Indigenous educational dawn breakers: University retention
Bibliographic record
Abstract
There is a dramatic increase in Aboriginal peoples obtaining a post-secondary education but there is still a significant gap compared to other Canadians. This research focused on the challenges and supports experienced by Aboriginal students in completing their program at a Canadian university. Analyzed results from a survey of Aboriginal students at Thompson Rivers University and an Aboriginal talking circle that included Aboriginal Elders, Aboriginal university support staff, and an Aboriginal instructor was used. The medicine wheel was used as a framework for analysis and discussion. The mental aspect of the medicine wheel analysis\nrevealed that there needs to more academic help for Aboriginal students that includes academic assessments, timely academic interventions, exit interviews, and the use of mentors. The spiritual aspect of the medicine wheel analysis described that there is a need for increased cultural activities, increased access to Elders, and a need for cultural sensitivity from instructors when there is death in the life of an Aboriginal student. The emotional aspect of the medicine wheel analysis took into account that relationships are an important source of support for Aboriginal students, with faculty, Elders, and amongst Aboriginal students. An Aboriginal\nstudent support centre called the Gathering Place was seen as an important space that fosters relationships. The physical aspect of the medicine wheel analysis contradicted past research in that a significant number of Aboriginal students in the survey stated that they had enough financial support. However, this could be attributed to the fact that they are eligible and could be receiving funding from Aboriginal and Northern Affairs Canada through the Post-Secondary\nEducation Program. Aboriginal students also identified the need for additional financial support to study part-time that would require a government policy change. Both the city of Kamloops and Aboriginal students identified the need for housing. The Aboriginal population is growing significantly with Aboriginal students completing their university program. Universities and Aboriginal communities need to this into account for future planning and enrollment.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.013 | 0.002 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.018 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".