Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices. Students perceived themselves to be their greatest influence, while the counsellors felt their influence was greater once students made their program decisions, through encouragement and follow up support. ii The study raised questions regarding challenges faced by First Nation education counsellors to provide consistent academic, personal and cultural/social supports to their sponsored students. While the study suggested the role of First Nation education counsellors had evolved little from its original financial-administrative role and toward a more rounded offering including interpersonal, academic and cultural supports, in keeping with an educational decolonization process, counsellors face chronic program under funding and are under-staffed. To enhance First Nation students‘ academic success, federal and provincial governments and First Nations are encouraged to further support First Nation education counsellors with greater training opportunities (expansion of the Ontario Native Education Counselling Association‘s Native Counsellor Training Program), a higher ratio of counsellors to students, and support and promotion of their ability to provide interpersonal and academic counselling. The study challenged First Nation education counsellors to seek more opportunities to maintain consistent engagement with their students, especially with more autonomous or older students. First Nation students were also challenged to seek more from their counsellors than sponsorship. iii Acknowledgments No undertaking is ever done alone. Every project, regardless of size, requires the encouragement, advice, and patience of many unseen and often unacknowledged circle of supports. From this perspective, there are many people that I would like to thank for getting me through what became a huge endeavour. To the First Nation post-secondary students and First Nation education counsellors who took the time to participate in the surveys and follow up interviews, a humble ―miigwetch‖ for your frankness and insights. On behalf of the Ontario Native Education Counsellors‘ Association, the PSE Aboriginal Student Services offices, and the First Nation education counselling units who forwarded, posted, and left my surveys for others to view and complete, I could not have done this without your encouragement and help. I have already begun to ―pay it forward‖ in my support of other graduate students. To my husband, thank you for your wisdom, and helping me keep sane and to ―stay the course‖. For my children, thank you for your encouragement, and know that I do not expect you to take as long as your mother to attain your doctoral studies. Mom, I came home to be with you and have spent too many hours away from you. I thank you for praying for me, even if you have not always understood what I have been doing. For my Dad, Noohs, who passed on before I began this particular journey, I know that you would be proud of me as your daughter, and because you believed that education, as an Anishinaabek, was so important. To my First Nation, Moose Deer Point, I thank you for your sponsorship of my tuition, your encouragement, and your prayers. When I started this doctoral journey such a long time ago, I remember the enthusiasm and energy of my cohort. It was a special time and one that I will always be grateful that I was a part of. Chi miigwetch and thank you to Roy, Charles and Michael for making those initial classes so interesting and stimulating. Thank you for demonstrating through your approaches, the skills and abilities that it takes to engage iv students, even the administrative weary bunch that we were. I also pause in respect for my original thesis advisor, Dr. Berta Vigil Laden, who started with me, and who passed away during my thesis journey. I extend appreciation to my current dissertation advisor, Dr. Jamie Lyn Magnusson, for taking me on and for supporting my approach to the research, and for the feedback she gave to me in the process of preparation for thesis defence. I also thank the rest of my dissertation committee, Dr. Creso Sa and Dr. Glen Jones, for sharing research relevant to my dissertation, and for further valuable input and recommendations. The external defence committee members were comprised of Dr. Charles Pascal and Dr. Lorainne Meyers, whom I thank for your interest and promotion of aboriginal research. To other First Nation and Aboriginal students, I send you encouragement as you continue determinedly with your studies. Rely on your knowledge of your culture and ways of being to infuse and guide your research. You have much to give. Miigwetch. Thank you. v List of Tables Table 1.1 114 Provincial Territorial Organization (PTO) of First Nation Post-Secondary Students Survey Respondents (n = 29) Based on Self-Identification and Based on Identification of First Nation Table 1.2 114 Location of Primary Home of First Nation Post-Secondary Students When Not Attending Post- Secondary School (n = 29) Table 1.3 120 Type of Post-Secondary Institution Attended by the First Nation Post-Secondary Student Survey Respondents (n = 29) 120 Table 1.4 121 Type of Post-Secondary Institution Attended by First Nation Post-Secondary Student Respondents (n = 29) Table 1.5 122 Types of Post-Secondary Programs Enrolled in by First Nation Post-Secondary Student Respondents Based on Classification of Instructional Programs (n=29) Table 1.6 127 Factors Relevant to Approval for Funding Sponsorship According to First Nation Post-Secondary Students – Ranked According from Highest to Lowest Response (n = 29) Table 1.7 131 Other Sources of Income Generated by First Nation Post-Secondary Student Respondents Table 1.8 133 Factors Influencing First Nation Post-Secondary Student Respondents‟ Choice of Post-Secondary Program (33 responses from 29 survey participants) Table 1.9 137 Types of Communication Between F.N. Post-Secondary Students and F.N. Ed. Counsellors On Average/Year Table 1.10 141 Reasons Described by the First Nation Post-Secondary Student Respondents for Purpose of Communication with First Nation Education Counsellors Ranked by Categories of Funding, Documentation, and Other Purposes. Table 1.11 144 Frequency of First Nation Education Counsellors Contact with Sponsored First Nation Post- Secondary Students Over a School Year Table 1.12 147 Types of Services Potentially Available from First Nation Education Counsellors vi Table 1.13 151 First Nation Students‟ Descriptive Comments of Their Perceptions Regarding Contributions of Their First Nation Education Counsellors Toward Their Post-Secondary Study Successes (n=7) Table 1.14 152 First Nation Students‟ Descriptive Comments of Their Perceptions Regarding the Lack of Contribution from First Nation Education Counsellors Toward Their Post-Secondary Study Success (n = 16) Table 1.15 154 Level of Service Provided By First Nation Education Counsellors As Perceived By First Nation Post- Secondary Student Respondents (n = 29). Table 1.16 156 Descriptive Comments by First Nation Post-Secondary Students Grouped into Categories Regarding their Perceptions of the Level of Service Received from their First Nation Education Counsellors (n = 29). Table 2.1 161 Provincial Territorial Organization (PTO) of First Nation Post-Secondary Education Counsellor Respondents (n = 8). Table 2.2 167 Comparison of Number of First Nation Students Approved for Sponsorship and the Number of First Nation Students Who Applied for Sponsorship in 2006-2007 (n = 4). Table 2.3 175 Frequency of Specific Services Provided by First Nation Education Counsellors to First Nation Post- Secondary Students (n = 4). Table 2.4 179 Level of Service Provided by F.N. Ed. Counsellors to Different Types of FN Sponsored Students. vii Dedication Dedicated to all who