Looks at barriers faced by Aboriginal students trying to acquire post-secondary education and move into the skilled labour force. Study consisted of interviews/focus groups in three case study communities located in Atlantic Canada, a literature search, and identification of promising practices.

Delves into what barriers are faced by Native American and Alaska Native students in higher education and are these barriers to student success being addressed theoretically and practically.

Discusses control over reservation schools using Chief Dull Knife College as an example.

Chronicles the experiences of four Indigenous social work academics employed at a Canadian mainstream university.

Highlights Trevor Moeke who helped develop the WINHEC Accreditation Authority and started an Indigenous controlled college in New Zealand.

Discusses one individual's experiences with the transfer of knowledge gained in the classroom to economic development and business.

Anthropology Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2012.

Explores some of the barriers to increasing the number of Indigenous Instructors in medical schools in Canada, including: hiring biases, a desire on the part of doctors to remain working in underserved communities, and a fear of ongoing discrimination.

Presentation titles included The Aboriginal Worldview and the Four Goals of Aboriginal Education, Learning About Walking in Beauty: Placing Aboriginal Studies in Canadian Classrooms, Bringing Aboriginal Education into the Mainstream, Role and Challenges for CTF and Member Organizations, and Creating a Different Vision of Education.

Discusses themes which emerged under work environment and experiences in the program categories.

Comments on the increased enrolment, fields of study, employment outcomes and the links between education, skills and unemployment rates.

Comments on the increased enrolment, fields of study, employment outcomes and the links between education, skills and unemployment rates.

Kathryn Shanley speaks about Indigenous people around the world. Duration: 1:11:21.

"Presents a social cartography of responses to the violences of modernity and uses this cartography to analyse different meanings and practices of decolonization in the context of higher education."

Looks at the individual, cultural and institutional factors on the specific needs of Aboriginal researchers and the role of the National Indigenous Researchers and Knowledges Network (NIRAKN).

Information on programs across Canada including topics covered, how information is obtained by students, methods of evaluation, and opportunities for engagement with Indigenous peoples.

Author uses their position as a graduate of Florida State University (where members of the University community are referred to as Seminoles) to consider the constructs and consequences that result from Universities appropriating Indigenous names and cultural images.

Study surveyed seven teachers from the Great Plains Technical College in an effort to see if their attitudes might influence the high retention rate at the institution.

Compares test results of Pueblo and Anglo students entering the teacher training program at the University of New Mexico.

Author argues such courses are best taught and learned through criticism providing an opportunity to see language that lives through and for the people for whom it is created.

Investigates experiences of students in four institutions in Saskatoon, Saskatchewan: Saskatchewan Indian Institute of Technologies, Saskatchewan Polytechnic, First Nations University of Canada, and the University of Saskatchewan. Eight factors are discussed: socio-political and cultural, programming and support services, educational infrastructure, financial, and family and community support. Data collected through nine focus groups and 13 one-on-one semi-structured interviews.

Authors discuss their involvement in three studies: the first focused on family-based education, the second on Indigenous youths' identification with a sense of culture and place, and the third on educating teacher candidates.

Describes how the Canadian Council on Learning (CCL) developed an index to measure lifelong learning and further refined it for Aboriginal learners.

Compares educational attainment, average annual income, and life expectancy of Registered Indians and other Canadians.

Describes collaboration between l’Université du Québec en Abitibi-Témiscamingue and the communities of Ivujivik and Puvirnituq in the area of teacher training. Also discusses the historical and current context of Inuit education.

Author examines the barriers to First Nations, Métis, and Inuit students being admitted to medical schools. Recommends implementing active outreach and programming to close the educations gap.

Discussion on the promotion of international health content in Canadian medical schools. The article looks at ways to improve basic and medical education in other countries by facilitating information exchange between university students in Canada and abroad.

Discusses need for Indigenous nurses and the issues faced by them in undergraduate courses and proposes changes to training of non-Indigenous nurses.

Review was undertaken after Queen's Native Student Association charged that " inappropriate systemic treatment of Aboriginal people and affairs" had taken place at the institution.

Explores student mental health and the relationship to the university experience.

Examines mentoring from a multi-dimensional perspective, with those dimensions encompassing the generational history, family belief system, cultural archetypes, individual learning style, and physical challenges.

Video of panel discussion which took place at the 2011 Congress of the Humanities and Social Sciences. Duration: 01:36:31.

Book review of Mestizaje and Globalization edited by Stefanie Wickstrom and Philip D. Young.

Statistics include demographics, education, Aboriginal language retention, and employment.

Purpose of review was to gather and synthesize information, identify current promising practices, and provide recommendations for future development.

Psychology Thesis (Ph.D.)--University of Saskatchewan, 2015.

Survey conducted to assess the gap between what is now available and what is required by this sector of the population. Report forms part of the Bridges and Foundations Project on Urban Aboriginal Housing.

Comprised of literature review, secondary review of client database, and interviews with 21 clients.

Describes development of the Métis language class to fulfill the language requirement in the Saskatchewan Urban Native Teacher Education Program (SUNTEP) at the University of Regina. Entire issue on one pdf. To access article scroll to p. 18.

Educational Administration and Higher Education Thesis (Ph.D.)--University of Arizona, 1998.

Social Work Thesis (Ph.D)--University of Minnesota, 2009.

Profiles activities of two post-secondary students. The discussion includes motivations, tactics and what can be learned by other Indigenous student activists.

Higher Education and Human Development Thesis (Ed.D.)--George Washington University, 2006.