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Aboriginal Student Persistence and Success In ABORIGINAL STUDENT PERSISTENCE AND SUCCESS IN ONTARIO COLLEGES by Christa Dawn Iacovino Hinds A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Leadership, Adult and Higher Education Ontario Institute for Studies in Education University of Toronto © Copyright by Christa Dawn Iacovino Hinds 2014 ABORIGINAL STUDENT PERSISTENCE AND SUCCESS IN ONTARIO COLLEGES Doctor of Philosophy 2014 Christa Dawn Iacovino Hinds Graduate Department of Leadership, Adult and Higher Education University of Toronto Abstract This study relies on a mixed method research approach with a focus on qualitative research including open-ended, semi-structured interviews at Aboriginal Resource Centres in three colleges in Ontario. Interviews were conducted with 31 participants engaged with Aboriginal Resource Centres, including Aboriginal students, staff and Elders. Participants spoke about their interactions with the Ontario college system including their positive and negative experiences. The research process is also informed by an in-depth analysis of various studies and reports regarding Aboriginal peoples, education and enrolment statistics from the 24 Ontario colleges. The overall data analysis and interpretation includes insight from all of these data sources. The research is guided by a two-eyed seeing approach (Iwama, Marshall, Marshall, & Barlett, 2009) that respects a combination of Western and Aboriginal worldviews; however, a concerted effort has been made to honour Indigenous paradigms thus, at times, this minimizes the inclusion of traditional Euro-centric views and methodology. Nevertheless, parallels were drawn between Euro-centric student development and engagement theories and Indigenous paradigms to provide insight into how postsecondary institutions can support Aboriginal students and create a safe and welcoming environment on campus for all Aboriginal peoples. ii An Ojibwe Anishinabe Elder recognized by her community provided guidance throughout the research process. She allies with students connecting them to traditional protocols and shares authentic Indigenous teachings. Further, to respect the place of Aboriginal voices, a collection of Elder reflections describes a vision for Aboriginal education, and specifically postsecondary education. The conclusions drawn from the study suggest that many colleges in Canada, and Ontario, are helping Aboriginal students obtain a postsecondary credential. Colleges are creating a supportive and welcoming environment and Aboriginal Resource Centres are helping students connect with their communities, institutions and Aboriginal cultures. In spite of this success, many Aboriginal students do not reach postsecondary education. Many Aboriginal students are not engaging with these centres and Aboriginal peoples continue to experience racism on campus. The findings indicate that true collaboration and meaningful consultation with Aboriginal communities is needed to “Indigenize” the campuses. iii Acknowledgements The list of people to thank is almost too numerous to list. First, I thank my extended family that has understood over all the years (and credentials) when I have missed or cut short my appearance at family events because “I have to work on school”. Of course, I must acknowledge my incredible husband, Dean Hinds, because he provided unwavering support and encouragement. In his mind there was no question that I would complete this journey and his pride in me gave me the strength to endure. I want to acknowledge my late grandmother Mary Heaton (née Maria Fezekas) who was one of my biggest cheerleaders who would ask for weekly updates and be genuinely interested in the small details of the process. I did it Gram! Words cannot express my gratitude for Shelley Charles. Through this journey we have become family. Shelley, I have learned so much from you and the other kind Elders who guided me that it has changed me forever. I cannot see the world in the same way that I did before and I thank you for sharing your knowledge with me. Chi Meegwetch! From an academic perspective, there have been many gentle souls who have provided guidance to help me reach this goal. They shared the lessons from their PhD journeys’ to ensure I would complete mine in a memorable and positive way. More specifically, my thesis supervisor, Dr. Charles Pascal, allowed me to stretch the confines of Euro-centric beliefs and honour Indigenous paradigms while I explored my own ancestry and tried to “Indigenize” my own thoughts. iv I would like to thank my thesis committee members, Dr. Linda Muzzin and Dr. Tricia Seifert for their insights. They provided encouraging, timely and important feedback that kept me thinking critically and focused on my research. My Humber family has been incredible. I could not have done this without you. Moreover, I need to recognize the support of Deb McCarthy who single- handedly redefines the very definition of support! You are amazing Deb. My CCL colleagues, our name says it all. IT TAKES A COHORT. And a special thank you to Nancey Adamson, who embarked on this journey with me after we decided that our Masters degrees were not enough. James Hamilton, you not only came through in time of need, but you offered critical support and interest in my entire journey that truly defines friendship. Finally, I extend a warmest thank you to all the participants who shared their time, the experiences and their stories with me. Without your stories, my research would be incomplete. Your interest in participating demonstrates your courage, persistence, and respect for your traditional beliefs. Your words inspire me that we are on the right path to making a difference. I wish you well in your future successes because I have no doubt that you will all achieve your goals. v TABLE OF CONTENTS Abstract............................................................................................................................... ii Acknowledgements ........................................................................................................... iv CHAPTER ONE: INTRODUCTION AND PERSONAL CONTEXT .................... 1 Background and Statement of the Problem.....................................................................4 Accepting Responsibility........................................................................................ 10 Purpose of the Research ................................................................................................ 13 Theoretical Framework of the Research........................................................................ 14 On A Personal Note ......................................................................................................... 16 Coyote Goes to School........................................................................................... 21 A Note on Terminology.................................................................................................... 24 My Approach to the Research ........................................................................................ 26 Outline of the Thesis.............................................................................................. 27 CHAPTER TWO: HISTORICAL BACKGROUND ....................................... 30 Creating Barriers ............................................................................................................. 32 Canada’s Assimilationist History.................................................................................... 36 Accountability in Canada ............................................................................................... 40 Global Human Rights Policy............................................................................................ 49 United Declaration of Rights of Indigenous Peoples .................................................... 51 Access and Its Link to Racism........................................................................................ 54 A Holistic View of Education ........................................................................................... 59 Funding ............................................................................................................................ 67 Treaty Rights.................................................................................................................... 74 Self-Determination and Sovereignty .............................................................................. 82 Summary.......................................................................................................................... 87 CHAPTER THREE: METHODOLOGY..................................................... 89 Research Design and Methodology ............................................................................... 92 Ethical Issues and Considerations................................................................................. 96 Interview Sites and Participant Selection...................................................................... 99 Data Collection and Recording .................................................................................... 104 Interview and Survey Questions................................................................................... 105 Establishing Credibility.................................................................................................. 106 Interview Data Analysis................................................................................................
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