Aboriginal Student Persistence and Success in Ontario Colleges
Notice bibliographique
Résumé
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. 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.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».