligible. 25,526
Response Rate 27.5%
Participation Rate 50.4%
Started March 13th, 2006. Completed
May 16th.
Average time 23.1 minutes
The margin of error is a measure of the accuracy of the results. It indicates how far the survey’s results are likely to stray from the true value in the entire population most of the time (i.e., the finding will be accurate to within a certain number of percentage points 19 times out of 20).
While it appears as though the relative importance placed on health care has grown substantially since 2003 (when 19 per cent identified this as a top priority) this is largely due to a difference in the way the question was asked. In the 2003 survey, respondents were asked to identify the one top priority the Government should focus on, while in 2006 multiple responses or priorities were accepted.
It should be noted that in the First Nations 2005 sample everyone was asked the question, however, those with an English or French mother tongue were not significantly different from others in their responses.
EKOS Research, Information Highway, 2005.
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