Retention & Recruitment

Presents academic data from public and independent schools. Key indicators show Aboriginal students lagging behind their non-Aboriginal classmates.

Makes recommendations based on survey of 124 Aboriginal and 184 Black/African students attending Dalhousie University

Study undertaken in 2007 by the Prince George, BC School District.

Compares delivery of secondary education to Indigenous young people to other states in Australia and outcomes being achieved by remote and urban students.

Overview of strategies and programs utilized by communities, learning institutions, and governments to encourage and accommodate Aboriginal students

Summarizes proceedings of an event held May 12, 2009. Participants were administrators from colleges and universities with the capacity to influence retention and recruitment.

Comments on results of a survey designed to identify factors that impinge on positive outcomes for Aboriginal students.

Notes from a visit to an Aboriginal school including how the school is governed, what the facility is like, how it is funded, other Aboriginal schools in the area, aboriginal student population, parental involvement and academic achievement. Related documents: Report of the Aboriginal Education Task Force: Executive Summary>. Aboriginal Culturally Focused Secondary School Initiativ

Describes how health workers in Australia can play a role in increasing retention and success rates of Aboriginal students.

Looks at the research on numeracy development of Aboriginal children, and identifies the key factors which affect achievement and the teaching strategies that could help them.

Identifies barriers to participation in post-secondary education, cites promising practices and makes recommendations to address key issues.

Uses psychological research and theory to explain the consequences of the school system in terms of: poor academic performance and inability to continue education, which in turn affects employment opportunities and future income.

[Education] Thesis (Ph.D.)--University of Minnesota, 2001.

Study to determine why some culturally traditional students succeed in post-secondary institutions despite cultural conflict, while others do not.

Documents the viewpoint of Aboriginal students regarding experiences in the educational system.

Discusses a successful educational partnership, in which all stakeholders participated, resulting in a student completion rate of over 40%.

Argues that programs aimed at recruitment and retention are useless if they are designed simply to increase numbers of Aboriginal students without fundamentally changing the existing attitudes and context of academic institutions.

Education Administration Thesis (Ed. D)--University of South Dakota, 1999.

Education Thesis (Ed.D.)--Seattle University, 1995.

Study surveyed students about the use and quality of their experiences with the NASARI (Native American Studies Academic and Retention and Intervention) Program, as well as other Native and non-Native programs.

Explains how Native undergraduates use mainstream and Native services to promote engagement and graduation rates.

Recommendations produced as a result of interviews with 59 students. Survey dealt with awareness, use and assessment of services, barriers to success, and motivations for pursuing further education.

Discusses barriers to completion of degrees and suggests strategies to overcome them.

Survey analyzed 108 students for obstacles to success and identified strategies for improvement.

Examines the student experience and perspective and recommends that institutions provide opportunities to develop and sustain student's Indigenous identity.

Educational Administration and Higher Education Thesis (Ed.D.)--University of Arizona, 1995.

Looks at a research program, the Environmental Science Program, that requires students to conduct and defend a full research project in order to graduate.

Educational Administration Thesis ( M.Ed.) -- University of Saskatchewan, 2005.

Regional survey, conducted in 1993, found each additional year of primary and secondary education resulted in a 7.8% increase in earnings and university education showed 31.5% increase in earnings.

Looks at educational experiences of youth that did not complete high school and Aboriginal youths and their families in an urban junior high school.

Purpose of the study was to evaluate the program administered by Indian and Northern Affairs, the applicability of First Nation University of Canada's structures to other Aboriginal institutes of higher learning, and the benefits of existing Aboriginal intuitions to students.

1975 interview with Bark Jack and Bill Edmunds regarding education and natural resources.

Looks at anxiety, depression, ADHD, poor academic performance, substance use, and delinquency as strong predictors.

Focuses on three areas: best scenario for establishing a country-wide structure in the future, current state of affairs, and issues surrounding provision of services to Aboriginal communities.

Discussion of the viability of non-Native graduates of Native Studies programs. Suggests that Native faculty enhance course credibility in culturally oriented programs.

Psychology Thesis (Ph.D.)--University of Arizona, 1992.

Comments on the high attrition rate of Aboriginal students.

Contends that Elders' participation not only contributes to student success by providing cultural and spiritual guidance to students, but also benefits the community, faculty and institutions by increasing cultural knowledge, sensitivity and competence.

Offers suggestions to enable faculty to establish relationships with students and therefore lower the attrition rates.

Educational Leadership Program Thesis (Ph.D.)--Mercer University, 2011.

Provides literature review, policy brief, and summary of key findings with examples of best practices.

Book review of: The Rose That Grew From Concrete by Diane Wishart.

Discussion with the panel regarding inclusion, engagement, and the future of youth. Duration: 38:38.

File contains a conversation between Commissioners Erasmus, Robinson, unidentified members of the staff and students of the Northern Lights School and Christina Delaney. The conversation involves the retention and restoration of Aboriginal culture in Canada, and the education system particularly with regards to the merits of cross cultural learning techniques and concerns with post secondary funding.

File contains a conversation between Commissioners Erasmus, Robinson, Terry Legge, Wilbert Wesley, Christina Delaney, Elie Chilton, and Phoebe Sutherland at the Northern Lights School in Moosonee, Ontario. The wide ranging conversation addresses a variety of topics including educational policy, cultural retention and rejuvenation, and social problems.

File contains an individual presentation by Carl Charlie focusing on education and the high dropout rate of Aboriginal students in the Yukon. He also discusses hunting and trapping and the urgent need for housing in Old Crow. A question-and-answer session with the Commissioners follows the presentation.

File contains an individual presentation by Helen Charlie focusing on education in Old Crow. She states the elementary school teaches students how to sew, cook, fish, hunt, trap and numerous other traditional ways of the Vuntut Gwich'in First Nation. She calls on the Commission to help secure a high school in Old Crow, which she feels would encourage students to remain in school and hopefully lead to post-secondary education. A question-and-answer session with the Commissioners follows the presentation.