Supporting Success: Aboriginal Students in Higher Education

Autor/inn/en	Gallop, Cynthia J.; Bastien, Nicole
Titel	Supporting Success: Aboriginal Students in Higher Education
Quelle	In: Canadian Journal of Higher Education, 46 (2016) 2, S.206-224 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Academic Achievement; Indigenous Populations; Canada Natives; Higher Education; Correlation; Acculturation; Self Determination; Qualitative Research; School Holding Power; Peer Relationship; Teacher Student Relationship; Foreign Countries; American Indians; Eskimos; Self Efficacy; Action Research; Participatory Research; Semi Structured Interviews; Focus Groups; Teaching Methods; Educational Strategies; Feedback (Response) + Suchen Sie Ihr Suchwort? Schulleistung; Sinti und Roma; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Akkulturation; Selbstbestimmung; Qualitative Forschung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; American Indian; Indianer; Self-efficacy; Selbstwirksamkeit; Projektforschung; Forschungstätigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	For most Aboriginal students in Canada, the term "success" in postsecondary education is more complicated than the mainstream notions of higher socioeconomic status and career advancement. Historically, "success" for Aboriginal peoples in postsecondary education was linked to issues of assimilation, since to be successful meant Aboriginal students had to completely adapt to the mainstream values and behaviours of the postsecondary institutions. Today, higher education is recognized as an important tool for capacity building and assisting Aboriginal communities to achieve their goals of self-determination and self-government. This paper presents some of the findings of a qualitative study conducted in a midsized Canadian postsecondary institution. Findings from the study suggest that if Canadian postsecondary institutions are committed to retaining Aboriginal students, these institutions need to better understand how to create positive and supportive relationships between Aboriginal students and their peers and instructors. The development of these positive relationships then needs to be formalized and incorporated into both institutional planning and faculty instructional support. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01