Honoring What They Say: Postsecondary Experiences of First Nations Graduates.

Sonst. Personen	Archibald, Jo-ann (Hrsg.); Urion, Carl (Hrsg.)
Institution	British Columbia Univ., Vancouver. First Nations House of Learning.; Alberta Univ., Edmonton. Dept. of Educational Policy Studies.
Titel	Honoring What They Say: Postsecondary Experiences of First Nations Graduates.
Quelle	21 (1995) 1, (252 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0710-1481
Schlagwörter	American Indian Education; Canada Natives; College Graduates; Culturally Relevant Education; Education Work Relationship; Educational Environment; Educational Experience; Educational Research; Foreign Countries; Graduate Surveys; Outcomes of Education; Participatory Research; Pilot Projects; Postsecondary Education; Racial Bias; School Attitudes + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung; Bildungsforschung; Pädagogische Forschung; Ausland; Lernleistung; Schulerfolg; Forschungstätigkeit; Pilot project; Modellversuch; Pilotprojekt; Post-secondary education; Tertiäre Bildung; Racial discrimination; Rassismus
Abstract	A pilot study of the experiences of First Nations postsecondary graduates focused on the relationship between postsecondary education and employment, factors encouraging success, and barriers and problems faced by Native college students. Piloted at the University of British Columbia (UBC) (Vancouver) and the Native Education Centre (NEC) (Vancouver), the research model aimed to be consistent with First Nations ways through respect for respondents, growth-oriented dialogue among all participants, and the centrality of such fundamental First Nations principles as spirituality and sense of community. Data collection included mail surveys, telephone interviews, and focus groups. A questionnaire with both forced-choice and open-ended questions was mailed to all known First Nations graduates of UBC. Of 67 respondents, about 70 percent were women and most were graduates of the Faculty of Education. Principal sources of student support were First Nations people, institutions, and agencies. Barriers were related to negative perceptions of UBC as an institution and to racism in various forms. Respondents reported little difficulty finding employment, two thirds were working in a First Nations context, and about two thirds had worked in a field related to their university studies. At NEC, programs range from adult literacy to community college courses and job skills training. An adapted questionnaire was sent to 171 recent graduates of the Skills Training Program; 33 responded. Success factors at NEC included supportive students and staff, First Nations identity, relevance of course content, and strict but helpful regulations. Barriers included financial problems and family responsibilities. Almost all respondents were employed in an area related to their training or were engaged in continuing education. A 1-day workshop and symposium evaluated the research project and the process model and generated recommendations. Contains over 450 references. (SV)
Anmerkungen	Canadian Journal of Native Education, Department of Educational Policy Studies, 7-104 Education Centre North, University of Alberta, Edmonton, Alberta, Canada T6G 2G5 ($13.50 per copy, $24 annual subscription; outside Canada, add $6 postage).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC