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MAY BE XEROXED 

(Without Author's Pemlsnon)

e~dusive lice& &wing thc 

National Library of Caoada ta 

repmdm loan, dimhte or dl 

Gples ofthis thesis in micmfom, 

paper or electronic formals. 

The~&owne&pof&e 

cawrigtn in this thesis. Neither the 

thesis nor substpntial emacts from it 

mav be minted or otherwise 

reprodueed without the autha's 

pmniuion. 

L'aulmaaocordelw~non 

exclusive permettam 8 la 

BiblhWqw nationale du Canada de 

duke. tdte~. dishibua ou 

ddre ded &ies dc c&te H~US 

la fme de mimfichellilm, & 

reproduction sur papia ou w format 

6lecmmque. 

L'auteur eonsarve la prcqniete du 

dmit d'autew qui pmtk@ ceue thk. 

Ni la thhe ni des exbaits substantiels 

& celle-ci ne doivmt S~IC himprimes

LOOKNO FORWARD.. . 

A N8tionrl Ponpcbhrr on 

Aboriginal Student Sawkoa in Canrdhn Univeniti.. 

A Thmb aubml(L.d to th. 8cnool of O m 

Shidica 

in pvtial fumlmnt of* nquinmnm for the Wfw of 

Mawr ot EduWion

Abonglnll rtumt ranas pmwamn m Canadian Un&las Rst beg8n 

In me wly 1970's In tho provtncss d A I M and Saskatchmvan However 

most of the 39 canters now across Canada have only been open slnce the 

1990's under reaullment and reternon dlrscllves for pmgrams 

Th~s study ret out to gather a nat~onal prspechve on Abong~nal student 

-centers m Canadian umversrtm by gmmg the oplmns of student 

service professionals who prwlde the rerv~cas and Abonglnal untversw students 

who have used these same servms 

Thls particular study ~nmrporated both the quanMBtIve and qualmwe 

a~peclsof Arch~bald Selklrk Bowman Pepper Unon M~renhouse 8 Shorn 

(1995) study The study was wnducted ln phases Phase I involved the pretesting 

of two separate surveys one for student serwce pmkss~onals workmg 

wlh Atom~naI sumrl serv~cas m Canadlan unlverpltles and the SeWnd sum . 

was for~b;bnamal unlversltv students who utlllre these sewlcas Phase II 

entalk Id=nlhmg those canadoan unlvennles who provide Aoorlglnal sw 

Servnces ano the olstnbutlon of the sbrveyj to those who agrrm to partlapate In 

th~s st~dy The survey results were stat~st~wlly analysea arm mmmenda!ons 

were developed fmm the findings. Phase Ill. Involved mmparing the responses 

of the questions that were sirnllar in both of the survey lmtruments to gather a 

sen% of how the persped~ves of the Student service professmnal and Ihe 

AbDnglnal university students were similar or dissim~lar on the topic of Aboriginal 

student sernces. 

To beer and honw Moinsl - - values -- ofmmmunthr - - , and - - resaect - -- - - thn, - - 

study was oer~gngd far the ~ntwnet however ham mples of the lnswmem wars 

made avallabte to those who requestad d Out of the 39 centers mntacted 30 

agreed to partlapate ln Lhe study. Two separate survey instruments were 

developed The return rate for the Abonglnal student service pmfesslonal survey 

was 83% (N=25) The return rate far the Abonglnal unlversw student survey was 

lower 14% (N-21) Amntent analyss was also mnducted ofthe pamclpabng 

centeh web Daaes to further add to the oenw*lve 

There & a atrrepancy fano $ ken what was nponed In the suM 

se~m pprdess~onals surveys and the Awng~nal student sew ce centers web 

pages However mere were no wgnlcant ddferenm found beMmn reg~ons on 

servlce delivery. Of those students who participated In this study, over 90% were 

wnlent wiUl them wmnt level of sewlces. However, slgnlficani differences were 

found between the student service pmfessionals and the Aboriginal universky 

students' perspeclives. 

It was fwnd Mat mere is a nead fw better mmmunicahbn swtems 

between centers and thew Ellentele Dmng mnsumer-pmd~car vkwrntr on 

service pmvn on can have demmenta effects DOUl to the pmv ders arm usem ot 

Aborqlnal stwent se~cas For examole lnmns~stent mmmun~wt~on wn id

lo a misundenlanding of the Abmiginml stwht centsn prpose and pl. Thls 

can have imolicatiwns on sewral levals. such as m~ment-retsnt'on. 

admmN)W1on-fmancl lorm and gum' mues, and more ~mpmantly, lo the 

Abonglnal mdent mmmunty 

Leu than 30% of the DsRlclpatlng csntm use student wrr mew In 

the devaopment of tmlr pmgram ElghFlvx penmt of th~s gmup made 

reference to wing a 'hdlstlc ~ndlgemus-M appmach to thelr wlce dellvery Therefore the majw remmmendatlon ofthe study IS the development 

of a nat~onal model far the Dmvlslon of Abanamel student se~lces In Canadan

'Of all the teachings we receive, 

this one is most important: 

Nothing belongs to you. 

Of what there is, of what you take, you must sham. " 

Chief Dan Gegle

My pumey has nd besn on that has ben done alone Wth esch nep Men 

wm some om who pwdW em-em and s u p p o r 

On a personal level then, am several people who helped me reach this slage in 

mv life withwt wsn realking i!. I would like to take Mis lime to extend my sincere 

thinks for their inspiration, sipport and guidance over the years 

A spcial mank.)Qu m my par in^, Cwwa Piketwmuraging mm punwmy 

dnams and wing the love and suppon I mMsd to achieve them. I hope yw know 

how much you ace appxdatd and loved. 

Myd.d.%wP@mn.wouMvs~tmn~mkim ThmbpubrpurqUR 

r~ppon and ncoung*na Your lam In me w-2 nu lh8 mum98 lo find my own Pah 

ma* Iwn!lalwyrIOKandRIPCCtyou 

MY Men. line. Dahm and Nsimha. Mur an ~ t~encnuamd me lo ounw 

mind to me. Nan and Pop Crme, bcth oiyou haw aiwayr becn sl proud of who i am. 

you nan Wpea make me the psnon am today To my mom Mary Dwer-Tucka 

thanks for away telling me 'Ga yoursdcatmn' 6111 and W*n P ke thanks torlk 

waerend getaways ove and suppan The Royal Bank espoally .day Funow much 

appmm tor makmg 1 fmanwlly paut4Cm buld my dnam 

To a# thaw who helpad wiUl my thesis a huge thanks! 

Dm. Donna Haw and George HecM muoh for!alMg me 

daCOHTm I can not slue me ~43's pmbkms in onethesis Your glraanca and 

nmu~mMmushwt the pM threi WBR has ban gRaav am*. DR. 

Wayne Ludbw and Dennis TEdan. hew can l thank you tor the me pdmkmmd 

my uon am pmva nslprut mmnunts and wggmons Paum Corbsn your pWnw 

and kmdneas ndpea mspm me thmugn m me en0 Gem, VVkae liunk you for teaching 

nu SPSS anofor rou, helo ~n sheds no melmht so# made sense Tome rMd the 

Graduate omanis and reseanh dfi$ and ihe mm~er~cnnlsal st* man" thanks 

lir shanng yd;r resources and mom ~mportantly, your time. 

Ofmume, humbk thaW to the matar formaking it aIIpossiBfe. 

May the ciffik continue.

Tabln 1 ReaioMl tistribufion ofAbanme4 studem smim esntm in 

Canadian univmiiiea .......................................................................... 84 

Tab* 2 &mkm dlmbutm of Abmamd Wdert. fawb and aiafl 

Dm- 

-. ......................................................................................... 86 

Tabk 3 Reaional distibution of Ahmiainal univenii studwts ......................... 89 

Tabk 4 The number of mursercomcMd bv Darticbatina halenis 

ixE& .................................................................................... 91 

. . 

Table 6 Permntaae dishibulian of academic omarams a m Abm lnal 

ynlversitv students bv reuion.. ............................................................ 93 

Table 8 p 

unlvemitv students bv mmn ............................................................... 97 

Table 9 Peraniaae disiribufion of r-maam and s?rviess offeud by 

AMuinal student sewices centres bv realm ................................... 

Table 10 Uw oaoulation of Abaiainal studs* sewices bv maim .................. 105 

TaMe 11 Aturiuinal amuos uuria Atoriainal sumel services in Canadian 

un vecwhes based on me mnlaae of ~amcloat~m AWnalnal 

student sewlm centres remma use bv amuos 107 

Tab* 12 Percemaao dlstnbutlon of -rams and sewtcas m e d by 

Atonamat student se~ces bv mmn 109 

Table I4 Pmaramsand m m s ma( shau!d bemared as ~artofAbonamal 

stuaem rwvlces han the wnpemve of the ~ro(asonna~s 112

Tab 15 mmm-mibiii and dulie6 encountered bv Abaiainal student 

service wofsssionals ......................................................................... 114 

Tam 18 Ranbn. of the tcm concsmro(AbWU1~l sludar fmm the 

p~n&ve of ALnna~naI student wlce ~ ~ n a l s 116 

Tabk 17 Rea~onal ampanson of~mkrrsaoll's aneDhon dAb0nan.l 

unlwnlN studems to^ mncems 118 

Tab* 18 Rankln. of to^ sew~ces Dmvldad bv AbnnaonPmaI nuden semcs 

centres ov studem s em ~mtess~onals 119 

Table 19 Pwnmsand senrieesused bv Aboridnal universitv dude Ms......... 123 

Tat& 21 Rankina ofthe toomncemsdAboriainal univeniw slude nri........... 128 

Table 22 Reamnal breakdorm ofthe rankina ofthe tcm mmncams of MainRl 

gnlverPi(Y ...... ................................................... ......... . . 128 

Table 23 The lm samos Dmvdad bv AbamlMl sludanl seMce mlns a3 

rankea ov AMnalnal un~vsm studenla bv am amuD 131 

T& 24 RelalionshiD beLween Me tcm mnmms of Aboriainal unkemily 

siudenls bv aae arcye. ... .......................... ...................................... 132 

Tabla 25 Com~anoon of the (OD Abomtnal sMent se~cn as m&ed 

bv student sem ~mfess~mals and Abanalnal unlvervtv StudeWa 135 

TaokmCom -8 

nuv, 

tanked av student se~~ce omfesslonals and Abonqlnal dnlversty 

Table 27 Reamal dlslnbuhon o( sludmt sewlce olofesslonals' and AbDnalMl 

~nlVen8N stuoeob DenDeClNCb on the to^ mcerns of Ahalnal 

pn venoN nudents 138 

Tabk 28 

molnal unlven6ry students' DenDMlvn on the t w Abonalnd 

stmen1 sewoms 140

Chapter I ......................................................................................... lnboduction 

Statement ofhe pm 

Delimitations of he aud 

Definllim of term 

........................................................................................ 

Resaercheh &: respect and Mu Abwiginal rewarch ....................... 14 

Chapter 2 ................................................................................ Litentun Revkw 

lntmduuion 

Historical over4 

A brief histow of Aboriginal educafion in Canada .................................... 17 

Fust-secwrlaw education fcr&%ghal peoplm in Canada ................... 19 

Hi* ofbbiginal sh&n sewices ..................................................... 21

~osl-ssto&ry experiences of Aboriginal psopes ........................................ 22 

Tranailion expMiences and preparation issws ........................................ 23 

PenpAWs and pmmpti~s .............................................................. .25 

WRhdmi and achievement 

Reuuilmt and ra(Mlkw 

~eed fa Canadian con 

Student atlain and mi 

Ch.p(.r 3 ........................................................................................ Methadology 

....................................... 

Desaiptim of samplii pmcedures and pdkipnhi ..................................... 76

Regional demographics of pmviden of Mginal mdenl wv~ees ....... 83 

Region# demographics of ptiipnlhg Aborigind univsrsi students .... 87 

Phase l 

Survey pretest ....................................................................................... 98 

Abai@nal Studem SDNices Survey ............................................... 103 

Abniginal University Student Survey .................................................... 122 

Phaae Ill 

Comparison of Ihe W inal university students and sMent senh 

potasmnats ......................................................................................... 134 

Summary ...................................................................................................... 141 

Chapter 6 Dbclurion 6 Ruommmdations 

DiacusIion ofthe findings ............................................................................ 142

sarvlces bmg dbmd by Abongwl alum w m casn and those 

bung used by Abonplnal studems 

rntigiil uniMn 

pmfeosiils and 147 

-ns of Abaiginal studat sm%es ............................................ 150 

Thewies and M&S best wild fw Wginal Went sewkes .................. 152 

Rmlment and ReMnS 

144 

149

4 Opening prayer ..................................................................................... 189 

B InVoduclion W r to theAbnigin6i studeltl arnriee -rials .......... 190 

C In(mduchm Mzr to the Aboriginal university students .......................... 191 

D Atoriginal Shllbnt Senriee Survey ........................................................ 192 

E Aboriginal Uniwmily Student Survey ..................................................... 193 

G Aboriginal student serviced in Canadian uniwnities: 

A reference guide .................................................................................. 195 

H A list of Aboriginal peoples in Canada ............................................... 196

Chapter 1 

Introduction 

Initidly, polt-namndaq educlbbn in Canada war cwhbli in an Euro- 

Wgtsm ma!e&miaW bsdion (Barman. HeM. 6 McCarlcill. 1988). During 

the formafin, yema of many univenii, the M poplla(inr was ma$. 

middle class, caucasian and under 21 yean of age, reffecting the social and 

emmi2 mndilions of the time (Jones, 1987). 

Over the decades, univ&lM have been inflwnmd, both dindy and 

indireelly, by social, political, and Dcaromk fadm (VlhigM. 1987). For example. 

the women's mament led to an incmase in the female student and facuily 

populaticm 01 many univmiiies in Canada and the United States. CMada's 

ageing population, as w64 as, changing momk amditbms have muWd in a 

shii in the age of me majcily sMart populalion hrm undet 21 to thow who are 

ddar than average, UW i6 over21 (Barnes. Morbm. 6 Au-. 1988; -11. 

1991). 

The cultural diversny d this mnhy haa sko bean reflec(ed in lhe gmiq 

p m of minority popuWms on many campurn (James. 1987; Pedenen. 

ISM). The oppahnity lo study abrd hsa cmaM many Canadian studem 

add an iMematiDMl pmpdfiue10 tMr posl-racondvy educslion. Cowmoly. 

this has &so lead to an inmaso in lhe numbon of iMemaWnsl aludemr m 

Canadian uniwnitica. The university sluCn( popu!&m haa changed b m 

gmrally an unda 21, male gmup to a divene gmup from dmmm rub

populations, such as: African h h n s and w minuily gmup, students with 

dissbili~ties, reridaccl shdenlr, commuting r(udantr. Ml+me and par(-tima 

sludms, international skdmls, student older than average, and aimlo Parents 

(Wrsllb .%Tenmini, 1991). 

TO meel changing rtudenl pwlations and scehtal ewcIahs. 

universities have M p e d rervicet beMd on student nssd and demand. 

irsblutional resources, and guhmt and pmredaional inlemsb (Smith. 1982). 

HOM, these earnest attempts have nrsultad in a !a& of cmristency in 

pmgramming snd s e w availability on a mtional led. As a consequema of 

responding to me rigomus demands of a d i i sWmt popllath. mi- 

may not be mgnkant of the vokJ or inadequacies of services for soma diverse. 

spscialii and whural student gmups. More spcifhxlly, Abaiginal mivenity 

auderm have bean neglected by many ot me inrtitutions in Canada Wstil 

LaCounte, 1987). 

01- ava 80 universi(ier in Canada, including e3fWW inSiWoms and 

uni~nil- kasman half or approximately 30 imituibs otlersane fcwm 

otbxiginal shdenl services (CACUSSIASEUCC. 2001: Rdmond. 2001). The 

I s a , l 9 8 0 ' s ~ e a ~ l m O ' s ~ a ~ o f ( h e ~ 1 ~ I ~ p o p 

post-dary imlihdims, Wid was emouraged by Federal and pmvincial 

gmwnment inrialMs. This gmwth led to Ihe development ofsp%c support 

sewbs to Aboriginal rtudsmr wah (he finambl aaabtalxx, of !&era! and 

m.ncinl grant% Varied furding anangements haw led to a great bnre* in

exlent, led, dapVl and resources made availablo lo Abaiginal Wnb ems 

lhi mum. 

The Ahoriginal pe@as of Canada am amprimed of ovc~ 70 distind 

gmvps ( W i i . Shsas. Mman 6 Wakh Ddg. 1998: McMillan. 1995). As 

divene ar lhii country's gecgraphy. Canada's Aboriginal people8 raprswnt 

wmal di(lBr(Mt cultures. values, tnditimns. MigioM and languager. It is this 

dEverany that nesds to be unbntoed, res- and horoursd within Canadian 

uniwmilies, academiilly, sobally, phyfikally, and more swiTically, within Each 

instiiion'sAbf@nal student sw&a mntre u0mm (See Ammdii H fw a list 

of Omupings). 

Purpow af thh study 

The purpcwe of this sbldy waa to axamin !ha nature of MginaI studant 

aefvices in Canadian univeWea. It povided an avenue for Aboriginal univenity 

raudams in Canada to express their opinions on their qmcWms. 8xperisnca. 

mads and mwmmenm for Aboriginal support wrvicsr. It was also an 

avenue for student m ica pmfesmals wnking in the fieM to share their 

opinions and ihsighb on wch sw&a pmnhian. The fmd for such inwstigation 

has grown the imse in the Aboriginal univenity shldont population 

aacescaMda. 

To date, on a nab& leva1 there iri an absence of natnnal rewurcas for 

pufassiiak W n g with Aboriginal shldsnt wrvicas. Thi study's p m s 

mcd6iwasderipnedbmgeMeMngofaaupportmfw

pmliasionala hing in thii area. It was hoped a sense of marad& WWld 

be sncouraged wim Um at a naiwl disdwy of Abaiginal student 

serv*es in Canadian unive&ies. Thi study mll fwlhaanhanca urdafstanding 

and kndedge of the povision ofbbuigiil SUdmt mrviees. 

sbtmnnt of tk. pmbkm 

The pmblam under invsatigatDn in his study is mlald to the lack of 

adequate infmnalion on, and mMequently Um lack of a useable framewod~ for 

Abwiginal student mNices in Canada. To date, aside fmm some research 

mnduc(sd primsrily in Um United Sates and in Westen Cnnada, here hes been 

lie research mnducleQ ar the experimcer of those who pmvM and thw who 

receive Aboriginal dudml Themfore, his study was dewlopsd lo 

furlher Um kmwbdga at Aboriginal research in he bld of miMrsily 

admalion and Canadian student affairs and &can. 

~lyafurvlwpm~m~forthe~ofmesudywas 

the lack of maarch format that respacW and honoured First N&ons' teliefs 

and WItions. Thwe was also lilt!+ information availabla on Aboriginal student 

micar pm(bssimnals' qwimms. This mcnhodolqn is impcitnnt with respect 

lo mnduding Rlwareh to aacsr(ain the opinions on Aboriginal student aecvica 

povision hat also mw&a hsirculbml expdations. k#y. Aboriginal 

univetsii sludentr' opinions oftheir needs and heir W n s WAboriginal 

support WNiCaa in Canadian univenitiss wen, not readily available in research 

IiImWe. ToensumUmw~andmmpikdrssults~Um~and

au L)~.WY w s~ouo~ps)ord was wms DWW= @-us s!q~ 

,~PW wlo wwnp pus -d '~ueurdow~ 

w u! w! hw!nuotl wo3ag qdood w!Ww ww uodn epeq e DepMd 

amawl I 'W ~.W98N w4 ~URODlPPB w- ~.UwW w!A lo 

Iml &IW w ol m n q w ow du!pu# shoo 8!u 'oqlmun ua!pru~ 

u ! ~ ) u e p W v ! m W r n ~ ~ l ~ ~ P B 

- 

u ~ 9 1 n ( z 

w!ADd W!UaS WplVS IRI!BUOq\l UO W!psdslOd IBUDRBY WUJ@UA8p 

31 (1 :4BM1u W nqlp sunem au w ~eAordu! ag us^ ems3 

siwm~w!Wwq~dmw~)~loWnbo41 

' ~ 0 WPVP d SIdWW3 BUIU(XBP WbW! 84) 0) 

~nqulum wltnllum s,hpm w hew mocl pue :roarpps Apmr w llun*pqmouv 

wwv u! pdsa ww :suma~ 91n w WWU! s~w88s31 an :lupnpu! 

d n d w e WdMeMp lo Ppeds~ was peu!llno (EBBL) wenay 

g aump'~ .oo~w awsc maw asn ow SIWPW Qweun P U ! w ~ 

JO saha ma qBnwql pue sw!hler m e p!d ow slewwwd =was WPW 

mi^^ lo d a eu qmwu segwjun WPUQ u! wn)o ~ ~ ! m l o 

ww au P W ~WP ecp osn @wle(wed ~(IP .luwuC au 

mmrc~P-=w"% 

.wudo~snop ~uounnru! hns au u! WwM weassl IW!WW BWledPar 

(.Z WE . leUo!~ =!Am woo Pue w m s QSJeA!rn w m 

psw!uuloma&I~~l :popnpu!-w-WPsS3od= 

Aax ow Wmuanyu! hw!p mnom APW mu wwW amuIP SuOq-

dentandii of me needs and expatkmea of Aborigind stuL+anls &live lo 

-m -t and mvision; pmvided insight inn Aboriginal 

studen( nauament and retenth; and added lo the went w ~ cl'temtum a in 

Canada. 

~mplicamns ofthii r(udy fa&x!gi~ unkdy atudent pawpants and 

their ammunitis. would indW understanding what sWvice5 rtuhts want and 

need, and dedoping Wibilii p!ms lorlk Uw, of these 5emimS. 

Cannunlies and Abwiginal otganmm mld use this information for 

allccating financial resources in a more 64bcWo mamr (or students attending 

unWi, dwdoping mmmunity-besed sup$& naworks and kerning how to 

mom sffeelively support students, manby M n g mention rates. 

PoMial kerning beneMI to Canadian univenlies, admmMors, 

tacuny, st# and s M would incM increasng undentandii of Iha nacds 

o f ~ i n a l s cmmunging ~ ; more effective parlnenhips betmren 

Awnal gmups and ifmlMm6, and fnwm an avaue lor Wing wim 

Abaipii eDncsrns more effadiwly. Emm* oftMae indude: wIMBIiy 

m!8vanl pmgrammhg, supuppa( service and sMent retenlim inil'mtivsa. 

Ressmch implidma fmm this study indude: imma5ing tim gowing Reld of 

Fint N8lims resemh bared m a student rervicas psnpocliva, and rtimdsfing 

ard enmunging additiml mearch conming Abwiginal peWe6. 

An imwhantpspatof AboMmai mearch &tho ma~ofAbo6ginaI 

t&. O n such bslief is the strength and powsrofthe sawd circle and

madiine whenl. These rymbo)a am often used as learning rnodekto teach 

ohm aspacll of cultural, rpiritualiay, orl\boriginal geM (8anige & Banan. 

1ggS: Rdgmw, 1995). This Sudy attmwtd to male the same ahno~phe~ 

thmyfl b maarch pocsrs enablihg liMw, mmmunMng and ertabEPhing 

prbmnhii bowem all lhxe invdvad. The nspomibiW of having the 

opportunity to pwkde an avenue (or Abaiginal voiarJ to be heard was rat be 

taken l i i mwilhwt greatoxdemtion by the mew&r. In adMncing the 

mice prwiaion f uMgiMI sludents, he university experiamas of Aboriginal 

students will hopefully improveand retentin? mm will increase. Thua symbols 

prom@ unity, holism. mmmunicsfion and mmmunily. Sud inhmnmim may be 

ureful in the Mum development of national standards for the provision of 

Aboriginal shrdent w. 

D=lgnof~W 

Archibald. Selkirk B mn. Pepper. Urion. Miihouso 8 Shwn (1995) 

mnductad a study mat inquired into the experiencsr of Abwiginal port- 

sexdary graduates in kitla Columbia. Their audy employed mail 

qmtiannaire3, &phone ruveys and frms gmups. This siudy 

inmrpontsd both IhequanMsb've and qualMi arpeda of Archibeid at al:s 

(I=) audymragh hdssign ofme sum insbum, while at the same 

time, iIwx+'poraIing a rtudent mice locus. 

The~vasdesigmrdtosddmIhemrch~mineclchofhe 

theaphsreaofbpaanurmod6i.

mwsa 1 

Sm-B 

Ths~rurv(ylwen,pa~wilhmegoslofWdnrsringme 

loUowing questims: 

1) Did this suny adequately address isrues of Aboriginal sludent *ice 

ptw.iSion~ 

2) Wat nmmme~nswoukl you make to Hm suWs lonnst, qu&ming. 

and length? 

3) Were them any iruues, top+cs or questbm that need to be induded in this 

SUIVW? 

ph.n 11 

s~~aying 

Thmugh the diihlbn oflw sqmmta smqa (am lo Aboriginal 

univemity students and the sgxnd to the s(udent rsrviw p&aSmah) the 

llwing qusstnnswere posed: 

1) a) W servicra wars baing offed byllboliginal student rervics pmviden? 

b) What services were being used by Aboriginal university students? 

2) a) Ilvha were the nends of Abwi@naI sludms? 

b) What ware the percaptiom of siudent mice pmfeasicnafa regarding 

Aboriginal W nYs weds and expemms? 

3) a) Whatwere(he~ofshtdmt~~aIsWh0prwids 

Aboriginal suppi services? 

b) W h a t w a r e m e ~ m e s o f ~ g i ~ ~ ~ u s e r w i g i ~

4) a) What mwb ltm epdalbw of Aboripii r(udents regarding lhe pmi& 

of Aboriginal student rervicad 

b) Whnt wem the erpedations of potsrannals regadicg the pmvision of 

Atanginal W&anl emvieus? 

5) What student development IhBori~madels wre best suited to the provision 

of m inal sMent affairs and senricer? 

Phase Ill saw lhe comparison of seleded items horn both survey 

inmmenls. The follw'ng swey questinn mwb designed to gsMer a sense of 

how similar or dissimilar the pmp&Ws of student ssrvica pofesrimnalt and 

AbofQinal uniwrsily ~)(udentawm abwt Aboriginal studant savicas. Tharslore. 

me WmQinal student emvieus survey asked the follwing qWmr 

1) What pagmms and rsrvicss am W e d by your omcslwntrs to 

Aboriginal Writs? 

2) From your pempedive, what am the top amcams of Aboriginal 

3) W a n l h e t o p t h m ~ u ~ b y ~ ? 

MMNIY, lhe AbOrMnal university s(udsnt survey asked Went wpam: 

1) What pmgrams snd w . 4 ~ they ~ had urad in lhe pasl?

3) what warn the top frve cwrsms of Aboriginal students? 

m study used quamaim and qudimh mahodobgii. Thne 

included pocadursr which were: 1) indudive in the mlMion of data and 

applying or waiving a hwy: 2) gmemke in Ihe developing ofchnslruhlds and 

appiyiyl theory; 3) v i v s to (he voices ofpa~%dp% and 4) mfmclke in 

providing me suWve visrm and axpniances ofthe mearcher mtwghout the 

entin pmceu. The qvanMativa aspect was mrmationd in hw Ihe vims of 

Aboriginal uniwsity shldents and Went aervics pmfesionals wte rn$ted 

regarding Abwiginal supped services and Aboriginal univediy student needs. 

TO gamer infomath for this comparison, me rurvey mahod of qua- 

nnearch was used incorporating Ihe use ofopmndad qtmslions Iw qualitative 

analytis (Baiger & G-. 18gB). 

~(he~pmcascr,parlicipankwdreableto~the 

mearcher via e-mail w regular mail if they had any qwtbns oreoncems 

rqlardiyl Us inWgalm. The nnearcher was Ihe bne rnonbr of Ihe e-mail 

aacunt to reapen a d honour confideMia% d(he psrScipanls. OperafifIg wimin 

(he guidelines of me Depertmea ofcomwting and Communications (Memorial 

Univenity ofNew(oundlsnd. tS89). Thmqh (he cc+mlion o f M m'ce 

pmksbnals. Ak6ginaI university students, oncampus student organizations 

and by word of mom, similar to (he &ll technique utifized by LeCompte EL 

Pnksb (1983) (ha nreprd pmaru of Ulii studywlvad.

hIirnMOlu of* study 

The rearion mat open mmmunicinh wns required in the wndud of 

hir study led tho maarcharm p lm delimWmns upon this study. There an 

owr 80 uniMnilias in Canada, ofvhkh, thitlwght a apedk service?ltO 

t W Aboriginal student populalians. Thsnfore. the study was delimited to thaw 

insfitulims Mat offer- m-vkes, in terms ofa centm or om, ora 

dasiinated rtudsnt service pmfeasional, to Abuiginal u n M i shldents. 

It was also nmgnirad mat this seWn pnws had deliis fw 

seleuing horn the sub-popukbbn of Ahwiginel postaeODndary studonlo. To gain 

insight into service pmisii. shtdent expan&~a and op4niOns. Me StudYws 

ddlimited to Abaiginal students wilhin these 3E institutions who haw2 used their 

orrcampus Aboriginal student O(RCB. The opinions ofthis sp%c sub 

p a p l l ~ m ~ M t o e m n M w e w h o ~ ~ s e ~ m p R O f 

developing tho national prw&ke. 

Chwsing to mnduct this study at the national -1 placed mmhaints on 

Ihe data c d m . Therefore. Me lad mat this study M i he Internet as tho 

pimay means of distributing the qws(ionnaim and colleding data, may in fact 

iur(her alienate wme ~ S npatidp8m. l Raognizing mat not all pMpants 

would fed comfortable with using the Internet. the o m of mmplaing any 

wrvey Mmugh either on-line or paper maion was Wded to &I pamciDanls. 

Phone inteNiw pwided anoha mans hxmlleding data hm 

pNkipanla who wen unable to partkiete dhemise (M, 1908).

Umiwom Or u* study 

The dabnitafiona ofthis study mated a m m cmlnlkd envinrment in 

which this sh!dy undd be rumsstully cmpleted. The msEar&r being 

copnisanl ofa numberoflimiwim arising from the let dalimMons d aaii 

me study smrdily. Some of lhe lmitanna of lhn study wwe : 

1) That pflidpanto may mt an be an acwrate rapsenlatian of Abotiginal 

u- studants; lhers(on camn was taken in guudi against any 

bmad gaeraliratnm; 

2) EthmpolKi (e.g.. defming who is "Abotiginal") .researcher was 

mgnisant of the Muslim veatsd in defining who is Aboriginal baaed on 

mMm criteria (i.e., Federal gwanment standards): it Men M s to 

misundemanding ofwha being Aboriginal means. Having a Mning dtsria 

~whOis~i~Iwmwhois~can~dma~inwhich 

students eligibility forsup$cd 8srvims is quest-med based m a defmiin. 

and not their needs w nghta as an Aborigii perm. In this study, an 

Abwiginal penon shall be'any individual with Ahoriginal or Inuit armsay and 

who ~ - i as an ~ AhQinal s penon'; 

3) The limitsd or, in some cases, lack ofgmduale reaemh fundiw P wd 

mtraim on lh paential so2pe ofthis &dy. Fw exam#+. lime and lack of 

runang placer limb on gslhering the perqw3ba of w n a l students who 

do not use suppar( rervicas. or doing persanal ~rvierm m i n d i t 

from a m the mumy;

4) A further limitation of this study was lh void of research fmm *eh to build 

and mmpam the Wings of this study. 

This rMy was conducted in phawa: Phase I, kr&d the deWpICenl 

and prewng of (wo sepmle surveys: one (or audant mice pmfassionals 

wwking with Abaiginal suppat unvicss in Canan univasitiss and the semnd 

svrvey war far A m i d univenity audsntr who utiliu, theso mica. Phase 

II, entailed lha identifying lhc50 Canadian univmith who pwide Abaiginal 

Student Sew*, and the disttitulion of the surveys to t b who agreed to 

perlidpets in this siudy. The wrwy mltr wem staWcally anslysad and 

remmmandationr) wm deveinpad fmm lha findings. Phase Ill, irdW a 

uunpa&a~ ofthe responses of Ihe questiis lhd mn, similar in boM ofthe 

m y inszinmants. The purpose dthis armpatiem was to -a Mse of 

how me pmpmiws of Me studhnt service pmfesdiial and Ihe Aboriginal 

univamily studem wm similar or dissimilar on Ihe Wk of Aboriginal student 

sewices 

Mnition of T om 

Thetarmsof~futhkaudy~the~sintended 

goal and to whom the study was d i i . In detennining !ha Mecia of 

being '&xigin#, a numbad tscmn muld ham been taken into mnsidaation. 

Iuch as: ~ I K ~ bandhon-band, - ~ or , IwWhon-tresly (McMillan. 1995). 

Howevsr, for(he purpases of this study, an Abaiginal penon was defined as 'an 

individual with Aboriginsl or Inuit an- and who ako M-idefWh as an

ww. his definiimn ako included any peMn who may have been 

adwed inm an Aboriginal family, gmw up within the culture and SM~ideni 

hefiimd lo b Abofimal. Wmws lb tarn5 Aboriginal, Native American. 

and Fin( Nltionswere uaed inmhanpeably thrwghout thii siudy, they all refer 

to he gated definaion unlers *wise indii. 

Aboriginal university students inviled to participate in this siudy were these 

Fin( Nations s W m who haw used AboIiglnal student se1vk8s at their 

mwi campus. The slubW user slatus was Mned as having u d any 

ser.ica at any point during or prior to entry into their univefaity career. This 

mized th, fad mat Mudents oflen umtact student sarvicas pior to beginning 

their post-secondary education for information about carecw, edKalion options. 

Wnm, finam, and dher transmn ipswa. 

The focus oflhii study mok p4aca in Canadian univenities, lheirafilliate?l 

a x l u ~ , w h i c h p m v i d e d ~ ~ ~ , ~ i n t h 

~ o f a s ~ ~ u d e s i g n a t e d s N d a ~ ~ I w h o ~ a 

iiaioDn for Winal shtdants. In them ofthis sludy, the tam 'univenay' 

was used to refer to all UIose pmvimiy aentified inaiwcm A student smi~ 

wfesshal was ansidered an indii who works within the Milulbn's 

Aboriginal l tbnt umics dke as siuderd afain liaison Maw, or under similar 

line. 

W h P 8 Rok: Rapd and honour Abaigi mwanh 

The medicine whoel and recred dda for many Aborigina peoples has

aignificsnt meaning: mpfwnting lo@wmeu, community, inClusion and 

harmony (Andenan. 1998; Batfia. 8 Barman. 1996). For this study's Suaets 

SI&,-JI smka p ~ m k Aboriginal , u n M i r(udents and tha researcher 

created a cirde ofdiilogua ~ES& on WsI and Wi. The melhodology section 

will outline hOW BBCh pamCiPBM was imbd m pmiicipate. m~eeled and 

hrlourad while, at the uams lime, allowed all voicea and winions to be heard. 

The researcher reinfamd W n's (1992) ideology of accessibility, 

appmechabilily, and availability by dwly commmMng and how she 

could be contacted and more impalantly, enmuraged and wakcmed any 

qwscnnr or Sug~onS. 

AnhibeMetal.(1995)stat6d~a!i~cmcsmedrmcanedFiFintNafions 

sdwaion and march. wr, must mider whelhercur motive and cur methcds 

hamr and respaa First Naticns wayr"(p. 12). To mure the methods and 

moibm ofthis sludV rewded Aboriginal ways and to ensure the imgity of this 

study was maintained, it was crucial that Aboriginal univerrity shdents and 

student Dervice pofessionals viere inwived from UM beginning ofthis study 

pmeess to % mrn@&m. 

Many research a(lor(s focus on Abwiginal sxpeciencaa in a speai% 

setring. For example. Te Hanap (1993) deacihed mxigiml mb' 

in an anthnpdopy class. Fmm the litsraMe review, it was widant 

(hat very I'M temaeh has basn mndu*ed which adua$ mi18 Aboriginal 

Mioes to be heard without intwplatbn by We&m thought and arlhrre, with the

exception ofmibald etal. (1995). Oa-r (1996) and Te Hennape (1993). 

~&T~(lS86)~(haneedfDlmorsrpsearchMa 

refieas W inal values. Ra msmrch pmccrsr used in the sbldy was 

davaloped with the intention ofmaking Aboripmsl u M i students and student 

seruia pmtasrionsk fael pert ofa mnmunity. By doing so. a sense of 

wnership in the study was achieved amongst the par(icipgnls in (he p- of 

this investigation. Forexamp!e, pamcipnls were encouraged to prwide 

feedback thmughout the p- to ensure the wrveyr and the shldy's 

mahOd01ogy rB(IBcled their opinions. In working iwafd (ha common goal of the 

gathering a nalbnal pmpedve on &original sbltudent mice6 in Canadian 

univmilies, Winal studentrintri the researcher and the student mice 

pmfeMionals became partners in enhancing (ha quality of the univwaity 

exlxience~all.

lnboduction 

The lilBrBture mW# has baa dMed im three main areas The first 

examined &ant reseam mrning to Abaigiil pcst9econdary students. 

Some speaiic areat discussad wm: tram w o e s and prepamton 

issuss; peopectiva and prwtim on pmt-semmiaty education; Mhdrawal 

and Idii mitment and rs(ention; nsed for suppon ~rvicas; 

mainstmam sludentr' sirniWm and difliersncsr: learning styles: and the need 

far Canadian mntent. The asmnd area explod cum research pertaining to 

student sewbs; mom spedfcally. Abaiginal student mrvica, and relevant 

s t ~ s e r f b ~ a n ThelhiKlnaePrehama~cumnt 

d ~ . 

rrserM rnelh~W~logy to support this sbldy's methodolagii choices peflaining 

to needs assessment, surveyr, and the Internet. 

H*tMicllOwwbw 

A Blhf Hbtoy of Aborlglnrt Eduation in Wnada 

A miew of me history of formal ed- for ~boc'ma~ paom in 

Canada was a taak that Ih's stu6, h d nM pnned to undertske. Howsvor, as 

t h e ~ ~ ~ ~ ~ i t w a s i m ~ l o g i v s a k x i e 

owdw dthe hislay to ~~ wh3mAboriginal education is today. Fmal 

Native edwalbn in Canada began in the early 18003 when me govemnent of 

the day built ad~ools wtside the rersrver (Friedman & Friadman. 19.31). Rr,

ISW's tswilm mliiiuhmentand ~Mferofgovammant mrowlheoe 

adools to the mission &wWea. At this tine (he i&dogy of eddiar W o n 

Anglo vah, culbn (i.e.. aasimidah) had teen rssn ea the best way to 

prepare Nabs fa^ the real W. Whik the htenlims ofthase groups inlially 

ware honounbk, ard geed. lhe msthcua, lea&ing and regimental 

diadpiine led to 10 of ~ f abuse , and ml. the syrlem failed to poted 

me aildren. 

ARer World War ll there was a m-nt away fmm segmgmkm to 

inlegration into the mablmam education systems (FWman & FWman. 1901). 

The Eum.cenlric nature of thae pralrams and the oRen raeisi and insensitive 

eltkdes of the adminisifaim lead lo Uw failure of Aboriginal &cation 

(Fnedman & FWman, 1981). Native educstion has led to a jurdaWinof 

lerms, which atsd the pmbh ofthis b'wI(utalsn(emrim that had been 

direcred with he Wromslims competing and somamsr Eomphentary goak 

assimilllbbn ard wifdeiefrnination (Barman. Hebert & MeCaakill. 1986; Fiirdo. 

1905; FWem, 1998; Hsvin~huU 1901). hairnilmion Ma had dsbimerdal 

anasqunaa to~boriginal sducation, culture ~ nd psopb. unfor~~nniety. I is 

an ideolcgy that is sell pasent today. 

In rscam yaara. &uigii~ psopbs hve been (igh(ing rw ~~afiveconnoltad 

adook with m -. H-, ~ o f m l f d ~ males i ~ n 

a cmundrw. Wile federally funded native pmgnms irnraeae sdfanfidenar. 

Nativa group sn, slill acmuntabte to the Federal goMmment and Indian md

Ncdhem Afdn Can& (INAC), bmdy kmrm as the Deparment of Indian and 

N o m Amin (DMD) (Friedman 6 Frisdmm. 1981). Tcday R h advocated 

W tha mncapt of lsamii must incorporate hadiil pcindplw UIUI enhance 

cultural idmlily, a maprshmlfdl of the E w n educational syrtan for Nalive 

paoplas (YeHm Bird. 19SU). 

~cutdrconday EduuHon for Aborigid -*o 

Hiaoricaliy high education hus teen on of exhision and fcimd 

essMhlh (Carnie Faundoion farme Advancement ofleeching. 1BBO; 

Wright 6 rmm, imi). Ths first Canadian gwemment h i i to encarrage 

Aboriginal people to pmue post-wamday aducalion began in the 1950's; 

however, Rwas only emfdd to rtatus Nalive and IW peoples punuing 

vaaWrd and skilla6ldas (raining (SWhg CMnmimn, on Abo*inal Affairs. 

1989). 

In the USA. &mi@al higher edwatim tmgm with the CiM Rights 

Movement in the mid to lab 1 W s, nhich raised iswas of equal access and 

Mrmalive a& (IWvdl. lmi). In Canads, equW pmgrams and Afimve 

Ach raw (ho dwsiomm offedmlly funded prcgrans and academic 

wrams, such as Native teaclmrtrdnig and Nalive Wies poprams. 

Securing federal fundii for minuation oflhsse pograrns and ohas has bsen 

dim- Before 1979 fe&d fundii intmdd far education was used ekewhere 

dspendikg on depmant nead and reaaunas, &n not on education. his 

mhw ended in 1979 when (ho F M govmrnsnt funding inlislivas became

nandaloty. ~hii mumd allocated ducat& funds ware used for their speciftc 

m. Houever, Wm is a I& of wRaimy in the continuance of fcdwal 

educa(ion inkhlivsa, one such program whore IUndlng is u nmin is the ~ 1 - 

rsmndacy student assistance pmgram. This patiilar pmgram atal does not 

havsalegelativehe, W i i ~ ~ ~ ~ i o n o f ~ h 

pmgram's fuiure (Standing Commiltea on Aboriginal Affiin. 1989). 

Univenrtty and allege mnlng was rot lnmrporated into the W- 

rsmndary initiative pmgram until 1983 when the Treasury Board apprwsd the 

Univenii and College Entram Preparation Program (UCEP). The goal of 

UCEPwas to provide finamial assislam to registered Aboriginal and Inuit 

peoples plnuing un~versHy and mllage e m programs. This and other 

F&d pmgrams did not eaiend to non-status Aboriginal psoplea and sommes 

limited funding to thore status Abaiginal students who lived off-?eserve (Standing 

Comminee on Aboripinal Main, 1989). 

In responding to m~nority atmm. twva studies pmgrams wwe seen as 

mahanisms (or recruamem and mtion fa Amaican Indian students (Kiwi. 

1991). HowBwr. sin- the 1880's maq of t he pmgrams have disappeared 

due to lack of m u m and immsl ( Wl. 1991). In Canada. while wme 

ihsliions mnbnue to oRbr NaWe audiss and Nanw teacher edwalion 

Progrsms. AbatQinsl pW6s ware slitill underrepfesented as faculty and stanof 

lhesa pmgms (Frank. 1991). In fact. Aboriginal pa@s were found to be hvice

as likehlm mi crmpteta high rchod as me msmben of the gcwnl population. 

and ofthe ~ l h mperrant a of Fimt Ualbns people who puw a college 

educab'on, onty 24% eam degrees (Armstmng. Kennedy. Obfb. 1990). Over 

lhO past lwa ka&u Me Canadian Federal gwemnmnt expendiiunrs m 

Abc4ginal pmt-samndary edm#un and m i n d Mudant endment has g m 

rapidly. In 19858. Me government spsnt 56.535.36 per rhldent tdslling $73 

million on an Abaiginal rtudent po- of 11.170 (Senam Repxi. 1997). In 

I= (his mae M $10,346.15 a student. bawd on a (undi budget of $289 

mllii for 28,WO students (Saclote Repxi. 1997). While individual funding 

incmx6d over 54.000 dollan in Mn years, one murt keep in mind Mat over this 

same peM, Wim, books and living mi6 also ihead. 

Overall. Abuiginal psoplas have been underrepresented and haw a high 

allfilh rate d ew governmental, inrtiMimal. and community initiatives in many 

C8nBdii unbmiiks. In Canada and Me USA, i n m s hava baan weking 

ways of enmuraging Abxiginal -lea m punw graduab sludias M errnure the 

sunrival of Native Wdii programs. Tho hiring of more Abaiginal fauAly and 

staff with (he ~DSI ofcres(ing a supportrue atmmpi~em conducive to imwshg 

nnatiMl rateof Abarig'MI studem is one weh amlegy (Frank. 1992; M I . 

1991: W i 6 T*. 1993). 

Hbbxy d Aboriginal Student Sewiar 

Aboriginal shldent secviars f rt began in the late 19703 in univetsii in 

AWIa and QsMchman. The mining pmvim and mimiss did rot bagin

$&ma wm &en i n M by pmvincilll povemnmnt rapwM (Provincial 

Adbisoy Commitlee, 1990: Minisby of Traming, Cdleges and Unive&+s, 1969). 

Vv%h a 0-1 of.cademic wWQt for karigiil sludenla. Me crsation of Native 

programs, such as Native teacher edu& or Nativa studies, miiions wen, 

designed to help studsnts with thair aesdemie tramillon to universi. This mle of 

the advitor evolved to imiudn perwnal and financial advising, and establishing a 

Many berm post-seordw educatDn has (he capcity to equip Native 

p W 8 with ~ Me kna*lsdge ard skills required to survive in today's world. h4a-e 

iknpntantly. I pmvides Ahigbl peo- with the &ills and knautedge that 

movar lhem dorer to sdfgomment wMeh incbh Msir own holMk 

ed- syslsm (Demigsr, 1988). 

Vw wiH rot #at an amurnart abmt the value mst-smwfaw 

sducshon&bmghi~towranmundms mema; 

changes am happenlnp because ocnpeopk am gmg to un#uvu(y 

and tam mew ~IIIS and uwg mun, wfh the kmvledgs ot our 

OM pcpb, lo start lo make meaningful changes in ourmun@. 

George Watto, President of the Nuuchah-nulth Tribal Council 

(Danziger, 1995, p.30) 

Tha gmwirq value of a postaacondary educatiiar has mM from a 

mmbinatii offadsex Ihe gmwing Fint Naon population: h iir graduate rates 

pmgramr: an increase in aaaW'biMy and of mum, poMical inllwnce, whaher

hmugh tsdaal funding a(he mgnizant awanne9, of many Abaiginal peoples of 

the impatan- of education in me*god foraeif~p~mrnnt (DanSpr, 1996). 

Famw Nab gmup, 6m-a W h edWon is an aw.ralion of me 

psople. not of a sota individual (Bamhardt 1993). 

Key lo the fuhrta forany sa&vliss in UHI ~ami.ssion ofits 

cuh and wwldviaw rb succskm ammlilbs ... a is kthh 

rsam that Abong~nalpmpbs ha& &-sin a hih + 

on wam~ng mrrd overthe sducdtmn of ~henah~mmn 

(Barman. Hlbet & McCakill, 1986, p. 1) 

lh cunW Challenge ofeduwlhg Aboriginal peoP Mroylh mainsImam 

fonnal schooling has bean largely a matter of imposing the Westem worldview on 

the Aborjlinal one (Christie. 19.55; FMmn 8 Friedman. 1981; Ydbt4rd. 

1996). Far a lage psceantege of Aboriginal p q M this type of education 

SWem has failed them, nM only academiily, bul also psncnaliy and 

An individual's w id emdenm am shaped by the reh o fvah and 

nmna Iransmilted from (he famiiy during the aociakam period (Lin. 1890). 

Attending a predominately Ey~o-Weswn edudm system inflwneed by Eurc- 

W&m values mnnii with Wil Nativo values (Ryan. 1995). As a 

Rauk Gfmnfiiaing s ~ s Nab , Wdmtr faca subslsnEaI adjusbnsnts to the 

Eumwaslm tradi#m of schooling (hst may ham a d$cisive imp4 on their 

abiliky to do wall in thdrpmgrams (Ryan, 19s). 

How wsll Abaigiil Mudents adjust to their m snviroomt plays a

sigMeantmlemhunyWcltudentsWWMm(Ryan. 

1995). Som dimcultig Abocigiwl sludents exparimcad in Iheir liansilion to 

port-day M i o n was: Mng and keaping suilable aoxmWm, 

handliyl family mnmmr, managing f iwm and dealing wi(h racial 

disctimimon (Ryan. 1995). Thae NPtive skder& who mow to a dh, to attend 

portaecondaw~on, expmmd many stnsrer. two ofwhich were: 1) 

inma& miow abud tla transilion and 2) decmwd Iime speM on mair 

schcd wwk due to family reaponsitiPlw (Ryan, lS9S). Olhsr &wr faced by 

Abot@nd sMmts were pmWation for pea-mdary e dWn, follDwed by 

lhe appliMon of knowledge, Nils, and mewry altiludw fcf wccess along 

wiIh Iha sludenYs pemnal vim toward aHerdBllQ in college (HaoMr (L Jambs. 

1992). Winter (1999) identifed health pfWms, alcohol abuw, finandal streoo. 

radam, academic pmparatiOn, lime managarwmnt, suppart, moliion, and -&in 

as- of Iha urban and smdmk envimrmenIs a, (actas thaI Muancad 

Abociginsl I)-s' pugmas. The (actas do mt ads4 in bWion; Men they 

interac~ ampoundiyl tk nnrscrs in baa Writer, 1999). 

he mabe cmed ofmnnidiyl value wtem was fum suppwted by 

Wilson's (1W) who pointed out tha wceesrr or failure in rchool was mon oRen 

anfbdianof~ssaillldwW~ra(hananaultofanypanan's 

M i anributes. h mis -, such eonfiii vahm systems mra berm 

to haw darimcntsl imprwns formofgina~ paople. 

RepaatiDn fw any pxt-secmdery edutation should occur in high school.

Harwsr, many RMarchara wara finding that awn this prepamlion was not 

adequale (Brady, 19W Johnson (L Boahm. 1995; Mwm-Eyman. 1981). A mode( 

of -fui transilim situated in a high shd Wing was the Teulon residence 

in Miloba, whem SWb ofthe studemswho livad at the residence enjoyed 

staying them because ofthe home style avimnment and the hiandships fwmsd 

in an or- and secure sming (Knight. Hulbull. (L m k i . 1986). 

TransWn isrues, such as finding suitable aaamodabbnt and adjusting 

to a new emrimnmm, muld be addressed with similar pmgramming modified to 

the poataecondary studsnta murds. While 90% did enjoy lheir exrn'en- at the 

Taulon residence. it is impm to examine why 10% did nd. Knight at ai. 

(1988) Rpor(ed SWfmnIliet, lack ofprivacy, distancs fmm home, disdpline. 

baredm and loneliness as m e reem audems did not enjoy their Mnce expfiance. Addrersing these ma-posifive issues are importam 

mnMwalions in dewloping smxssful b anm pq*amniyl. 

Pen- and perceptions 

vaa's (1993) rewarm on pst-mndary expeeems wnd rtudsntd 

eawimces in m#ege innuencad students' self-mwptbns and their academic 

envimnment. Bolh Nave and m N a h Wpnta viewed arpeas dtheir 

relatmnsk4p with (hair families dillerenlly aftera year at college (Vaala. 1993). 

Va& (1993) aiw found lhei (he extent to which dlqe pmgrams had a sped% 

carearorMatkm sbongiy influemad Native student's perceptions oftheir 

um'aMe=.

In thair research of minority sMalll. Mad-Pelemon (L Rodmuez 

(1978) lound ttudents permid many ofthe univarsily and community d*iviii 

wem dira*ad t mrd majority membsrs in the envimnmm. This rerulted in 

Wir@ of anger, frushatim. d Wsgnesa to Mi Stu'Janta reapanded by 

either tnanlalkf diw.aling themselves or physically b in9 me campus. 

~mn6SMwan(1987)~lookeda\~ex~Orminaity 

stutenb In a predomimtely whib campus. Their results indiited there was a 

need fa special pmgmming for minor* stu&sntr that addressed lheir specific 

interests, espffially pmpmns or m'm that pmvided a pctd and praonal 

tamlit. 

Wllhdm~ and achimment 

AbXginal peop are only onethird as likely to go to univnsRy and are 

only half as rkeiy as dher Cnadians to earn a univenii degree (Annstmyl. 

Kenw. 6 OM. 1990). Students had several reasoni for wahdrawing from 

unlusMy, homver, determining the likdihcd of a sludenl wiMdrawing from their 

education is a difkul task. JDmwn & Boehm (1995) dsseritdd the witlldrawing 

student as me W~O was taking thw to ( oucou~ in mnmt to a (UI cwne 

MandwaslesslW~mdmpacounefa~~drot~meir 

incompatibililywim the coune and themiwe, dM not WaMrnw. These sWdduden(s 

also had insuffldsnttim, ma- skills and Mnded to wark frmm-lhan- 

average ptt Ume hours. OMKBII, the sludent was h s likely to bc iwlegrated 

inlo camw life. Chikam proMrms were fiva limes more likely among

Abarigiml studenla who Mlhdrew in comperiwn to Mosewho antinuad 

(Johnwn & BWhm. 19%). Idanlifying high risk r2udenM and finding ways to 

ermwage meir urn of learning assistance nwld inmse Wcipation in such 

services and i m s(udeds s- in lb pastaemnday envimnment 

Sueeess in univenily fmm the EurpWcntwn penwive is based on 

%%heror m4 ow graduates. This, in tum, fekbd the mommy gains one will 

wive based a, their level ofeduwlicml aHaimwnt. As abaed by Yellcw 

Bird (l9SO): 

om of the myor dnm- b e r n our tmdkma~ system 

of lwmmg and the Eumpesn ofleachlng IS that 

among me Eumpean wllums, an aquired level of educalion 

will determine how much m y you can make. 

(Yellow Bird, 1990. p.297). 

However. fw many Abominal peoP s- was based on actually having 

aaended uW&ly. Compcecnn of the degree 01 anvcalion is not a measure of 

suavrJs fof them (&hibald et al., 1995). Finding wayl to qual'labvely measure 

a sWmts s- relative b peMMl gmwM fmm a(lilude change, life 

em&uss and diirent bming slyler would be maa &ctive m u m of me 

'sweeu%f an indivhal sWm. Win (19.54) goes further to define success 

based on slutudent inwlvanent which he Mmn as: sludenl mvohamenl turn lo 

the amount dphysical and pWWgkel energy that me &~t dfmnes b the 

ecademic expsnence"(Astin, ISM, p.297). He further slates mat swcm is 

basedon the degree to wh'i a sicdent is s u ~ W imuived y in their academic

experience. 

'The cantral challenge to edmtbn [was] to find ~nys to build bWes of 

Mdastanding be(waan the wparate realities of Nab p q b and mainstream 

sociw (Dauglas. 1886, p.181). In cunparing acaamiiadievement between 

Sicun and mainstmm Swanls. Huflmnn, Sffl.3 Brakenleg (1988) found that 

cultural detlnilion of s- was dii& tor me two group. Mainstream 

students, linked educaional achiint to GPA and parental enmuragement lo 

attend college. For lhe SW, success in coRege was morr related to their 

cultural iienlii, tor exampre, mtenton oftheir t radil cultural identity and 

hetitage facilitated a strmg sense of paraonel self-eatem and conUence. 

Lin (1680) mncluded Ihal family values (e.g., tradiial versus modern) 

influenced d m i e aehint and lhal ruaeas required eadkatbn and 

seoib. Students fmm traditional families: aulhuitarian, parentenbed and 

work~red, have internal!! these values so Umt they Can OYMC(WIW eatemal 

limaatona, such as. lack of sup^ and enmuragement (Lin. 1990). The out- 

prtomance of 'traditional-value' students over 'modemvalue' students 

reintmea the impartarm of a vahmuientalion towards tasks and adievements 

(tin. 1990). 

Sludent achievement has bean tinked with campus integralion (Johm 8 

Boehm, 1995 BBn 8 Smim. 1981). Campus integration was Wnbcd as the 

a n t to whid studen& inteOrate into campus social life (Johnson 8 Boehm. 

1995). SiudenIs who were #noR'inbgM in Meir Bnvimmml lend to be

mas succsssful in ampklim ofthair collsge pmgrams (Bsn8 Smah, 1891). 

N k r h w n t ilfirnmce m success is institutional variables that have been 

assocWd wah diffenntial Wan( posMscmdaty peniDtence (Pascarella 8 

Temndni, 1983; hpm 8 Cabm. 1966). Incmasing pmgramming and 

racruitiq mom minority students, fscuny and staff van identilsd as directions to 

te taken to increase achievenml and dacmase cha sbess --en-& ty 

miroritv st- (Frank. 1991: MadramPeteraon 8 Rodrigw. 1978). 

Canadian examples of smesdul integation pmgrams are Ihe Red Lodge of MB 

Native &!an( shnrices in C alm and the Longhous. in BMsh Cdumh. Both 

have been abb to p We an envimnment whkh foslen the Ieg'fiimizatLon of 

Aboriginal i&Mi wilwilhin mainstream insMions (Archibald et al.. 1995; Mwm. 

Eyman. 1981). 

Racruibnmt and mtention 

The mandata of many gudant atfairs Mcas indudes a remlion foaa 

(Paditla et El.. 1997). However, vey liW ofthe literature hmses m the retention 

of the Native Amuim student (Henderson. 1991). To u-nd Aboriginal 

8Wmt Rlenlim, WdM service pmfarionak nead b be about 

MB following issues: parental involvement. financial support, acadamic 

prapamtkm, campus sqpxt, and value mnfiids (Falk amen. 1984). 

laikmlekl. Cooper, 8 Kyle (1987) akn mentioned prearllege aientation 

pmgrams, swial student services and career focused pmgrarns as iaweo m 

mnWr in m!alim to Mctginal studemp. Wastit Lsmunta (1987) akn idsntif4d

financial nwurcss, bilingualiwn and carear awareness as varbles that 

iMwnced Aboriginal rtudants' persistence with port-secondary adwadon. 

Milm (L Berger (1997) found that various forms of involvement influenced 

m t s ' l'percaptions of suppart and in turn. BIleeMd studant's levels of 

instiiutimal mmitment. Balandng Aboriginal badmns amida mainstream is a 

Weate balance. Mikm (L Berger (1997) mvealed that an over i n v D l e 

am oftradiiional social activities, academic engagement and mgagement 

wth the uni- mhht have devimental eRsas on s ~ m merefore. . 

through the estadllMishment of an atmosphere and physical envirmment thal was 

angenial and mmpatible with badinal fnms. Aboriginal student sew~ca 

cenber were able to create a sense of balance that was more likely to make 

students feel mfatable (Bamhardt. 1993: KiAness (L Barnhann. 1991; Stranpe. 

1983. 1993). 

Research in undenWng why student# succscd prarided insight inlo 

retention iawes. Padilla. Trevib. Gonsalu. (LTrevib (1997) found that 

dimtinu* mers such as, transition obaades to univenay, mae v.ved 

by rninuily students in distinct ways. Successful minuily sluudents expected 

there wwld be chaHem. These -ns wrsd them to take actm to 

mmme challengas such as: lack of nurturing b a M and I& of preserre 

banan. Students created a suppart base with other sludems with the same 

emnic backgmnd; pmmdsd individual independance; joined student gmp. 

sought wt other nurturing people, ured availam resources and ansd as

infad mmiumws about their dossn acadenic path and careen to ovemme 

thae baMn (Padilla et al.. 1997). EaW financial planning, budgeting and 

puM of academic excellem for scholarship helped students overcome 

resauce bawiss. such as Mnancea (Padilla etal.. 1997). 

To enhanu, the use ofAMg&l suppotl smtces effective altemahves 

have lo be sought out in the mearch community. For example, tha hiring of 

Aboriginal staff was vigYBd as inmasing the likelihood of the sewices use by 

Aboriginal students (e.g.. Aboriginal counsellon in the Counselling centre) 

(Haviland. Hasewill. O'Connell, EL Dynmn. 1982; Suddick EL Owens. 1982) 

Researchers Lin. LaCoume. EL Eder (1988) found Mat imments made lo the 

campus envimnment were directly related to improvements in the academic 

perfmnce of Native students. 

While research has shown the im-m of sWnt sarvices in retentim. 

Uu, imm of fawity in retaining sWwls was alsn mnsidered (Hamen. 1989). 

Tha balance behveen adjjng to the maitxlmm culblre and maintaining one's 

avn reH-identi mulls in what H m (1989) called 'cukuml muntwpaile'. 

Facuity remgnitian and ~~EcI 

o f d i i between Anglomainsbean and 

Aboriginal Itudents, and ramgnitDn of the fact that Aboriginal oludem did not 

warnlo bacome part of mainsheam culture sent an important message of the 

FacuWs aCeaptam of individuality (Hometi, 1989). 

Providing soiid upgmding and wppan sewims, palficularly to fin1 year 

Abwiginal uniwmily studmb who lack tradiinal high school cnrdartials, was

sesn ES a way to hieve p8fsanal and academic luccass and to impm 

relmbn rates (Johnson 8 Boehm. 1Bg.5). TnnW pmgrams (hn i- 

nd wen, sensitive to Fim Natms priwipies of seifdmefminatii also 

e n m d s- and mention (Wdick 8 Simpson. 1978). Parmership 

. .. . 

~ i n ~ ~ r n s t i k e k e u c d ~ ~ m r n 

pmvidad an improved edWonal envimnment for Abwiginal W ntr. Taking . 

the inliatiw to educate and lead Wand rnpograms that am culturally aware and 

wnriliw to Aboriginal r(udenis roesrred and fostered busting mlatmskips 

bdween Mudent servicas and Mginal groups as wall as inaeased recruitment 

- and mtenlion rates (Falk 8 Ailken. 1984; Khfmld slal.. 1987; Meyam. 1997). 

Making a cw for Aboriginal student nviruiws 

Them is a growing c c m d o ~ a u - -1 ~ pea* ofthair need 

for poa-sxdary &m(ion and pmtassiial aaNiar. tlvuwer, they are still 

-' under.mpmsenled in mist post-s8n~nda-y instilutiaa (Hsndsrson. 1991). 

.- Themiom, preswre has been exetied by Aboriginal groups to seam sw'al 

uniwsily p~grams w support services to reme and wpm Native studenis. 

especially forthe Aboriginal sh&em for whom the high Ddlool syrtem w s 

i n a m (Myman. 1981). SuppoR seNiar are impartard becaMe ic 

has been dsmonslrated that hey empowar slucMi4s to fully panieipats in higher 

eddion and enrid their in- wah their pmwma (Wright. 1998). 

Brady's (lass) research on high 65x01 dmpouts, lwnd that Nadve and 

mn-Natw dropouts share many ofthe h e fealings ofaliin6lon from Me

edu&md system. Ti-mafwliis haw origins fnnn me sane swnm: the 

Failure oflim ryltsm to acmmdab atudenta who cae ha teckgmunds 

ollmrlhan that ofths maimmam middle dam cultured. Brady (1886) goas 

further to slate sludsm. Naiw or norrNa(ive, am dipowered by an 

sducakwl sy~tan that is g6at8d towards maaing me nseds and wirelions of a 

mainabeam clienbk. To incraase adiimenl and auccass in mainstream 

amkly, thew, amxs must nd be rspeatsd in univemMs. I ~ must ~ s 

mdi lim imporlam of divasi and mWc3 il in their pmgrarm. satvkes, and 

phyrical sumndings. 

Llvinggon 6 Stewan (1987) re- 71% ofrerponding insMul'm in the 

USA indicated a rpedal &I, educaiional, and cullural pmgrammlng for 

&uiginal lludents. Fmn m i-onal perspective, resourn reductions. 

eaiamal cuommic fedora and mpre impamntly, Hm onwall changing 

denwraphies of s M d populatans mmpound service pmvision to students. 

Sludent popuYions am divetsifying, mng away hum lim henal mllege- 

age. 18 to 21 m. mainsImam rtudent M an older-thansverege, oldsrlhan 21. 

ethnic minority population (8amss. Maton. 6 Austin, 1983: Kidwell. 1991). As a 

wit, student affairs Md sanricer must suw their vital rda in suppolting. 

fsblfialing, and enhancing the multicultural mirsion of higkeducaiion (Griw. 

1886). 

The c um 

pdums, coming me mlm60n of minority sh&m in 

. .. 

mMubm of Mhar leaning, wpporls Ule m6on for gmaW spaemty in

addresjyl me me-% of dint minority popurn (Livingston 8 Stewart. 

1987). Th'm pmvidsa furlher evidence ofthe nasd br ol that cater to 

Aboriginal univdly student popu!atim. 

Mainsbum adants - shnilwMw ad dllhnnm 

To underJtsnd me pas* of Aboriginal studmta, it is important to 

undentand what makes Umir edmtianal oxperism diirent Rom and similar 

to mainatream culture. In reviewing the l imm on &anginal students, very faw 

fessanhsn had ewlaad the diimnces between Aboriginal and mdbaiginal 

studas (Fogarty & White. 1994; Lin, LaCounte 8 Eder, 1988; Lmngston 8 

Slewaft. 1987). These mearchers swghl to dsscribs Aboriginal student# 

axperi as minu@ students at$nding a predominately wMs campus. 

Hemvar, they did nol afleclively address: 1) the dilference betwesn the two 

studs bodies, and 2) the student sevh# role in enhancing Aboriginal Hlpport 

rervice d sli and d%wWnmnt. 

Padilla. Trevib. Gonsak, 8 Trevib (1997) found baniers to s- 

&=tiiscontinuity.la&ofn~ring.Isckofpesenceand-rn 

often nol an im fw non-Native WdenB. Th'm was due to me abundance of 

suppula at the hp school. univenity, and family lev& and Rom me largar 

WClW lhal MFed maprihl sbients skmesshlly mnfmntthsaa -. 

H m , Padilla at al. (1997) cDnduded that many minority rtudents had link to 

ma wppOl(. Therefom. to ba wxassful, hsse sludsnts hlld to learn how to 

in&te wng suppot

The uw of the temp. Abo-l and mn-Aboriginal or mainstroam and 

minority brings lo the fmdmtlhe &bale of identity and lk d i ! of using 

'us~lhrm' terms in re&& lo m M . Callnu (1998) examined the 

iMl(n of belanging, entitlement repesentaion and aulommy within me context 

ofthis dabate. She found that wing Uma 'binary' lerms oRen mflided wah 

rn tradifional winel leadrings which state that all humm am beings and 

thenaae should be me- ofthe same famiiy (Calliou. 1998). The view that 

all studem am not alike- supported by Heath's (1978) wrk on prumaliky 

development of higher education studenls. Heath (1978) found that among the 

predominatefywhae, uppsrmiddla dals maleu varialims oflanpMPment and 

maturity inhnced the development of pnonalii. The mle of student affairs 

and satvice pmfessiils in this dichotomy has bean to help those involved find a 

balama biwen the two culbnni W W LaCounte. 1987). R was recognized 

that ti% winal st- who do not want igsimilption and the I?siWbns 

sbld reabze the gmwing Wnity on their can- and b importan- (Ma 

LaCounte. 1987). 

T h e ~ ~ p i m o f w h o i s a n d w h o i s n o t ~ i ~ l ~ 

lo M-amb to one gmup or andher. To belong to both leaws one in limbo 

whiloascnbing lo the mn-mainheam gmup lea* one bying to maimin their 

own sen-identity and all that anla& withim a mainsbsam cum. In addressing the 

dXmml value splam d Aboriginal and mainsbaem cultue. Fogarty (L White 

(1994) desuibad Aboripind sludenb as having dledkist v&es whero m

Abiginal m b had ~idualiicvsluea Alm, for many Native Amdns 

the Mlw of unitywith nalum is kmnpa!it+a wilh !ha Weamin Industrial whm 

view of raskaping MIwe to fit humans (Osipow I Litlleiohn. 1895). Fiordo (1985) 

iMi d i i wmmunica6on slylea ba!ween Aboriginal and mainrtraam 

sh&nts;whi!e~~mmmunicatedinaaoflapckmnahn'c~ 

m nnspoksn. For instance, in a mmmunicalion mini- class, the challenge 

was to teach Atuiginal sludm!~ how to succeed in this sMhg. Firstly as Mum 

educam, they had to mdii !he impofisme of and ne8d for 'outupken' 

mmmunicalim in a c!assmom rening (Findo, 1985). Semdiy, these students 

also had to mli thal !his ou(rWm need nM be cmslrwd as diminishing 

!hair idemiiy as Native peoples. They just had to adapt Meir wmmunication style 

depetihg on the situstion (F'wdo. 191). 

In diwuuing self.omwpl of Navajo and rmnwinal shdma. Heaps I 

Monlll(1979) (wnd !ha Navajo studsnn dsmonslra!ed lsss satisfaction wim !heir 

personal iden!iias !han non4higinal s!t&Ms on m%tten mnceming mi 

mhnic seU and relalims with &Ier psaple ard m dal defansivsnesr. The 

t4mgmuprwsreeomperaMeonthek~evllua(ion. -,in 

resw to !heir aodal and mcd w, the two culhnas dim. To ensure 

aucms in a mainsbsam inrtilu6on, Navajo s!udsnls medad to be mare of, and 

have acquimd canmurate vah and skills needed lo adjuat to a new culture, 

and maintain !hair cuhml idsn(ity ( kps I MI. 1879). 

Hoover (L Jamb's (1992) d- a survey to idalii selCpwcep6pns

tDward collage ins(ruebhn, perad feelii about attendam a dlege, and 

sWy ski'@% When Hmww& Jaeobr (1892) surveyed Amsrican lndimn wllege 

students attending the annual Ametimn Indian Scisna, and Engineering SocMy 

they fiwnd adequate PaOaIbn in acadamii a rm was W imwiant to the 

SMantr. Studants~rorsmm~~~~mamadIw~guidnee 

and cmmelbq ((Howe & h, 1992). Vaab (1983) lnnrd Iha( Nai 

students, as a gmup, -similar pmpfms aboul aspaaa oftheir dlege 

experianclrj thal balgeanded pqlram boundaries, which sat lhesa mtr' 

perraptims apml fmm lhs of non-NaW audents. 

Cppeit (1909) pmvided a desaWa of 'wm!am ~~ of 

Iradiiona!+eseIvaWn AmiCBn Indians. He deacrited lhe bxditbnal reservation 

Indian as one who had: 1) a no ruah atmuds in raspel to time; 2) strcq valw 

such s sham 'a reh man is me who givas w i n g he oms away" cp 

qwalim and gmup membership: 3) beliefs in rpififual- of illnassas and 

prWms; 4) high Rpard and concern for famb (which includes me anlire 

community); and 5) me who placed a h'w mspel and value on gmup dynama. 

Whi his pmntsli0ns pmvidsd some insight into Wve idwbgy and 

wafdvaws. Owit's (f 989) wxk brings altenlion lo an impa(ant issue, the issue 

ofncilllsmlwvm. 

Oaaralirafionr O f c h s r a can ~ bs mislaken as an mpasaing 

deacr'p6on of'a!P -1 pew+w, which !e& lo misinfamed skmlyps 

FumPle,ndaU~~~livemrererves.~ollhorematdothsa

unique cultural Wgmund, sven me sodoamromic status of 

mareram,innucMcgwho~am.~.Oppa's(l9M)~ofa 

Native m n fmm me USA mxlld not -rib# M an Ahdginal pnon 

who RWa on a Canadian mem. it is d a l for my individual to educate 

themselves wim nspat to Uw diimily and uniqmm of lha Ahigiil peoples 

in Canada 

Aborainal people do not reprarent orw, m ~ i c d msystem. l Each 

gmup hasmeirown uniqw cuilum, l a m and MemI kinship syslam. 

They am a m a w s gmup, not homqlenara (Hendenon. 1991: Johmn. 

9Mm b Wi. 199% t.win, 199% McAlpim(LT*, 1983). BeingimareOf 

!his diversii ir aspdally important for student servica pmhsimls. Fw 

example. Nativa American students' psfenncs fora ma!a or female rmnsdlcf 

will varywith lhdr wlturai values (HaviM et al.. 1982). MeAlpine & Taybh 

( I s g 3 ) a t u d y f o u n d ~ a t ~ ~ ~ ~ m a y b e o f 

benefi~ to me shldanla. hey sku kmd ma was a merema tmivmen me 

teachins pfarancar bawern d i i Abaiginal group. This pmvidss 

supPacing 

of the hediversity of&migii psopk. 

oandgar (1998) aunma&d AborigW sl&r& es having m9e g~mal 

mads: I) b&im prspamth for p m t e y aduc.; 2) impmved campus 

suppa( (8.9.. First Nabbm orientatban, orrcsmp~ munarhg, student gmup 

and dmpin csnba): and 3) incnrasd mnmunity underdandii of Uw 

impokm of higher education.

C o u n and ~ mica mwt whstand the 

atnural emrimnmsntll factors md individud Ehllradaistica, such as: language 

use, cultural wientation, home community, family system md communication 

W of hir Aboriginal dhh (MaM, 1995). Studsnt ssnricet ad (he university 

community, in educating themsalvea and i-.ng (heir mrene9 of Wm 

arbral d i i m n gmupa, wld help them undentand tMr atudantr 

and educate staff on tiw mesting the eapdahm of Aboriginal 

students. 

Learning styles 

A gmwing body of mearch on Abcdginnl m ing styb suppoRs the 

naed fw wppo~t wicss for Atarigind Student aerdces, Outab2-e ol the micss 

pmrd far mainshaem students (Chisjohn 8 Pelen. 1886; Kaulbeck. 1984: 

Mac&. 1989: More, 1987; Pepper8 HdnW. 1986; RhdeS. 19BO; m, 1991; 

SWlem. Collim, Gul'mmz8 Pallarm. 1988; Tafoya. 1989; WaWfa. Menill- 

Bnrx. Blaek EL Hocher, 1900). Of (he dDnmantii march, onfy Kaulback's 

(1984) and Sa%y&s (1991) research wae mndu*ad in Canada, reinfneing the 

needfarc~con(a 

While this shdy was mi focusing on AMrQinal Minp slyb, it was 

deemed relevant to discusr Mis impamnt issue in reletion to lhe nead for and 

undemmndirq ofAbmi#nal wwciI s&ces. Tha Wa(em daiM!m d)earr*yl 

hasW tothe misguided Wetthat all mapie learn thesameway. H-, 

boVl W auh et al. (1989) and llllilson (1994) hnd them were diinceo

atwm meinstream end minwity Ibming slyk Wilson (1994) found Native 

sludan&tsst6dhighin~of'acliwarpsri~or"~ 

exmhce', meaning tt!ay learn best in small gmups with projects and spacifk 

mmphs. On the dlw hand, she found maimlm students to be more 

'ab&act~.Wi%~snd~icalical N a t i u e ~ w e r e ~ 

10 require m w pmoml interadin than mainstream students, Hwre(ore. 

amasibilii, appoechabilii, ard availability mxlld mntrih to Fit3 Nations 

student's omdl pdotmance and sucas on aeadem'i and student smkes 

dimensions Wlson, 1994). 

'Learning pnfaMKps am d'&c(ivs ways in which individusls learn horn 

their envimnmerf Wlknr. Dodd, & Bigelm, 1989, p.63). In a study by Walker, 

~ & e i ~ ( i ~ ~ l s a r n i n g ~ c ~ ( ~ ~ m ~ o 

continua. One was organization ofi- either quent'iny or 

sirnuhnsanty, and Hw dher mntinua w8re ksd on the kind of infwmatii 

used. The mmbina6ao of Lhsle learning mfemms resulted in (ow abgo6us 

of learner: the cuninsd-symbols, Pnitefmd.rymbok patlemed.euentr, or 

ou(linebevhmr. Cunent Wmnds on Um publii schwl wniculum bea 

learning styta Man oullinod-mm Iwnmr, mst is, m e who to barn 

the diSaae part3 and facts of he wbjea. Walker, Dodd & Rigehw (1989) found 

mst Amsrican Indian shdem teaming pnfrnmcsrrwae svenly distributed 

amag the femalas, while males seemed to pnfar @m-spbd m ng. 

Maled pmfeImd learning in smal gmup d'rcuasions held in a non-mmpefitive

abnoaphre, which anmuage i-ns. lntsnrst is a key fador in 

their teeming. Therefore, rrmdured wsemlims and assigned -fk, 

cmm in public sck& was muntarpraducw to @me learners. Mng aware 

ofearly leamwpefennca is imputant to enswe that mnfiiing teaching 

em'mmmts are not m n W at H'a pos2-seandeq led and do not have 

dnstic afMs on Ib reIenlbn raMs of Native Amsricans. 

Swne bdieve in order to faciltsle academic wccers for minorily gmups, it 

isBppopriatatoconcsnnateonaearwlichwillenhMelkeiro2gnitiva 

dav&pment, rmr than fwsing on problems which my amr to be unique to 

their ptii gmup (F!ming. 1982). While this Wa abnpts to put all pq~le 

in the same'mgniliw dwslopment scale', il docl not mns&rthe other Fadors 

that iMuence one's mgnitiva dwslopnent. aspedally differem cultural child 

rearing pracficas and cuiluml values. For examp, Walker, CMdd 6 6@slow 

(1989) found mat Iwrhg style pefemnms might pmvide ccgnMva sbangth fw 

simultaneous pmcasring. 

Damu's (1992) findii also wpm this notion ofcultural impact on 

wnMw devslopmsnt In his examinalh of 12 Wng. Darou (1992) bund mat 

white all taar bias NatM Wss, there ere a few, such as Kohs blaks, which 

amMasedforUaseNalivepeodewhogwupinlh8 Bushsurvivalwas 

depsndarn on thairabig to magnize palems whidr wwe H'a key test measure 

in Kohs Mach. Rumfore, lhsir &m of living in the bush stmngiy inRwnwd 

hoirmgnh develqmm in patlwn reccgnitnn.

Y W Bird (lw) also made memion of the differences between 

Eumpsen and First NatDn sludmts in (hsirappmech in pmMem aohring; whik 

Eumpsun's appmghed a pmMan r i , Aboriginal barnen took a holii and 

cidar pmessa. The fact tha many Abwigiil atudds ware laylM in a 

cuitumlly damntinuom environment a! school and postaecondaq may 

have h i i (heir oun dwebwfmt ofarIturdlly-biasad padagoguea (McAlpine 

& Taybf, lS93). 

In lenns o f i tealing, ~ an imporlard ~ memm of- fa 

Anmrican Indians wars We hra, s*nultam tests (lacaliiion, 

orientation, and brm mpblion) (Dingman. Mmzb. & Brady. 1995). 

UfIMumW, Wme three m w an not mmally irduded in standardized 

wnp. H-, (he Gail ~loaum and spaw may TW oftha as^ 

assess the sama mgnh functims es me mree ~ ~CLB (Dingman. ~rcaka. 8 

Brady, 1985). 

E m brain dominana b bean datad with tradiis and ~~. 

Ross (1982) desmit6d th, dembpmard ofthe right hemiapheredominanm m 

Native Americans a6 a rewttof children's infonnal education aarning thraylh 

oboervation, pm@on. exam*, and s(oy Wing. ~owev~, his sargument is 

weakened by the bm8d ge&i#ons abud lraditbnal Native AmaieMlt. &in 

opWit's(1989) work. Rm's (1982) gemmliions pigeonha Native 

hedms as one type. Native hmims an @vase, not homogeneous, the 

OXCepl oftradii1 vah amongrtgmps. Thars(ore, while rigM h e m i i

dOmiMIK8 d081 huve mnm validah wilhim Native laaming, mare conuete 

mearch should be undmekm. ~road gewdiins otm kad to 

misunaadPndirigs. which can have detrlnmbl efkb on me ducalim of 

~aliva pe~ples and me ddiwry of-d sup+-& servitor, and merefom 

should be avowed. 

Fowaing on laming styler is impwlsnl (a it rsfiecbi thu sodocultural 

implications and wggesths lor impwing educah $eching memods and 

servies delivery. These d i i in Wng rtyles means Vlat pf&ssm and 

went service pmfeaskmk need to change sm@s im make their pmgrams 

W~UISB.~ mm pmmd and intsrad'i, while ei me same timeensuring (he 

pmgrams am bah cukwdly and academically maitive to (he needs of Aboriginal 

sn&nls. Equipdng educatom, counsdlws and rtudenl service -rials 

M t h ~ m c e n s o f ~ ~ l f a ~ I C ~ ~ p u v i 

with me means to help Abaigii swan@ and in- re(crmm 

(Dingman. Mmzka. 4 kdy. 1885). 

Colkr (1993) providsd roma hsiphd hints fa m e educators of 

Aborgikd audents: &den& fed umnfmablewhen they are put on me spot by 

teedm calling on them; sluder4s find small grwpwnk nml- humour 

atways hus a in the clsamm; and student- personnd 

mbtbns am impom Student rervice pbsianak rmld use mere hints in 

the day-bdny i- wilh Abor$insl students, aapecially in de~lopine 

pmgrams. Fw example, a W m W m n m whikh was gmqwmed, had

enjoyaMetaabandimolwrdalofintsrac(ion~thegudntrandMe 

oUldent sewice pDfassonol uwld be nwm amesful win Aboriginlll Mu&nb. 

lhan a program which was ind'kidulii, indeprdm taak WMIW and had 

mmil rmaat win a studenl Sefvi POlgUiOnal. 

In atapIing la gain insigh sWAbaiginsl &d&s needs h.om their 

penpsclive. pmgnnm can be dewlopad whii d i i med their needs. The 

a(o- studies ernphaaaed (he need t increaasd &tanding of 

Abomnal Went$ needs. 

?he Need forC.nadimn bni.nt 

The majority ofthe raaserch mnduded on AWginal studen(s' post- 

secondary mncss has teen eondue(ed in (he United Stales (Fleming. 1982) 

or in the Central and weaem parincss of Canada (e.g., Danager, 1996; Moore- 

E m . 1981; Ryan. 1885; Mala. 1993). This study man atamp( la bmaden 

(hehecirdeofnssuehloindudethe~ofAbo~I~fmn(he 

Wing of CaMdian urivanMes and meirali3liaad iwtubns. 

Flaming (1982) diims6d (he Med of social accuuration bs(ween 

NWp and mainanam wltum. Vaala (IS%.) e@cd Abaiginal pmaplions on 

two edu&md pmgms while Ryan (1985) dercribsd (he mnsiIion wrimces 

ofAhi$nal studenla fmm N ~I lo urban life. BoUI Brady (1996) and Johnam (L 

khm (1995) ercplomd the iwe ofwahdmwal hwn port-seandafy aduulion. 

white Hwver & Jacc48 (1992) examined Amtican Indians paplim wards 

wccasstul amplaion of collage.

The lack of a lheq of NaWe % due hampn rraacvch but mon 

i ~ ~ i l i m p E d e s t h a ~ a n d ~ o f N ~ a d ~ i 

(tlamptm. 1998). Badwound EL T i i (1988) alro rupp~Md tha need for more 

rraacvch~mnectedAbo~valUBII. ~lemisshdywarnot~ptingto 

dewkq a (heory, il does paride lhe beginning Itager of mrch required in 

devaloping such a theory. Thii study hoped m expand on ~ aissuw e and to 

sxplwa and desctibe Ihe expsdaSons, expaienesr and nads of Abaipinal 

univeraty stvdas in Canada. 

Student Uhin and Sawkm 

Pmgnmming in student Main and umicer wastradiionally a mn- 

syawnadc pmeaas imluencad by the inMrsg of staff, responding to student 

requests and p5i1'kal ansidsrafDns ad expedsmy (Hm. 1978). Durhg Ihe 

1970% insthtbm of higher laeming for Vle mast par(, were relying upon 

lradiinal8Wsnt aru*e pognmr to assist all students, indujing 

minority shlamb (Mdraro-Petason EL RaQiguer. 1978). In fad in Meir 

Mratum reviarv. MadrarPPotanon EL Rodrigu~r (1978) made mte oftha fad 

that no ifwslWons of NIIive AmcHican slu&m had baan rrpor(ad up to the 

lac 1970's. OnM sines tha eady 148W has student amin and service and 

hisher Wing inrtitu(ions begvl to fccus on m n a l studsnls. Thii study was 

aWther move to onlhue lhis change, moving toward a Won* papdive on 

Aboriginal student in Canadian miversilisa 

The pmvirion ofsWml ssrvicss to Abocigbrsl sl~&ms b important kw

mveraf rsssons: 1) potanlid pflmships bs(rmsn Abo-l glankalions and 

Canadii Univanifier (De.gen. 1985: Ignacs. Wscher lgnaee. Layton. Shaman 

a ~abuy. I=); 2) achievema and retenm iuwer (Falk a Wen. 1984; 

Hendamn. 1941; Meya. 1947; WtigM. 1605); 3) u n ~ p ism ~ n 

(Be* a Beay Chiste. 1988): 4) indituliaral and comrnun&y culblral mbvaxe 

and sanallivity (Arvbu. 1SS5); and 5) pat-scmdary pmviaiin ofl\boriginal 

wpan smites (Ccllier, 1993: Moore-Eyman. 1981; OppslL 1981). 

Aboriginal Student Smicr 

The nead la Aboriginal sup@ anmima ia validatsd by the maarch of 

Dodd. Garcia. Msccaga, a Nskon (1995) who Wnd 75% of rurvepd American 

Indian slwhts in Montana would go to support sevkx first for academic Wp. 

Mtll (1945), Falk &Ailken (1884) snd Hendm (1981) madeseveral 

recam-s futhe need and baMta ofspndk studem wppM sswicas 

la Abominal gudants. 

'Gatekewing enauW (Eh3cs.m. 1976) sn fm-k-fam ene~unta in 

Wkhonecans(hrdlhe~mobiI~i ofmalherhanif&ulion. AsWmu 

(1998) pointed out lha soda1 l aw used to 'atepxb' individusls inta n* group 

or mth mum slao crsate a hypmmriau~ m g ma~e tying m 

mainlain poli(ical mrncbreur and (heir own Mnidenlity. Abwiginal studsnt 

mikes pm@ssionaIs am adantty bdng f ad wilh the chaNenge of racial 

SlemoWwS and gaWwng aKDunta (hst ham implicDtiona on their wwk and 

personal iiw Wing a m ofdii?afhg ylicalbm sly* (Scollon (L Scollon.

1981) and difroring philosophy fmm Wsstan WM (Baay 8 Boety Chisie, 1986) 

~thaatudsntrclrvicsPO($lliOnSImedii~~mmu~. 

~orrtudalsandlhaina~anditrlaculty. 

The nml salent and WMiamI chamdeMc of Indigenous hiihw 

edUCafiDn~swasMeirslroMJsenseofmmmiimenttothemlktivB 

inMmts 

- 

oftha indiimus mmmunity Mth which were associated 

(Bamhardt, lg93). This same bslafmuld be IranscmW to Aboriginal sludent 

sewims Canada, bmadaning thairmmmibna to tk hlemsb of the 

d i m Aboriginal p~pulatnn on earnpus and in Mdr communities. This W s to 

the~metermm8pown'ipws.themmwhich~ndoMent 

savia, cmim am able to hanaeand mnvenliil inllfitutional m m s and 

damcdrale a wlhlrally relevant mn- to tha community will determihe Its 

~andacc8!na~. 

In d er to miat HBliVO wpdes, shldent ssrvices pmie-esionals nead to 

work with shrdsnts and Iheir hnne mmmuW in a caring fashion to (wum the 

uniMrsity exwimm students have am both, penonal and meaningful. 

Sbldanbl raquim programs ma( promote iWiucA and culhwl needs; pmgrams 

ma( an, Mi rekt students' penond, *ritual, &sW and emotioral Wl being. These p m s am the keys to me univenay s- of First N&ns 

sludatr. 

TheracrrdcirdeormmwhaslofMnyFirstNabbnsmings 

pmmoie unity, conSnuity, and imemnnnedednear in dl aspa(s of one's I&.

px4, -1, rpim and sacin1 (Anderson. 1998; !MWa & Barman. 

199S). Coyhin (1997) maeethemouion ba(wsen the use ofthe Mued circle 

intsachingabouctheW@andinEmsbmthee@htmof 

dadopmm yaltw Bird (1990) wed the madii -1 as an analogy to the 

pf&m Mng pmcaas. Pepper & Harm (1991) uaed the &ne wbl to 

explain lhe inlu-rslltsdneu~ and the dwelopna of a child's saKeslssrn as parl 

ofthelifeqcb. 

Calm (199.9) used the four dimdims ofthe Wi-mel to illusIra@ the 

dmbpmnf of bing md ~e shtilaritiar and d i i bawaan hm, human 

gmup: First Hafiom and non-First NaIWs. Tha North represcmnr mgn4Iiv-e 

realm, rapmentalion Mi the South is the emofanal mh, belwginglnot 

belonging. Rw, Eastnmm- he spirihlsl realm, autmomywith out 

a m m and he hWm diredh is tha physical realm, snMlemenVM 

entitlanerd. WhL the sacrad cirele has besn pmmW as a Mi& teaching 

mu24 (Andaraon, 1990). 1 has yst to be applied to sludsnt MNicas, and rnm 

smiRwlly, Aboripinal sludentwnica in a Pamalired mannx. 

Marlin (1994) found sMeM aervica fa- mimrity studma (i.8.. lhfy 

wnica) wero MI met unlil l i i s percepths of meir needs were he same. 

Therslbro, the aMant asrvice pfesskmnars pafapions of nad are a crilical 

factor in shahsping student affairs and aarvicad response to Aboriginal sWmNs. 

hence the@ inehgiDn in his Itudy. 

Similarto Sandsen's (1991) ofa @ chiiswarn alaim

ofm, MienflaM &a!. (1W7) dacribed lhe qualii of a good counaeHor: 

knhq the s(udals beckgound: kMwing sWmW aq&aUm: sstablmhing 

pmpramrthatamstuamtbpad;bainpaburssucn(icworkar:knowiyl~our 

&ellike workers: and mainleiniyl pfsod nurtunnca. These charaderiacs 

wid mabk any sh&m mice wfessionals to ~PLWCWI~~Y 

and su~fully 

mm wilh ~horigil studenta and organilatiam. 

Aboriginal suppat mvba should also be ware of me laal Abariginal 

gmps prasanton nsir campus (including bnguqm?, aoloms, and ways of life) 

and any local Ateripin& raswrces and events (A&, 199% Myers, 1997). 

Thmvph wniii pe~xnal mntacls on the campus and in the mmmunity, 

s W sewiw pmfersionals &ablish bust and the penonat contact with 

sludenls (Atizu. 1% Mayam. 1997). EstsMishing bust and faM in Abaigi~l 

mmmuni@y is wcial many initiaive Mantpka to supWrtAbw@nal sludent 

success, and ta satabiii netwka in which prsntr and N *i mmmunitiea 

emrage and suppll shdents' efiomr (FaL 8 Aitka, 19.54; Meyam, 1997 and 

Sandaen. 1991). Anmr am mmniginal studs( services mu@ wnd 

in m in buiMina brhig~~ ta public &ads (e.g.. lmnsfercredls) (HrmdarJon. 

1901). 

Shidenl~pmfeasionals~&odo~th*gsanaparmnal 

level to assistAb3figiMl pat-saondafy alwhla Faexamp, pmfessiils 

cald kaep vpchedukd dropin hours (Amq 1905); be lWbk in Wising (Mu, 

1995); wpphnt colkge preparabhn laah~dsn(b es+w3ally in math, budgetary

skillr and csrav babpmml (Falk EL Mken. 1984); ealabkh a 'mnwul esnbo' 

on mpus st& ty-al peapb (Wnan. 1981); and mom 

imporcantly, amum p e n o n a l (Falk ~ ~ EL Ailken. 1984). Another piece 

of- pmvided by AMI (1885) was do not ark pral quasfions about 

Mginal paoplas. Aboriginal studnnk am quite dimM and car only speak on 

meir own behdf. ha@&mds should aka W bee to ask hmw~ qwshs but 

te pnpsred to lism to and a ~ t hanswer e (h. 1995). 

Wdhin the institulion. Abariginal suppart miss and the imtiim's 

a&ninisbalion can enmw and suppon insPulimnaI mmmirment toMginai 

portlemndary edwaiim~. To havel\boriginai studem feel wmkxmtie in their 

drmmant meir phynkal w m shald eontah cultural reievance for 

them (Asfin. 1988; Anin. 1982: Lin. LaCounle. (L Eder. l9W Strange. 1983. 

1993). Cmating the feeling w be(on(p or has a pJdw on mpus, that is 

-mot-~ofthscampushasbsen~asakeym 

reI8nhl (lhla, 1987). 

Mmy initiatives for wppart and funding Nsl t6gin wilh an idaa and a 

Wr. T h m , the sludsnt wrvka pmfes&ml Wng wilh Aboriginal 

suppOr( ssrviee?l should be Mmsont who cn lsad pmgram development 

(Meyen. 1887) Mleh as: SCCM adjvsbnent pmenm~ eadmk wppart mkes. 

cultural awarenass, prszollega wpantion pmgrams, financial aid aervicea, and 

m m p s student gmups. 

Smith (1982) fwnd mat insthMr6 and mair MNimmrrnlrr ham an imp&

on individuals and gmup Mmugh: I) oganimlbwl aUwh~re (e.0.. size student- 

facuny ratio and kea of authorily); 2) wing; 3) human a g g m and 

4) psych000Cisl dimale. All four dimemicm assis in the k%Wdim ofthe 

pxiliveandnot~~ofin~msandhdpd~goaklfof 

cham and imprwemenl. Hornen (19.99) pmvided the follaning guirhlim in 

working '4th AMghnal stu!: understand and deal with radwn: ~cognize 

non-tradil leadership skills recognize the need for stmne suppat F n ; 

remgnize need fw long ram and shm-term goals and d$sdm, and mm impaW, remgnize the need for undsntanding self and a posilive M-image. 

The work ofHanen (1992). Msyers (1997) snd Smith (1982) pmva the 

beginni- of a framawnk which would ba used to i&m+ify AMginal n ds 

withim the inwon and withim sbldsnt wwicrrs. 

Throyand sU&n rmica models 

Hitaicalhl. siutudenl amices wen OM pragmatic, using a maeliva 

appmech (Smi. 1982). There is gronring pfesun lcf gmumability within 

student services ta- is done, why il is done and hovr wall fi is dons (Ha@, 

1975). This tmve foraccantaMlHy mmes fmm many makehwaf~. Ih general 

public, ahnni, governments (federal, pmvincial, rtudent), and shldentr 

NmkWws. 'hcuntabmv ls d l y a shuggkfwedu~naI &in#m in tam 

ofgonk, obiktives, mram derign, petformame and ancomeb (p. 11) 

(Barnes. Morton. 6 Auslin. 1983). 

While many public in- have been losing finanbll gmund, many

sludent service de+mmmb mn& mlahly stable in boUl LW& and public 

. . . 

nuhtutons. One mual qmlian how his demard for aaxunmtilily a hls Ihe 

pmuision of Aboripi siudmi micar Accoun(abilily sWem allow studml 

mi- pmfecabnnis 10 make dec*ions concaning poenm staus end mainiain 

-lo lwals of prbmme Uncugh the W ng of and measurable 

pr(nmance outoma for all invow (statland prqlrams) (Barn. MaMn, & 

Austin. 1983: Harpel. 1975). This process aables Went M become 

more effcient in managing, implemniing, evaluating wppMt pmgrams and rtaff. 

Thsorier pmvido the franework in rrhikh lo dw&p programs or the 

hypothis m u m n d and predict (Hunt. 1978). A t h q should: make 

predicbons that aocwnt far a wi* range of behaviir; allow indusian of findiis 

wahin a Iqgcar hamawork: and ganenne teaable -is (Evans. Fanar. 

Guidc-OiBtM, ISS8). Modela take a themalbl bare 10 male a pmciic4 ~58. 

Pmass made18 use mmmmendaionr for mnneding thaw to pmcijca, whik 

pmcsdural mdels pnaent a ptiilar way ofrrxanpiishing mme aspsd of 

Ihldent s(ldm padim (Evans ei al.. 1998). 

DamgrPphic pmjedions of changing diwnay within Writ popu(atii 

ha6 !ad m e prnaitiien M msider me cum pmdm ofsludent *in. 

Formal audent dewbpm mows dklam hi the puposs of hiihrweducati 

is dsvslopmmt and gWh ofthewhob pmwn (Smim. 1982). Tha oognw, 

aRecSve, social, poychomaor skills fu the ofthe individual am aeen 

as Wmate and i v for higher aduca(ion. Hwever, in fccusinp on the

stvdant ravicar model, in- have bwn for th, maat pan belatad. (wthe 

modsl has mt incapon(sd Ihe instilulkml mWm, acadhmic, and imllermal 

dawlopnmnt Shdent aflaim lo be -ful mat be ram by Ihe inslibtiam 

and Ma$ part oflha insblulh, both wppor(ing Ihe inslitu(ional miasimn 

(G-. 1996). 

Evans. Fane& 8 Gu~OiBfik (1998) (wlheirdiscurrion ofcdlege 

~d6velop~revnwsdsevwalperbilentrtudentm'~modeksudl 

as, p m to thaory ~ lo px4ise model, gmundsd fmnal hew model ( R w 8 

Mckr. 1980), the cube (Mawill. Wng, 8 Hunt 1974) andth, developmental 

inteNenlion modsl (Evans 1987). Kurt Lavh's (1936) fonnula B = #PXE) has 

also becoma an important mmentone of rtudent development lhe~~~. This 

fomk stam ma behaviour is a b don of Ihe panon inlerscling with Vleir 

amimrmant,ahasbaanursdlodevakQw~wchas: 

Challenge and support (Sanfad. I-). Imolvacrd (&tin. 1984) and 

m i a n d ~atermg (Sch~opbsg. 1984,1909). In ha reviawofume 

mul(k&ral thwries, wch as FWs Pmbgwy of- Ommasdl MimxiW 

Idenlily W, and Student tlw&pmnl Thainy, Manning (1994) 

povidedmme~emplesDfIheuaeofIheofylop-. Shldantandmd 

dwekwent sre influem64 by Ihe dmIknge8 and experbrcsa StUdmLs fau, in 

their psycM&aI dwabpmant (Chidcaring. 1988,1993). hiamin 8 Wlings 

(1997) found UMI social rekltiolghips and selfd~~llmlbm p$yad an impiant 

rdeinsludntsalisfadhandmtadmatsludant~nisam~

amplan ism. 

ha lime ofchm in campus d i i , focus has sMMd hwn PWidii 

mikes bsrad on maifmeem nwds and an wi lo pmvidmQ mkes for 

andtomiroitypopl~nsmcdmpus. ~ l l m p o p u l a l i a ~ i l s ~ ~ 

than avemge. students wah disabili(iac, MlenWmai sludents, part-time a 

dislance studanls, a elhnic mirority gmupo, sud! a8 Abniginal paoPb8. 

iMiWis, rtudenl alfain and sanricaa ofiicas. and ndr6Im haw t en 

aaemptinp to meat thechanging demands of studem. All have mnized that 

students am nm Oll me same but uniqw and so am lheir neds and eme*ations 

(Crorr, 1971; Healh. 1978: Pascmna & Terendni, 1991). WMle muldiwltural 

sen- sewices enhance the quantity of- provision m minority gmup. 

BetraF~~(l995)~~that~amimWMuldgainfmm~ 

integration of values fmm olher QIilums. 

here are many studam wukes theo~& that ammpt m "explainn the 

univomily studam. Mair expeWm8 and isms, such as: transitiar, kmces. 

raaukent, raantian, omamhip, campus envimnmant rind wimdrswal. Sawrai 

sludenl sarvice Vleorias &ling Mlh mimnily shdenhr have been devsloped by 

M n (1982; 1984)- uludenl involvemenllheory, cdw encnvimnmnt C m 

(1971)-nmsludentr; GiWigan (1982)- feminism Pe&sen (ISM)- multiid 

awannsacr; Strange (1983.1893)- ampa scoloOy and Tinlo (1991)- maship 

and relention. 

Chickering's swsn vamn (I=): achiaving ampstem, managing

mo!Ms, bscoming establishing idem, freeing inlerpersmai 

mla(io&@, dnrifying prrpae and devakying imqlrity ace a W ly used mdei 

in undsn(anding rn port-mmmjmy Wmr' deMlopnat i- am three 

overlapping s~apes: hmad&g veh, penumnahg valwa and mngruence of 

values and behavioun While C h i i s (1989) wdiiwxk ideMed the 

stages of development and be bask chami&&cs ahdents reed to my 

ulil're their environment, minority lhdent devslopment was not Maled lo 

Chiekering's vectas. Hwww, Chikkering's mm recant wuks (1993. 1999) 

have revM lb minsiily student developmen( isrue. The1993 we41 mtWd 

' E w and IdsnW, ssoonddtimf was mumorsd by Chicharing and 

Rdawr, the new edaion cited mom reamt naeerch on the seven vectors and 

minaily popu(ations. such as African A m , however, m spedfic W n of 

any s(u&s involving Native Anwican studena wem d i i Mii 6 

BerWs (1997) ttudy reviewed Astin's theory ofinvdwmant (Astin. 1984) and 

Tiis theory ofdqmtum (1975; 1987). They suppotled using an integrated 

mow in wkich student bnhavioun and petm@ons interat to inthsnee the 

development of academic and locial imegram (Milem 6 mer, 1987). 

Howaver, their devalopmmt modd of rtudsn( persistence war created m n ltm 

limilacion oflWr study am, a highly w kh, private, residentipl, reaaenh 

unirnrsilv (Milan 6 hrger, 1997). This pl~cer Imb on lb gsneralilay of 

limir Mi- m other stwjmt poputafjtm. 

Wkk 6 Simpson's (197 aiida ackno*ledgad thmthe pm@ion of ltm

prrpw of 

was Mcied, such as, knowledge acquisition, penonalii 

&w@nent and arm pepare. Howwar, acquw -9% is no tmger 

m h , the imgalbn of ail tinw perspectives should be the goal. They 

pmpoMd the use ofrennal diRmrnt wmnlal modsb, ag.. ego idan(ily 

dmlopnsnt and Fq'a mgnitiva dwa@mW moda)s, to ansin a &room 

setting mat rostsn subw maslefy and rnudenl develop& (Widick 6 Simpson. 

1978). This holis6c appmech to indiiuat awakpment meur with the basic 

m y behind the Med'dlw, WII.SEI leachiw of Cwis (1997). Douglas (1986). 

Madorm (1996). P6ppef 6 Wfy(1991) and Reginer(1895a. 1995b). 

'Confluem educalbn' was bused on a Mi* dicilwophy UIM smphasizes 

parsma1 and sodeta1 mbvame. elfdatsnnination, u&h learning pmcases 

and the integ- of mgnilion, W, and rwmmubla acli (Humun. Kmaker, 

6 We, 1991; Shw'm. 1983). CoMuent educatDn was an* postit& model 

idntiCled, which add be used in lhe devakpm of the Abs+i@nal WPFGI 

servicar since it Mmsd many oftha same desired principb. 

Fq's(lgB8)slsgssof-wanawsdandadaptadtothe 

procsrsar a p oatery SMent xuld go IhrouJh in their carear 

dew(opm~ (Wkamp 6 Slepib. 1978). W h p 6 S$piha (1978) 

davslopsd a niragosilion camerM(ha(haitmd a swknt's -ion 

fmm a mom pralircif view of career w msnt In pmvidimg supporting 

widem fmm an Ohio slate fepul. the rols desc@brlhey used m describe 

s4whlS WaslheleMlofedm, lorexamplo, freshman, sophananr, senior,

first yew Mnorsmk MA (KmfWaw 6 SWm, 1978). This sob descriptor 

did not addm tlm iswer of 'fe expekca, gandsr ormnicity. Research has 

shavnthatcupilive~~mtacuronalineerwlh. ForNatrve 

m m , ccgnitive dwbpmni takes a cimdar-holii approach faused on 

how the individual MI into the larger picture while WesMrn-Eumpean examines 

how the law pidurn can b& the individual (Coyhis. 1997; KdeIkamp L 

S$pitra. 1978). Mng mgniaant of Ih, nniili-famiad aspects ni sludems' 

deMlopmem malty for Naiivehwican studen(s, has implicatnns on the 

sucm$sM anvico W i for student rsruia, pmfmiomhr. 

Johnson. Swam L Mmin (1995) MniifW ra~ral fmn that infiwnce 

the carssr development for Nativa Anmicam such aa: -e status. 

BdUEOlim, heallh isruca and dhennce to one's culhm and laylusge. 

U~ingthesai~wBo~asauuciaIcom~ofa 

ownselling panpdive. They also W that carssrdscbiom wem oftan m& 

with litlle to no infutnatm, as a mil ofttmse Natim Amehm living on 

~B~BMB(I beiq limited in careor inionnation due to enwmnmen4al conrtraints. 

unaployment and limited job oppmunities. I was found that vie we of unMr 

culhraHy biased lruarsmmt techniques compounded M lack of options 

(Johnson, Swaa L Mmh. 19%). 

To daa them is no singk careor deMlopment theow that soMy add- 

tha needs of ethnie gmups; mom specikaltf, fm tkqdsts whkh incuporates 

he minnity identity dwbpmni model wahin the cuneni and impat of career

davslopmant for minority gmup (Olipow 8 UtbjOhn. 1995). Therefore. those 

apphllmi caresr dwabwml llmdna a ~~ to Nab Americans migM 

want to mnsider femily and cuMKal Her wi(him msir mtuation. Thiswld tidm 

Mi ltwy, Miw pnarrcmviromant, -1 learning, aecofogkal 

pychokgiil, rmuld be m appmpriate forlhe individual (Johnson. Swartr. 8 

MarSn, 19%). Osipow 8 L i i n (19%) statad them wam Ihme Wi 

aswmpms to a career development theciy: 1) se#~~1scim wrch Wane's 

gwdnesr of M fora job; 2) the enmuragement, ability and resow to idenlify 

&entwak atbibutss and 3) carearaspimhs. ~hese aawmptiona wen, fumer 

affeded by individual's MI(-percewn ofpenonal albibutes snd opportunnii. 

Many of(hase rrrriumptions wem ofmn vialatad in Iha lives of minw gmups 

(Osipw 8 LWjdm, 19%). Cafwrmunsellii for example, musl lab place 

wilhin a cultural m W mcqniziyl the dim not only between gmups M 

a h wiulim. RKM idsnmy dewlopmen1 pnd o w nawvafiah musl be 

mnsidered, mom imp-, Iha inedsquw of current kmwledga muat be 

conridered in caner awnselling Mfwm cum1 gmup (Bek a F iiid. 

1995). 

The& shdd be used wilh caution. since thead am dsecrg(b. They 

stlempttobeunivefsal,thaIisapphltoausym. Howevsr,shdentswemiqw 

indiilsthadonot~tomtn&&jwtbeca~~~Masen&&~ 

PracWmm must in attempling to W rtudsnh, wilh thsory (Evans, 

Fomez. 8 GuidpDiBrito. 1998).

Wrn (19e7) med two r i m in student devebpment &s: the 

emphasis ofmabEureWm valm and the assumption ol a monolingual. 

suppadim, livinglleaming aMhomwmt Few ofth8sa rn& remgnirs the rda 

of assirnibtian and &cultu&m in Me wanl developman( pmcsrs. By 

addressing th8sa ihws athe WQmliEIIl levels, SWenI & pmfesaionak 

and Abotighal mmunitier can maurn that Aborighal shhhfs am having a 

positive expaience, onriching Wr Abwiginal id%mb wiVMlt having to rsvifice 

their indiidualhty to M i ~ ~ nnms. a l 

Methodology 

'.SMmls speak with au(hcrity about lheir readions and speak wah 

aullvMy as well about Fii Nalims issues' (Sedlack. 1987, p.193). InrtiMans 

nwd to revw and revise pgmms bered on sh&n& aqmssed needs (Kuh. 

1982: Mayes 6 McConams, 1982). Through lh~ voicaa of Abwiginal p&- 

mcwWy sludms and slw2d WVW pmfeasiils. Mis sludy will develop a 

natiac#ll penpeQive on Aboriginal student sewicss in Canedim univaUeg 

Archibald el d.'s (1995) pc%ss msenrch madel war aimed to be 

mnsistcmt wim Fiml Nalim ways thmugh mpacl fa mpmjme, gmdh- 

&anted diakgue be(wecm all pa-, and cantralii of such fundamsnl 

Fi Nalim pinciplas as spirituahly ty sm~ of mmnrmnily. A saru, of 

mmuW war ertsbliskd in this study by having the paflMpantr fed that this 

sludy was lheir om mmugh involving them in the entire pmss The 

participants wem enoxraged to contact the msenrcher with any qmIio(15 a

mnesms via bmsii, ts(aphwm, or ragukdi. SpiauaMy was rarpadsd and 

honoued in hMng an opening pnyerm ihe wab silo forall thors prtieipaing to 

cnataaasnreoflog&hemBLuandmwct 

?'his ptwr midy hna a sirnib gmdbmking staus as 6ers a Smiih 

(I987), who lllugrasd a need for rare infofmalbn aboul IUM-bad'Monal students. 

M & M a h ( l ~ 7 ) ~ ~ ~ 1 s l i l i i n ~ m ( a V ~ a n d ~ 

meantics1 base or prwious students ware aMilaMe to guide Me dew!wmnt of 

a quanmtiw study (M 8 Smh. 1987, p.53). So like Uair gmund breaking 

resserch on the need for mom infonalion on minw sbldats this study opened 

up the area of mearch on Abaiginal student servicer on a national level. 

The lollawing ihe ncnntmndaliww mn, made by Kmvalsky. Thurston. 

Verhmf. a R a r d (1M) regarding mrch vith -1 *: 1) be 

pnpsred for uncertainty; 2) recognize mat Aboriginal pecpla am in charge; 3) be 

h&llbout(h8r8se8rdwKmW;4)beones'1~~Ir;be~dforihe 

u n w : 5) aibw fortlime 6) rhow sensitivity: mspecl am6cbme and guard 

agaimrt Wng sides; and 7) maimsin DMping cmsuMm. Thesn 

warn mnaidamd and inaquahi lhmughart Me drnign and 

pmcasr of(hir research. lvluer of r m , mlevanee, redpodhl and 

nsponaitdKy to the Abci%inal mqh of his coun(ry and to ihe resemher w m 

Mvik am&amd in lb deWwmmt and imyaSnWion ol this slu6y. 

NeadS-nImm 

Hiiheredmm MiMims must play soma role in Me confinual

&&onofvlsirexislinpmnsofclddrsssiiltm~ofinmminp 

&$enla and I -q nvisr, pmgm lo mset these changing needs (Mayea 

8 hkcuahs. 1982). Thrmgh nmin-mem irrmau(ions lean how to bed 

the dicntale (K~h~19.92). Nasds are look for poMw and 

m(rudivach~1~tra~lsetoflookmathsveestabliM 

means and end (Hobba, 1987: Kaumen 8 English, 1979). The msm can be 

mnaidered lhe tools u iabuments of me needs asleswnl. For the purposes 

dlhis Wdy, ltm means are the sump. The end was the mi& and drafted 

nstional papx%va on Ab-1 student rcwvices in Canadian uniwtailies. 

Nee& BSSeSSmBntr are often conduded w?h polW mtivaWns. 

Ummfue it is importam lo mnsida who is gdyl lo be informsd or i-, 

from whm and how infamni is m be col!&ed is crucial in developing ad 

designing needs uaeanwa*s (Hobba 1987). The mumerpmducerand 

m M i i i&o- Muencad Me use of reeds &ssesarnenbl. In this study. 

~emrrumenwen,ltm~inalstuantswhousedwppor(senicaawhiCMe 

pod- wcm the sh&m 10- m n a k . The intended a udii dUlo 

d s a u a s m e n t W ~ i t w a ~ a n d d d ~ , d n g l h a t 

lhey will be willing lo I& lo (W 1987). The in(errst oflhe sludenl wice 

pdessbmlslo parscipate in lhis E M y r n u l d b M&wof(he 

pxes being wen by the wdisncs w credible ard valid. 

il is importanl lo undsrstsnd (he pq?ase of (he reeds asserrment. For 

exampla, it may haw an adminiaba(ivo purpose fu ra6onalYng smims,

al!etMm ofraourcek pmpm wd&n or popmmmmg pinning and 

davcllopment (m 199Bs; HoWs. 19.97; Sedkk. 19.97). Inding sxb 

pdilkd Ehange is another purpose of a needa aesesm~nl. The purpo~e behind 

this M y's was to incraasa ammmas of aboriginal ntudml mads, dasuibe 

wmntAb~W@nal support servicas acrwp lhe oxintry and pmvide the 

perspadivaa cdthe M and -1s sst 

aarvicer acrwp the nalion for Abwiginal peoples. 

A needs assemml has lhe followiw guiding prindpler: ii b continuous; 

gubs pnning; ia a multi-face(ed data gathaer; a public and conscious activity: 

edwonal and is vahm laden (Kuh. 19.92). Each needs asMssmsnt begins 

with w n g research qwshs rvhich the needs aglasment is lo answar 

and identifying the target populalion (Befkowih. 1998a). S u m am a form of 

primary dm, which am used to g alherim on Hw tatgel popumn. The 

size of the population (e.g., a whob mmmunity w a subpopuletbn in the 

mmmunity)andthescopeofthe~q~mareinfiuencsdby~ 

(adon such as finandal and time raourcas (Be-, t996b). The resub d 

wrveyrehaarcham~lo~totheer$nt~Ware~miIsMeand 

can be raadily undemxd by others (~svhl Plabc. O m , & Persky. 19.92). AI 

ofltme mmponsnlr had bsen cMlridsred in ttn, design and implomenlation of 

this sW. 

Mile needs auresMentr rsfiect the nmds of s m , needs 

a~mabican~be~asprea~dshldentureofthese~me

serviced (Banow, Cor Sam 6 Spiik. 1989). They fwnd lhal nasds suvals 

my be mae Mplul in idanWying mvk the sbhls am unliksly lo uw than in 

ones chat they am likaiy to me. This shdy s u m the mbnlim 

thal multiple mnm of informsli should be used in avleariyl studen(s' nssd 

(W. 19.92). 

Amagh student M-npon infmllion can be Mpful, it is liw to 

~cc+jonepkmoftheplPleandmaymffwfmn~psraptions. 

Therslbre. Mis pkm ofrcnrsllrch eh only ameyed Abaripinal univmily students 

but also. Llludent sdm p-ofes&nas wkhg m?h Abotigind audems, far two 

masons: I) to pmvide anothsr penpsclive and 2) to mmpare the sbhnt sdm 

pmfessiia(s' pnep(ono of Aboriginal stvdent Iorvices with me views of 

AMginai pxt-saandafy stuhts. Sncs Kuh (1982) quesI&W WeWr or ro( 

rtudenl am atways awam oflheir noads, by incotpmthq the points of vims of 

the mdml service pmfeasbmh, the national prspdiw w based on *ax! 

who the services are designed lor, Abaiginal studsnts Md Ihow who pmvide the 

mvk.thepmfarsii 

For the mat prl. Ahigiil aWanI8 am a miroily population on mort 

Canadian post-seccmdary campuses. Sum data wld k mas value since 

~ a r a a s m a l l s r o u p w i h s ~ ~ ~ i n t h e ~ I ~ p o p u m 

(Banow el al.. 1989). The prsdiaabilitv ofthe noads wfwy can be incmased by 

~mpli~knormMenofaw~rathertha~in~(Banowel~.. 

1989). ThMafiwe. lor the puweas of It& msearch. Abaripinal students who

was uma of Abo-1 ruppat wim ar the* cmnw were inuit6d to 

-Pate. 

&my. 

In gamsrif~ infwmalbn, eihf the intavh or questionnaire (if designed 

popdy) -Id shw basically the sam. mu&. HowcNer, a sky IS quicker 

and -per whie an intcnview pmvides ticharand m r infiormation (Evans. 

tees). Forthis raaaon. thia study uMii the survey to ensure round and 

dePaiplive mulls. Also the sample survey has bwn the moat frequently used 

memd in needs -men( moafch (Eeiu&z, 1988b). 

f he s u m were dwebped with (he g u m and reeommendatiars 

made by Cox (199s) and SaIanl6 Dillman (ls94). Each survey consisted of 

ques~onr which were OM&, miding the par(icipen~~ tha oppciiunihl to 

qwss thsir opinim and mnms in a mreslrMve environmenl (Salant 6 

Dillmn. 1994): and forssd chdss items, in which ptiib napmded to by 

sekting lhdr mpmw fmn a set of fixed aiiemahs (Johnscn 6 Baclhm. 

1~5). Pmiwtar questbxswere asked to both gru+ sinca the same questions 

&& to hn w more d i i groups of mswmmts muld reveel sitndarit'ks as 

wall aa Mlm diimncas in parcaplions of naeded rervicas (EefkmW 199Bb). 

In l h e ~ ~ o r y ~ RIpondents ~ were likely , to &usa based on 

Ihelmg IistofcWixs. Fuexampk mBil sufveys 

ralsclions whila in taleOhone and fem4o.w sum my chmse !ast (Salant 6 

atman, 1994). The survey instrumenta used in thir study wen, dasigmd to

miniiizo this &cl. ALso lha wwding ofthe quslha W B intded ~ to be 

~mpla, lrot vague and short (.wm ~i~hnan. 1994). ha queslims 

wl~)alw~~menmthe~mwIdbeabkmreethe 

mlafionrhipbahvwnag~aSmandUmprpowofVnahldy(DavisPlircic. el 

al.. 1982). 

TO reduw or minimire nsponw dialiibulion Vn wwep tollowed three 

genedl step: I) assured mnfideniialily; 2) eomnnmicaled the imcdance and 

priorRy of reapom emmy and 3) reduced Um mle of w~eyors (Fowlwowlw 1985). 

To incmase reqonw Rkl, the wwey qumlbxvmm deaigned to be predse in 

idenMying wha pikes of infamalion wsre being regu! (Salant & Dillman. 

1994). By pwiding respondenla an%m with ckoice thragh eslimalea (e.9.. 

50%) a ranges (e.g.. 100300) mapondar burden wss Ranad and it Wied the 

ewparatimoflhapartiipantstoemunethesurveywssOom~(Be~ 

rwb; salant & Dillman. 1994). 

QuaMike research can pmdua, a holialk analysis of policy and practise 

in d y inlsmnrtiar and incmase undemanding of divene iawas facing familier 

and agsndaa seuving tham, in this was Aboriginal uninrmi sl&n& and 

Writ rervica pdessiils (BromersOn. 1W). By inmrporating aspas of 

qwnlitaliw and qwliMive msemch in lha design ofthe sump and the mnlml 

analpis dual data oulpltwsr provided which hdpnd achieve lha ultimate 

p u m of thin chldy, to gain as much meld. valid and rsliitio daa aa posritio 

(Ufuendahl, 1994).

CradbihQ addrsrug !he isua ofconp- M n !he ommwkd 

wi ofthe and (hocu, mlii mpresented by the mseambrs and 

mibrRedmthep~pmk(Exhmn, 1W). Timcredibiiily of IhbsWwas 

sstsMshad by uaing binngulntian (LeCunpte 6 Pressile. 1994). !he (m, diimnl 

sways and document analyak. 

oDpendabilii a d d m Ihs issue of maintaining remarch staW and 

mnsislancy while &owing fa m amargent design (Bmhsnon. 1994). Hence. 

!he use oftm different popdaWa m @mr infommlbn on Atuiginal sbldent 

aetvima was ussM in pmvidiig futiher infuma!im &out survey msuk 

(BerkoWz, 19esb). TmnsosrabilHy relates lo how !he sulvey pmvides infomalion 

abcut the general phemrnemm (Bmtherson. 1994). While the informalion carld 

not be mmlii to the d m Abor@inal population, l was hoped that l will 

shed light on Abaiginal support sefviees in M i a n uni*eniIies. 

InWmt use in mearch 

Research a n d m war !he lntaet eap6cially hlemiewing, has pmven 

Mbeofpnat~~~l~,kisc~~iuadmn~niant,oll 

occurring in a siqb 6le.p W !he !a& of geographic boundaries inveaRg 

sample divaraity. A law amount ofdsta can be labhtad quickly which allw 

theb~lowupand&the.Motime,Wfwrnofdatlpathering~b 

mae thoughtful and p-. Them iu no danger or&cmml for the 

msemhsr acd nd I mmnoniMerf6fing recording and banrcrip(nn (Psrsichii 

Young. & Tharp, 1987; m*. 1892).

Telephcm and mail wrveys have -1 admmges and didvamagft. 

It is hqwJ mal by using (hs Intamat to disbtub lhe rune@ lhe Krnitams are 

minimize9 and benmib maximized. Fuemple. whie IeIqbm surveying can 

be Ermfy (Pipr. IS%)), surveying via viafflntcHnat d m nci have long-distance 

cham and is quickwlhen ngdm- mil. Telephom surveying and mil 

s u m can be lengthy and omsWive on one's lime (Berkowih. 16966 Piper. 

1988). Hanew, etnniUlntema can be mapondad to quickly and postponed at 

Mo partmpant's Isisurn. Mile any wmy (telephone a mail) has me opportunity 

for bia6 and sadat desirability. it is hoped (hmugh mntml and survey w n . 

these risks are minima (Bar-. 1996b; Pipr. 1988). Saphm's (1999) 

dissembn mmred p a p a m on-line surveys. No signikant diirenceo 

were fwnd in rwcmes. This rmdy mmirmed that administaring a survey only 

is as VW esadminiate,ing l in papw-pencil format 

Using an nclim wmy tedlnique inma& sccsss to mafa parlidpants 

fmm a @Wer mraphii area, it was W exwns4-a to administer, pWpants 

Memed to prefer me luxury ofpr&@aling in an asynclImms maw fmm the 

privacyDTheiromhwnaaaffm. ~$lsphone~havaah'iher 

rehnnratearermilsu~,IirhqwJmaCptid~~~be 

mmpaabk to or higher than telephone s u m (Piper. 1888). Ssnding a wab 

survey as a URL link within an email hsd a response rate ofabout 8Wb (J. 

Parker. praonal mmmuni&on, Mmh 30.2WO) while mail surveys hare a 

rsyxnse rate of80% (Sabnt 6 Dinm, 1994).

SWems and pfe&maIs bsmm inwived in urn of ho hlmel for 

sevaral~swh.r 1)mSrSbeingromenmrdfor~ngthanew 

Wmolqpl; 2) anrmming one's fear of krchmlogy: 3) a parsonaVwitural 

mmpa(ibility, pmpsrsupport rtruchre (technical supWm and 4) Wing a Mice 

and having somlhing to sham via ho IMem (Wlm 64 el.. 1998). R is mis laa 

pcim that lhis nrraenher hoped to have Vie most impea In prwiding Abaiginal 

students and studa mwku pmfesbnak a channel dmmunicatian to 

expess lher vierm and -s regarding wid support services in 

Canadian univenW, this sludy cmsled the abmwhe-ewhm b&as WBre 

found and informafion waa shared.

Intduc(lon 

tvchiblld el al. (1995) used mail& wrveyr. W@%ona inierJiows and 

frms gmup. Thiu studyfowsad on using the w~ey nMhd and inmtpuatine 

the uae of 'mntsnt analysism whim 'entails the examinatkn offcrms 

of mmmunication to documat panem atje%&f (Marshal (L Rossman. 1995. 

P.W. 

The hMng chapter dasdberi in deal the rarearch process used in Mia 

shrdy. The m n t aeledkm &ria are abo pmvided in Mis chapter. This 

slue was mnduc(ed in phases: 

Phase l PwW oftha auvay inattumata 

Phase II ConIent analysis and the d'MMim oftha s u m to the 

student ssrvice prolbrrriods and the Aborigind univeni 

st!&nts 

Phaae Ill Canperism of me Aboripi~l shxbnl smim wney mub 

and me Aborginal universw shldmt amq nnwb 

Dacdption dmd ~ k f o r h mearch . kign 

'mn mntsrncdating Rnt Nation6 resear&. First Nalim cuilural 

principles and ways ofwfeaim should be prrdomiMnY (kchibald ad., 

IM, p.10. Archibald RI d. (1995) mind the term 'pocerr moder rather man 

'mearch method' to deactitm Wi atudy. Thiu term 'promss mow ueamd an

wharaby lhair study bacame 'a fisrdble pmcadura ramw Umn h d 

r@dii, wgnicentily, W ble and mnairW Wh mginal principles of 

rerped and honour that an bmics W Me IdiI W n g of First Nations 

peapk (Anhibarn e4 al.. 1905, p.15). Thare(bra, meirresemh p- becsne 

'a diiogue Mwas growth *led and allowed Me imrpm(ion of other 

m a l vnh rudl as SpirituaMy and sen- of mmmunw (Anhibald el al.. 

IseS, P.15). 

The pxess modd adopted in thii study was a cantinuahon of Amhibald 

el el's (1885) Wiettha'any Firsl N&m adwnlbnal Rnvwrch mvs( imolva the 

stakeholda in lha design snd i m p k ~ phase m and that ulh'matsly they 

must bemil fmm research exp6d(MQm (p.13). TM key stakehaMers in thii 

Mu5y wan2 MentiIind as: 1) Aboriginal audsntr in Cwadilln univmWs; 2) 

shdanl mwics p&simlrr wko wrve Mariginal s(udsnbl (e.g.. nwve liaison 

ofhn, chiel Went afMh oNWs (CSAO), and directwr) and studenl affairs 

and umicer natkmll ogani2sliar; 3) Canadian univenhba and 4) Aboriginal 

Feopksacmuce.Ilwh. 

The~modslhxthissludywasdawIopadinphases: 

Phase1 

~ ~ s u m y r 

Pham l began Wh Me pleating of Me wwya, Tha surveys wen, 

d e s i i f o r t h i i ~ ~ l lThemfm,lwarimpor(anttohavethm y . 

rsviewsd by hose in tha W kc w: rs?avancy, wrvey fonnat and furhsr 

insism inla pmpiMe topiamas or qwlbns. Tha Aboriginal univamy wdm

smey was pmbstd wilh Abaripinal post-womdmy sluhts who graduated 

from univfmlly. Thers(on. tlwy would not be eligible padicipantr in this Mudy. 

The Abaf@nal rtudent smica %we+ was pre4eaed by student smica 

-nab not working dindly wilh Aboriginal stuc!ants but W -re familiar 

wiul the iMU(HI. Th. m inal MudeM nt rurveywas 11- pW wi(h 

Aboriginal educmmwho rubscribe lo the W n a l educators Iiat-seNe 

VOICES, hltlr:lhwvw.o~se.utomnto.ca/-iib-~mieWwi=.html to prwide an 

addi&uI Aboriginal panpedive to the survey. 

mass 11 

SYrVIyiIIg 

A W ofinbOdUdiin was sent dktiy to student setvice pmfwimals, 

which invited them to W pete in this study. Tk.3 letter Wrly outlii lhe 

rtudent service pofarrionars mie snd responsibilities during this endeavour. 

Sevaral ihfomal enmil and Maphon~mPIVBMli~llll kilowad th. tsttarto 

strengthen Ihe Monrhip behen lhe reseamhaand Ihm la who 

dme lopa~Wpate. This vm&telomsura a dsar l i n e o f ~ ~ n w a s 

esbbbhed and lo dwd+ u sense of canmuntq and p See 

Appendix 5 LeWr of intmdu*im lo Ihe abrdant servia, pm(eulirnab 

A frrVler W ofinboduclion was allached to the Abuiginul university 

rtudent survey. This IaHer explaid the student's mle in Ihe resew& pmcess 

and hited them lo partkipale in the study as pdners working toward enhardng 

Aboriginal univermy studem eqmi(~~d. Sea Appendix G Letlerofinbod~ 

lothe~rnlaudmls.

Tha pufpaae of Ulge Mten was M inhmn ~Wpants of the opporhmih 

forimolvemcmtintheti~~ofth,sMyandMslsr(MthatfuRhsr 

intamstion was to be rougM M them upon th, mrnpklim of Phaw II. TM 

an~~prtidpmmm,awlmofthenaaarchpmcplr,whstwasbaing 

cpkadofIhem.sndpmvidadthemtheoppa(unitytofurhsrptid~or 

wiMQawlmn the study. 

In keeping with the pmceu model for Abocipinal mreanh, pattldpams 

wm invilad M furlherdsam any mievm4 hue @aining to the mseamh by 

mntlc(ing the memlmr pcnonsly using man. The mseamheh mail 

addraar was ssarnd wim a peawvad to enrum mly the maearda muld 

acarrs mail, Win the limits snd regu$tions of Memciial Uniwnity of 

Newfwndland snd Computing and Cornmum (Memmial Unrvaaity of 

Newfoundland. 1998). 

To rsspect Aboriginal arsMms and to ue%le an enhment !hat fostered 

hamony, trust and mmpenionship, pafkipnnls mxe &ad to read tho 

Opmhg prayer. This was done to hxtsr a sen- of mmmunity ow the lntsma 

among partidpants md the nscwmr. %e App3ndhAfor Opening prayer nd 

AppandkGfwapi~~ofliwwebpagc. 

Two separate sump wen mndtidd throylh Ua use ofthe Intomet. 8- 

mail and airmail. Ths first sway was sent 10 stwlent nab in 

Canadian univenitiaswho ham pmgrams in p!ax fw Ahwiginal sludats. This 

sumy a- the follkwing impor$nt m smh qusslims:

1) W s u m asrvicas are Mently in place Can&? 

2) Wdotheatnvics-wumeWiguerforanAboripinal 

~studsnn 

The racnd rurvey war Wnt to Abaigi~l port- sludentr 

amanUy anmlad in a Canadian univwmy. Patlidpant8 wsre giwn me choice of 

mwng me survey eimar on-line or thrwgh a paw-venion of me survey 

&!at& fmm their Oncampus ahdm ~wka ~mce. A ssif-addmad stampsd 

en* war F+x&A in lhii imtanoe to ensure the Wum ofthe insbumem. 

sea Appendix D for a cyy of the ~bon'ginet studs service suvq and 

Appendix E for a mpy ofthe Abwiginal univsrsi(y sludent survey. 

Thewbdesigned wrvey had an '-code' to ensure only invited 

parkipant6 replied. The pupxa of Me '- mde", dasigned in Me form of a 

h i i URL wsr to pro$ct the idsnWy and 6afely of pmicipnts. Pampantr 

ware made de of lhis code thmwh rn- their omcampus student 

sarvio plofaasiil w Me marclmr. Sinceme pWemiia)s wcae in dim$ 

cuNe3 mth the Aboriginal stdent muWn, their d iion was Uusled in 

daidimg who was potmined to sums ths site. ~hii diacrs(ion war guided bq ti-m 

setcricrrripotwhomsligibletop~inlh&W~enseereha~ 

ma. 

To gain fwUIer infonwlbn on service pmvism fra a nahal 

parspsdive, a cheekliilabulation war mnduded to compile information on the 

Wes of mrams and saMms ollered in Canadian un- forI\boriginal

studem thmugh the eigible i&tutim# web pages. Thir pmcadum wan similar 

to'documsnl anal@# Marshall L Rovwnan, 1995 dwmed. The sufvew and 

the document anslyah resulk were armlysed urinp an&abulalion and di- 

W m analysis with (he Mirlical padcqls, SPSS, veninr 10.0. 

Elements of ltm surveys wsn designed to gahf (he pnweUtkes horn 

bc4h parMpant gmups, me shldent scrrvics pcofe9lionah and the Aboriginal 

univ6isily studants, on rsMlal of the same ieuaa. 

Based on the w w results, document ansipis and the wiwofshdent 

develq~ment theory, a national penpdiw was gahered. This pspeclive 

pmvided insight and recommendations on the pmvmion of Aboriginal sMent 

smiw in Canadian univarsilias. 

D.nloplng lhe sumy qwatlom. 

The sum wsn das4gned to discover or elaborate infamation about 

m n p research qm&m (Cox. 1996): 

1) 'Ylhat support amvim am wtranlly availabla to Abaiginal univenay 

2) what are the poaaemndaq experiences of Aboriginal unimmity 

~deins? 

3) How do lhwexparienm inluanea (hairvisrm on (heireducafion?

4) W is (he mlo of Aboriginal peaple at Canadian univsnaias (e.g.. 

shden~. (acu(ty and staff presence)? 

5) How do atudsnts and studMn service pofsssionals vkw student needs 

and rcnvias? 

6) W doeb cuch gmup W i should COllStiiu@ MVB Support 

sew? 

he s u de~l~ped ~ uaing techniques ~ and rsmmmandatim 

made by Fowler (1985) and Salant L Dillman (1998). In addii the exlmsive 

r i m ravisw undanaken in Cham 2 informed this pmceas. 

Uring open-endsd questions in Ihe sum eyured spedfidy, darily, and 

hadlh of knDwledge to gain insigM inlo Ihe pmpiions of Aboriginal student 

mica pdessionals and Aboriginal universily Hudmls on Aboriginal sludent 

sslvices in Canadian univaritns (Evan. 1985). Conducling telephone 

intmiws was an alternative meUlod (Pipar, 1988) of data coHedion #the 

response rate to Vw, owline survey was low w soma individuals wcne unabk to 

prkipta other&e. It was rnnwwed imponato have Iwo diRasnt survarj 

forsludenhiand~sewW~kSinmeachBmupoff6rada 

difiennt psrspeclive on Aboriginal stwlam smims. For example, Aboriginal 

university mudents had (he pmpsch of users of such serv*sa and atudsnt 

mice wfa&omls presented (he wpcliw ofpmvidsd~, and in 

mEases,maroernnwmanofWvlmerervicsr.SeaAWsndkDfor

Abociginal dudenl aervica survey and Appendix E for Aboriginal university 

studsnt~. 

Dacriptlon of Sampling P~LWJIJIU and Put*ipnb 

lnduriwl of all Aboriginal gmups in lh* fiudywas wcial for 

~~&~thsunisw~of~hAbtWdgmup~ngpos\- 

secondary dim&an, mom aw%ically Canedim u n m . To respect 

Aborigirml values of completeness, family and mmmunfiy. it was imporlant lo 

have a cunplete dsle of iwhwwnt. There!ue, lh invohrwnent of Aboriginal 

univenity shldenb and sluda service pmfasrionak in this study ensured Me 

lmspedive and r ecmmems Mecling Me diversity ofAbor!ginal sludenl 

mima. 

The universih invited lo perlieipate in lhia gudy mn! those offeting 

speeinc Abaiginal wppatl servicas lo their rtudem. This could have bean in me 

form of an Abc#ginal support service wc&r w spec if^^ afkxkem, Mi &all 

with Ahfigid student ssrvices. Thase imliiums were identified thmugh 

campus servica dir6ctmieq Internal reaches on lb institutions' home pages. 

wihf-m ad mmuph mnming the mionat pmbzsiiai orgaimion for 

studant servica prafassiionak. CACUSS, the Canadian AssocMon of Collepe 

and Univsnily Student Wvima 

Aboripimai posl-s&onday sMem wmntly enmlled in a Canadian 

univeMy were asked to parlicipsts in lhii study. This was dona Mrough thna 

diimm sampling skategins I) 'uiteriondassd m n.'whid was used lo

idem Um a u ~ a l i(LaComp(e i (L W e . 1994); 2) 'pobsbiW 

sampling.' whom mh mmbsrof the pcpubtion had a knom pobabiW of 

Mi &adsd (Beiger L Gem, 1996); and 3) 'nm& w mawball technique.' 

in which each wanmh pnfWpsn1 or gmup was named bya pncedinp group 

or indiisl (LIrCompte 6 Pmissle. 1994). 

Dbcussbn of Mathdological bwma 

Ethiu 

Ethically. the rightr of participants were foremost over any aspect of Me 

study (LsCmnple EL Pmiasle. 1993). Four elefrmnts of informad consent 

dirdmure of infwma(ion, mmprshsnaion, competency to mnm and 

Mlumarism of omsent wm upheld lo pmvide ananyrnw to Me Wicipants 

(FaarHy of Mmtbn, 199% FollWng Lhese elements, patkipants mne made 

fully aware of the siudfs pollk and meUlodol0g-y and of their perhipbon role in 

the shdy. Involvement of parlidpants in thii zhdy wss cmtn(y Mluntary. 

Follom'ng me Mnmn pmvidd by Salanl 6 Dillman (1994) &cat 

wmng means 'amourags(ing] wle to respond but not preswrling] them in 

an offensive war (p.9). To mped the Mluntay Mtum of pr(idpalm in ib 

survey, participating pmfesiomls wen Mnt four Eandly mminh to return the 

completed survsys via mail. fax cf aimail (Fowler, 1995). This was done to 

mmind -pants ofthe study. the imptaroa of Wr opinions and to hease 

mtum rates. Tha student pcr(ibpntswem not diiy canacted by tha 

nneafchar dw to the Mtun ofthe s My and accessibility dslimh(iom imposed

ty the mdfs mauarch poascl. The pff(icipe4km mfwionsls were giwM Ma 

respmsib4ilyofsnmuraging and mindii students to Wke in this study. 

EMbl mncems for dueling research in ebdronic cdlaboraliva 

envimnmmbl foRw similar guidetinas aa (I& ofofks: to ensure 

pmfiassiml mmpaarm, potad the and pmted the pf~k~bn. Each of 

meM considmations relates to elecbmic mmmunication: 1) pmtect p4vaey and 

pml inlcgm 2) distinguish behueen psnonal and oganizational views; and 

3) give credit whom credi is due. R m n i often find that mmkt arises 

bbmn giviyl dl and prc&cling macy (Ravtiz. 1997; Sudamalis. 1992). 

This iw did not arise in this study due to the anormmo~ nature ofthe derign 

ofthepmeess mcdel. 

'p'i?el key thnat to OmfdmIiaIItyi is the abiIItyi to link an indil to lhe 

amms'(Fowkr. 19%. p. 30). Survays usad in lhk study wsre desipned to 

avoid Mi coinlie. The only (wo ijmMiers aaksd ofparlicipms were Ma 

peagraphic of Ma patiitipnl and Ihe size of ma* in&-on. Ailhwgh 

the nrerrchehar mum asnlity (h insShr(ion b.wd on (hi information. (his 

i~warusadolavforthepu~olbackingthesu~eyretM~and 

recomacbiwl the mn-mapondas wilh frily reminden. The m nMeWi of 

weh in-n was respected thmughout (he cmass ofmis study. I- of 

he in- or their shdents ware not mvealed in any part ofthis sudy. 

All pa~pnts were asked lo mad an intmdudary statsmnl, which 

saved aa the anam fonn. mis -of intmduction waa daa'insd wah

fmeen &mem ofa eonscmt form outlined by the Fawny of EducBtion (1984). It 

wpipostsdmMwsbd~manyswveymMroylhVlemail. 

TnrahnMl@ 

misstu~warnotan~torpeakforu~.WWgimI 

paopler. The divenity winrn Abaigiml gmp in CaMda annot be portrayed 

by a subgroup of Ns populatiar (e.g.. univsnity students). HowcNer, il was 

hoped that by ibmpmting the sekM mpling techniquss par(icipnts 

repeosnted Iha mncems and expiences of* student service pm(sssianals 

who wwkwilh Aboriginal student sewicea and those who use such wNica, tha 

Caadian Abominill unive* studant. The study's intention was m pmvide a 

t r a m m which local Abwiginal gmupr and lheir respective postwndary 

institulims carM incapaate aspea oftha findings and propsod 

temmmndlliom into mair wsml m'ce provision to enhance M quaw of 

Abxigiial rmdent lir. 

This shrdyw darignad for mmparabilii and tramhtabifii. 

Translata~i assumas that the study's mmods, analytic megchss and 

d B ~ t l cofphenom~~ s and gmupa vnre ihthled so expkilly thal 

mmparimns can be mn(idsnlhl Eondudsd (LeCompte 6 Ptwsk, 1943). %ma 

therurveyresul(awereaformofqmmahodofdslaccllednn,#is 

how that Iha surveys pmvided a Miable inabumnt lor essesiq Abwigiil 

sMsnt smkas m a national scale. The sum muld be u d at a lalertime 

to~mfmnationmAborigin~gudenls~ond~of

W m a l supput servicsl. and inmrporas findings into Lhe dwebpd 

rwnnmendaionrr ofihlrr study (ur(hsring thadmlopment of Aboriginal research 

in Can& 6 G~I!&I. 1898). 

Tbqualii~ofU~e~~EhOlgUnd~niDMrndmm 

ofprkipnls warn deady expraassd vrihin Lhe rewb and thmugmmughout the 

study. Any reaunrnendalbns made ware based on the awmsed ViwWntS of 

me key stakehoUefs: Aboriginsi universily audmts and studenl rervica 

WoflrsaiOnalS.

IntmdUcuon 

The rasub oflhis W y am pnr6nled aaxrrdmg to the phases in which 8 

was omducted to pvUa a fhmnologiil and sequencad psenlalion of- 

findings. The mulls have also barn orgadzed to respond to tha 9UBJtiOnS 

posed allhe beginning of his maarch pmcssr. Outing Phase I, boM Sum 

inshum were pre-cerard. Thsmfm. thalheRnt &on ofthis chapter will 

miewtha pe-test findings oft& ofthasuwey inrtNments. Phase ll saw Me 

data mlleuion fmm tvm sepame papuklions. Atciiginal student s ew 

pmmskmls and Abcriginal uniMnity studsn(swho ham used Aboriginal 

shldem eervims. The resub horn each gmupof surveys were pmsmled 

wpmmly to pamy the penpcliw of Ihe ~ n n land s then the stdmls. 

Phase Ill mmpred the common qtmlimns of b3h insbumsntr in Phase II to 

re!bd haw the pmpedim ofthe studml suvice professionals and the 

Abominal univMIii sIudanb mna similetadissimilar. 

~ ~ h i i o f t h a p a r l i d p 6 + i n g ~ i n a l ~ ~ m d R s 

user populafion were pmvidsd lrom MwmaIion gathned by Me Aboriginal 

SluW Servicaa Survey. The m.ning hfomntbn gaUmred fmm his aurvoy 

wasmpiledinraspagatoIhe~~q~: 

1) What ?wMlicrawere being oflend by Aboriginal studs aarvice prwidaa?

2) ~hlt wm ma pm$dims of ma student service pofassional regarding 

Aborigiml W n W nwds and W o n s ? 

3) Whltwa.ma~noeaofaMsntservicsprofauionalswho~ 

Aborigiml SUPFQII 

rsrvicss? 

4) Whst were Me eipwmirn of pofaraii ragarding the pmvision of 

Ahiginal s(udent sewices7 

The demogfaphii ofthe ptiipafing Aborigind universily studanls were 

prerented lo ded the group who look prl in this sludy. Again, llowing the 

same oulline. the paticipafing s(udants' rssponsea Wm c~mpilad lo =pond lo 

the following research questions bged on the Aboriginal SMant SsNices 

Survey. 

1) Whsl rervicas wa. beiyl uaed by Abxiginal univaraily sludents? 

2) !bmat were me needs ofkmi@n& univarsity studats? 

3) Whawaetheaxpxhm%d~bori@na~ shldentswho uaedldmiginal 

wpport SeIVicer~ 

4) What mm, Me qwdatkm of A ~ i n aregafding l ~ tk pmvision 

of W inal rtudent swims? 

Damqlnphia 

Them are thiny-nine universii mms Canada, whib pmvide smw fam 

ofAbm@inal sludent mcer. These centres were idenM-4 thmgh emacting 

lh W W n in miciyl or by email. W n g inrcitutions'webahs, mnsulting 

Me Canadian AssocMm dCollege md UniMnity Smnt Sewices (CACUSS)

~dindoryandlhmughpesr~. Alsttsrofinbodudionwasrentlo 

the mdm rarvica poreasional d i m invlng Umm to be pati of lhis reasnnh 

shdy. ARer Mlawp contad (hrayih ml, phom and lax. 77% ofthe same 

(N.30) agreed to participae. three deched pmticipalii and them ware six 

inllilufions who did no1 redpond to eilher tha inii Mu, tax, email or phona 

calls. Fmm the lhirty insliMionswho agreed lo parlicir&, the WN~Y instrument 

recum ram was 83% (N.25). Thd lwnly-frve patiidpaling centreD reprrsented 

0~60% of a11 Atoriginal Went MNies csmns in Canadian universities. 

mgiotul drmognph~a of pmvidm ofmml .M.nt rwicn 

To pr&ecl the aqmity of padidpatinp Aboriginal student cenmr and 

sludenls, the responden wars grmped according lo ngional location. The 

Eastsm rsgion indudsd the povim of Nova Scdia New Brunswick. 

Nswloundland snd Labrador, and tince Edward Island. The Ceml region was 

mmpiwd oftha pmvincsr ofontafio and Quslxc British Columbia. Albella. 

Sashtchman, and Manbbe wars gmupsd lo repnnent WWestem region. 

The 1enib-y ragion, mmpik ofthe Northmat Tsni(ories. Yukon, and 

Nunsnnwas atso indudnd in Mb Wdy. 

From Tam 1. Ragbat distribution ofwpebng student 

~centreD,l~~nbmMllt~m~ofIheMutimscamafmmtha 

Canaal and Wesmm regions, tan,.eighl and m-hr percwt respedvtlly. 

These numbsn ndequnldy Mad tha diistrihlim ofunivasities aauss Canada.

aincs the majority ofimtiMbnr are Mluded in thasehvo arsp, wim the highest 

rntuawalion Wng in he povim of 0- and Quebec, &a Canbal region. 

Tlbb 1 

Region Fwwncy Dbtfibution FWcmtage Dbtfibution 

(x) 6) 

EsskKn 2 8 

Canbal 12 

w r n 11 

Tmiloly 0 

Total 25 

Eim-mne percent of eligible Cantms (N.25) eomp4aId Ihe on-line 

w hard copy ofthe suruey. TMr nsponses pmvidd in(wmsfion darcribing the 

instikitinns nd the Aborigb student se- each provided. 

Th6m w m no rignifcant dilknnces in total slurmdsnt populations Laween 

mgiom. The rrmprity of&a institutions (48%) had a shtdent populalim of1,OOO- 

15,000, while 16% had total student populalkms ofZO.OLl0.25.OW. The 

remaining i n m m (8%) had a total student popllalim of lass than 1000. 

Then w m no signimnl marmas found belwean regims whan their mtal 

iacuRy and rtacrpoptams w m comwed. Approximately m ofthe Qnms

hadfacuHydWIpopu!aIiond 1 ~ 1 5 0 0 a t h e i r Saventeanvt 

~ . 

had smalk popuW hatwen 50DlWO. Regionally, the law faculty and 

aWf popuWnr was found in the CmW md Westem regims. This is similar 

to the law studsnt popuIaIjma a& fcimd in tk. Mib (he Eastam 

mginn had as rtuamt popuIaUm of lOW-lSW0, ib facullyand aWf p W n 

was bahveen 1005M). 

It was cnnsidered impor(anl to know what penentage of Abuiginal 

sbdmls, facu$ ad smtl mmpiwd Me mtal univeni popuhlbn to establish a 

sena, of me poporlion of&n?ginaI peoples &heratlending armking in 

Canadian univeniik. 

Table 2 mveak Mat sixly4gM percent oftha insliluihns have an 

&n?ginal student popu!alion ofollesr than 5%. Thare we18 no signlfmnt 

diimncar in r egh repolting of me percentage of&n?ginal gudent 

popula(i0n. 

Them ware ako no signhnt difkmnces hatwen Me mgions in lheir 

mpmling oftha penamPgeof&n?gi~lfaeullyandaWfonM&campurss. 

E i g ~ n m d a W ~ o f ( h e p ~ k ~ M a t L a s t h a n Z v e 

~oftheirfaw~andaWfwas~inal. Themwasmammed~ 

ofthe Aboriginal population being g~~ 15% in any regicn.

Aborigirul siudentmvka 

-mas by ngh (pem-1 

~tob~studentpopubtim ~ .r(~n bnml Lrmm T d 

c 5 Shldent' 63.8 75 50 68 

Faculty&& 80.0 91.7 1W 87.5 

+ 10 Student 18.2 8.3 50 16 

than live panrmt ofthair tDtli atudsnt popu!alim represenling Abor~nal 

students. Ofthelwmly-thna irslhihsthplnrpondad to heqwstan of 

feally and rtan populaion size, 28% (N-6) Wmtd that they had a @WHY and 

ataw populslion ba(wan 1000-1500 pqb. The majui~~ oftha institu(ims 

(N.21) also had lsrs lhan 5% of their fealty and stan comprised of minal 

pwples. In the Wsstem region. (wo i-s kxl- thai M r ~ i n a l 

fa- and staff population ~FWWIW less than 25% of the total number feculhl 

and rtan. 

Regional hognpMu d pttieipating Aboriginal univrnily students 

In light of the dslimilll(iono and limitations imp& on this study and me 

utilimtbn ofthe hierarchical s ~ wimin m iMiMions to reach shldents, the 

number of paftia'patinp Aboriginal uni\nrsity sbdents did not provide an equally 

represnnmii samp size from clad insIilutimn. In some inatanma, in ader for 

thewrveylo~the~u~itMto~mwmeappmv~dihe 

inslitulion's elhkal mmmMee. Then the sludent semicn professional had to 

m to hdp diiriMe sutwyn and Mom m&snts abzut me study. In other 

shutom, the suray was passed on to the &dent organhatinr (8 one edatd) 

and on to he studants. Thenfors, this study did mt attempt to make any 

enaalirations or tmd assumptions about ihe Abxiginal univemity shdm 

Po-. 

PaWpaIiyl stdents had the option ofptk3paling Wh the on-line 

venion ofihe im. Also. a WIai of 180 paper cow of Ule Aboriginal

Ullivsnay Student Survey were sent to paft?ipsting crrntns acmrrr the muntry 

to disbibute to d i i In Wal IwanIyM ruw W(IR mlumd. 

AIVI0~gha~mof14%wasIw,mmwmns~srthewwnall 

pop~aaonchistudywas~iwim. &atatedeaaerkssthan5%ofthe 

m&nt p0pllaWn was Abotigilgl, However, a repat fmn the &iliah Columbia 

Rovincid Adviray Commimn, on poa-semndaly aduc?d!m for Natb learn 

(1990) indicated mat Vlis percentage may even be lomu. 3%. Therafwe. the 

ofthe 5% of Abaiginal slu&ms who used Ahaigiil wppor( 

services would be even smallar. 

One muld refled on the proms of gfihecing data from the aubnta as 

being similar to a muncil meting, whem evarlona had hsen iMed but only a 

lesser numbet of individuals take the opporhJnily to speak. Theirvokes roar 

above me Mwd and their nmaaage takes on an air of impoflance. Although lhe 

=pan- rate was W, it was mnridsred impor(ant thal the wnions and 

thoughts of Moss Ammd unhsily rtvdents who did ~IMrmte have their 

heard in this MY. 

Patiipaling -Is desubd Um ~K~I-S who u d hh6giMf 

rtudsn( wvims as sl&nls who ware slightly mom liksly to be few lhan 

male, oldsrlhsn a- (a.g.. oM~th.n 21), had status and ware jw as likely 

to have childnn than nol haw chitdr6n. The shtd6nts who prtieipated in this 

study were pednninataly Mwlhan -, han was own disbibulim of 

female end ma&, and Uwy wan just as likely to hava or no! have children. This

pmvaed suppo-t fortk use of lha students' aurvsl rssponrar in lhis rtuly. 

sinmthestuderd pmtkipntswsn ofth he typical user of Abofgimal 

. . 

Wd diS~bIJu0" o f d l unhm *d.* 

c i zr 

Region Fnqmmy Distribution Poreantage Dbbibufion 

Eastern 11 50 

Central 4 18 

Western 7 32 

TOM 22 100 

Tab 3 pmides evi- about the regional dislribulion of Aboriginal 

unwmity shldents who mspon~ (0 lha sutwy. FiRy parrsnt of the 

respondents were fmm Earlen Canada. The Central and Wes(em region 

wesented eigMeen and Mirty-bu percent of !he sIuM resparbders 

mspesm~y. While (N.11) ofme pm'dpaling si&m ware fmm me 

Eastern ngion, one must remember Ihnl only 8% (N-2) of* parkipsling 

instiMkns were fmn this same regmn 

Ths Aboriginal Univenay Shldent Swvay d i i fmn Ute Aboriginal 

Sludmt Smim .%my, in mat it asked quafions about the studenl and not 

Ce*re. To gain some pnpsdEue on the type of slue& using Abaiginal 

Illldem swvies, M wlkipants wers asked lo share pmal and 

academic inbrma(nn about ~ l v c l s aKh , as: gander, age. Aboriginal gmup

to which they WeMad, rnatital slatus, if they had any dlildren, me numter of 

mwas, sunmen they had m mpW and iheiicurreni academic pmgram. 

Audemic hrnognphlu 

The data indicasd the mean ~mberofsemestem(he parlidpating 

Abwiginal Writs had mmple(sd ww fm. However, ihe range of semesters 

compmedvariedtmmchelowrangeOr2~0m5toahi~of28remerlm. 

Swantm percent ofihe studsnl padidpanla had m m w 0-5 mmswrs 

of university. Thoae student pr(icipaW who chose rem wmeaten indicated 

lhal they ward in thdr first -ta. Four p a w ofh mpmdents mpIsted 

&I1 aemnters, wh11e 18% had mm- 12 or mom greater sermten. 

Aboriginal unMrsily siudsnlsmimwe alm io to todieate how many 

mu- they had mmpw. T M 4 show lhatW% :N-14) of che students 

had m mpM ten w less mums. Nin pncant had mm#&d less than 20 

mum (1.e.. 10 to IS), while 14% m r n w 21-30 muma and another 14% of 

the 8hid- amphid ~erlhan 30 mwrecl(31- 50). Since 5W ofihe 

rtudennr wae from the Eastern region, them rms mars range in (he number of 

m~siu&r&hadmnpmedinihiiarea. Tabe4ilhndrster(hltIherem 

m smiacsa d'ffomncas in the number ofccinpmed munos amwgstche 

prlicipalhg Aboriginal students by regkn. SWm8wsre also aeked to sham il 

thal had ailm%d ammef poctbndary inslii.

Data in Tat& 5 pmvider evidm to iUuslrale mat 55% ofthe -inat 

u M i students who perticipaed in this study W no( aamdd ano(hor 

instin while 45.5% indicated mat they had anendad anotb instilu(ion. T M 

were signifcant dirrerancaa between regions in tern of students having pria 

erpsr.m wim atwthar port-recondsry -on. Whib the Westem and 

Csnlral region sludenb vmm Nely to have had some erpemnm with amher 

portrmndary ineljMii. 71.4% and 75% fespedivdy, those pamcipliq 

studenls trom the Eartam region %m mae likely to not have ptis eqeienca 

with anolher post-saconday i m (81 3%).

Aboriginal unhrsicv by qion 

(P.mnttg.1 

Atmdedanothr Weatern* C.ncn19 E&mc Total 

itmutalon 

YES 71.4 75 18.2 45.5 

~~lliipafing studems ware aiw asked to shsm what m n m ley wan 

wn&y enrolled in. Tabk 6 pmvkjer evidence mat illushales that there were 

- 

m signmeant diffennces found between me regions in the types of academic 

Pmgrams partimwntr WB(B punuing. T h i i pen^ ofme pmp~ waking towards a khab ofAr(s.

General Mas - - 9.1 4.5 

BA 85.7 25 9.1 38.4 

Bphys.Ed - 18.2 9.1 

B.Sodal Science - 25 - 4.5 

Human Relatian8 - 25 - 4.5 

Oiloma 

Heritspe-- - - 9.1 4.5 

Diploma 

Total 1W 1W 1W 1W

paadpaing audenlswwe askd to sham some personal informatim to 

fvrmerdevelop a renseof the studem who rnea Aboriginal studant satvices. 

The avenge aga of the -paling Aboriginal students wm 27. Thasfom. 

them- a b ib hqtmq of*-tim+averags atudas (ie., Students OIOW 

than 21) using Aboriginal audent s a w who paItiupt6d in this study. The 

range of agas can be seen in TaMe 7. 

Tab* 7 

Po~nal demwnnhiw of M d ~ univrnm l aWdenO bv ma@ 

Gendw' 

Abodgirul univently student 

hnicirm by wion IPem.entyyl 

%mtm Central Eastern Total 

Female 28.6 50 63.6 50 

Mab 71.4 50 26.4 50

Pbh 7 

Omer 25 4.5 

Chlldm' 

Yes 27.3 75 66.7 SO 

Table 7 providgl wihw to indicale hat them were m signikanl 

d i i found ba(man ngiau in ltnms of student's gender. In lhe Western 

rwn 71% ofho par(icipanlsmre male, while (orhe Eartsrn m, 84% of 

the wiicipanls were female. Ovadl, lhm waa a balsnced dishibu(ion of 

gsrderarongst the Aboriginal univmily sbhi pawpants. 

Hmww than, warn uignii d i i in qe gmup of Aboriginal 

uniMni sbldents bhwn re@ms. Mi Easm stude*swan pe- 

dominanliy ywnger thn 21, OYCI 42.3% of &dank from Ihs Wartem mgim

wo oldaman 41. Thors AbxiginaI sbldants from he Csnlral region nnged 

fmmwoyeamdege. 

In gmupimg sbldants based on hae whomm, oldsr than average (older 

lhm 21) and lhDDB who were badiinal sge (21 or youngar), it muld be seen 

ula 59.1% dthe paMpents ware older lhan mge studants (oldsr than 21). 

ofhe 40.% who were 21 or younger, 8% of he students were fmm (he 

Eastem mgbn d Canada. 

The data in Table 7 pmvi&s evidence that then wen no signhnt 

diinncss found in (he maw stllus d s l u tmmm ~ regions. The majerily 

d pallicipams wen, *!-a (m). ~egiily, he western SM(MD 

wen, mare liksly to be married (57.1%) than dngk (42%). H m . the 

skidents fmm the Ea&m region wn mwe likely la be single (87.3%) than 

maM (27.3%). Cenlral region parudpanla mpmmld each of he caegaies, 

married, m k, divorced, and dher. 

Thsre ware no significant d i i fcund tehen regions in mmparhg 

~ ~ w w H h o u t E hOi m~ . h a i f d l h ~ n g ~ h a d 

children. Aturigmsl uniMnity sludsnts fmm he Weslsm region ware mwe likely 

mt to haw chiinm (72.7%) whihr shldenbl horn Ihe Cenlml and Eastem ragions 

were man likdy to have chmn (75% and 66.7% rsspaively). 

One pampant chose not m Wean an Aba- idsnMy. Table 8 

#KWS siphicard d&lmws behen regiom in (he h,Rprssented Aboriginal 

groups among the patmpamg rtuden(a mim mus du, la the Eastem ragion

52% ofthe p~pmtsdolthat52%, appoxirnalely 81% ofthe 

Eastern p ~pm identificrd them%im as Irma. 

Tabla 8 

students bv 

Aboriginal univonHy s(ud.ntr by 

Straights 16.7 - - 4.8

UmseI 

Swny Pm-rut 

~n-~wsrechossnbasadontheoutli~povidadinthe 

Dearip6ar of and mkmlfe lor the rsasard, design radii. The pele4Mra for 

Me Abaiginal University Student Survey were Fint Natbrn universily sh!dsnb 

who eilher had gradunled fmm a univasity or had not used Aboripinal supWlt 

services. The prebsms forthe Student Service Pmfeosional Survey were 

sludent senrice pmfesshnak who did not &with Aboripinal s t u d s 

s#11 familiar with the issues or Abmigiil educao*j, rot assodaad directly with 

an Ahrigin64 rtudent mvke Omg. Aromergwp srked to pteat this survey 

were Aboriginal psopb who paticipata on a national listarv fwmginal 

edumm. VOICES. 

The indwiduab used for the pre(ecrt received an emailed or ainnaW 

COW ofthe sulvey and the evahwm quastions. The pre-test was condudsd 

OverapaadofMrea~ Themwasarehunrateoflowbofthe 

pmfassiial survey pm-lesms. The reven pofesranalr who ~valuated Me 

Abaighsl Slwhl %Was wlvey pmvided mmments on the instrumant, b 

qWons, mll antant and pmanlalim horn a good to very ~. 

The W t of Um Aboriginal U- Student Survey had a return rate 

of67%. OfMe sh wle asked to -teat Ihe survey, five wem contadsd via e- 

mail, ofthose five, two did not mspond: the rsmaining p(cw(sn evaluated a 

ha*^ ofthe survey. It was loterdii that Me Cwo ~ n d s n ' e 

ma1 acmums ware not active and (heydid not k w aboutlh~ study. The

nnuiniq few indwidwl's mked the aUdsnt WNey han a gad (0 very good in 

all asp&. 

mason 

C o m m t ~ 

The web peges of Ihe insliWions were analyred to examine he pmgrams 

and sewice8 ORBnd to s(udent* M(he 25 wlicipdng cantreq 100% had web 

pages, however, me site was nd available due to being reconstructed. 

Milo Table 9 is adsnsive, it provides a h iled overview ofthe services 

and pmgram promOMd by me wiaus eenlras Ihmugh their web pages. The 

data gaVlemd indii 62.5% of Aboriginal studant canbas pmmW sane 

tmn of academic adviing. mferral or phnning m. F i i percent oflemd 

Aboriginal cuilural a di. Baing a liaisonladvcele Iw shldents and b2hen 

the imlihitan and mmmunily, having a native aludml awnchlbn, and 

ugfmWng pasr halpemkludent ambauador programs ware serviaa idenMd 

on 41.7% of Ihe wiawsd whites. 

Fi peceent ofthe webs& indkaled tb centre had an a I W M y 

room or sludent cenWbum and 28% indkasd that Ihey had mmpuWr acceur 

(or -dents. ThmIhrse perrsnt of (he websibs mded sdma such .s: 

academicrmm, e b (visiting or in-rssidence) pmgrams, finandal 

advisinghssourma and pmanal munrelling. Roughly 29% indicated they 

pmvidsl presdmiasion advaac/. 

Reginnaly then was a marked dMsme in (he hebpmmt and use of 

Umwb page m pmmwe each csnhss'sem and reuum. Mile sane

~tud.ntwwIce~wb~~bvnaion 

Abofigilul &dent mrvice cm(nr 

by W on fpmbg.1 

Rogn- ~ ( r m cmml E~~~MII TOW 

Academicadbi&counseI 50.0 75.0 50.0 62.5 

Fademic liaison 10.0 - 4.2 

Fademit wmkshop~ 40.0 25.0 50.0 33.3 

Campus toun 10.0 - 4.2 

Curam munselling. 40.0 8.3 - 16.7 

advising 

Childcare or refenat8 10.0 16.7 - 12.5 

Communityunivsni 80.0 8.3 50.0 41.7 

IMenl liaisordadvaacy 

Computer- 40.0 25.0 - 29.2 

Ccunselling (general) 10.0 25.0 - 16.7 

Cultural rmmalling 16.7 - 8.3

Db* 9 

CuHunl events and 

p ~ o f . m - G i l ~ u s 

events 

Elders (imsridsnm, 

visiting) 

Employment opparlunilies 

or referrals 

First Nation admission 

arcv 

Legal sarvicas 

Library ciienla~ 

Peer hslpan, atw 

ambassadors

Pmevamm- 

planning 

%&nt on-line art 

-pagas 

Student npreaen(Btive on 

mmmitlws 

SUly mom skdam cmre 

Tranm prqlnm 

Tutoriyl

Aborlgirul Student Smica Sumy 

The Abiginal m h t service pmknrsDnal sunny imbwnentws 

ampi& of 14 qucatianrr. a mix of for& chh, cbsd and opemended 

qunslims. Each qwltion uas asked with a sp%ik inlenlion. The purpme of 

fid five queslians was la pathsrgarrral demognphii infmna(ion on Itma 

instiions which provide Aboriginal Dhdenl swvicsq such w: location, tala1 

studsnt populnlion. pMn(age of AboMinaI studemb mlal faculty-slaff 

population and pmntPge of Abaiginal faculty and 8tM. Qwstions €4 were 

wnad m d w p a parspecfive of ~bwginal shdent service provision. For 

mmple, detining me shl&muser popuYion. Abaiginel gmup on campus. 

pmgrams and smiws olleced and if tlvdant mica thwrywss usad lo inform 

aewieadelii. Que&ns 813 purpoos was la gather (he pdessbwls' 

peropedives on Nmiginal student sewkns. For example, whal pmprama and 

mkas sh~ld ba ofbred, me ciher responlibli and &ties of a shldm 

se~ce protesrional. me mp five naeds ofhxiginal students and top mne 

ssrvian pmvided by Ahaiginal studenl smims. Qu&m 14 was includad in 

Me anvey hltumm la imik, the tMart savice pm(puionak to make further 

m r n m or swsatims. 

An analysis offiaqusw waa mndW on (he sum mapnsw along 

wih (he mn-paramaric test. Chiiam. The ranking oftha pmgrams and 

ssrvian identitying Hu, top 3 mk%a and lo a 

rnuqle n s cmrs ~ (abum.

The msponso rate for each individud qMlion was high. 11 out of 14 of 

me quastim had a S2?& reqmw n(e (N=23). Due to qdon 14 bdng an 

0-1 qwsm~ nr mapme n(aw8s the !ow& Qcdii 8b was only mized 

byVlorewhoanmaad'yes'(oquer(ionOs.Ihaa(oreahighnsponsoratewas 

not apmed lorthis quastion. Sinmqwsbbna 9 and 10 -'opmfflded 

qucHmbnr the rate of mspnse to these IUQ qqueslions went Iwm. 65% and 84% 

rerpecSvslY. 

Alw questions went deaigned to galher infwnalion about the students 

using Aboriginal supped aaMms. kpdenls were asked which sludnnt 

gmug they assia mom freqwnlly. If they raw both gmup equally (eQ.. bolh 

mak and female students) theywem aaked to check bdh rerponrer. 

Tat& 10 p&&s Bvidence lhal h re went no signifant fimmncas 

behean the regions in bms of the type dsMent who u(iW m i M I 

a n t sarvicss. The Watm rsgDn uuns of Aboriginal sludenl se~~+~~tsndsd 

to be olderthan a m . While fmele, slatus, and shldm wim childmn ware 

mm frequent em, male& non-Ws and sludmls wimout childnn also used 

Aborighal dudent rwmricsa. FwtheCenbal npion, user damogrnp+ks in-d 

studenrrwre more likely to be female, dderthan 21, and smus. There was 

equal s+msemaliOn tawen sMlents wim and withml childrm in Ulis regim. 

Fwthe Eastcnn region, sMsnts who used Abaigiil sludent sen- 

were mw. Whib moltly femab used the sewiwa, mka were also mmmon. 

Studen@ landed to bs oldathen avaage, had ststus and children. H-,

sludents who ware younger han WnIy-Jne, wm nmsatus and did nd have 

wren ware &o lWy to we suppa( wim. 

Tab* 10 

Abafiginal mrd.ntrwka wnirn by nglm 

Gmup Wastern Central EasWm Total 

Gender' 

Fmb 40.0 €6.7 50.0 41.2 

Male 

Both, f- 60.0 33.3 50.0 45.8 

and male 

Age Group2 

Studenh under 10.0 4.3 

21 

Students 63.6 60.0 50.0 M).Q 

owK 21 

Bdh ege 36.4 30.0 50.0 34.8 

gmupo, 

z 21 and >21 

Status3 

StaIyS 18.2 72.7 50.0 45.8 

Non-status 9.1 4.2 

Both. status and 72.7 27.3 50.0 50.0 

non-status 

Cbldren' 

Shldentswilh 

Children 

11.1 33.3 50.0 25.0 

SludenU wilh 

no Children 

22.2 10.0 

Bath. wthand 88.9 44.4 50.0 65.0 

wilhout children 

4 x2=1.578. e= ,454 d1;2 

2 x1=1.551.e=.816:U== 

3 

4 

x2=7.w. e= -3%. df== 

x2=5.333. 1 = 255. df==

Pr&&m& was asked lo Memly whii Aboriginal gmup have used 

their m. W th, fdlowing imbwna60n does not indim specific numben 

or pmwa~88 of Mew Aboriginal r(uden( populatDn present on Canadian 

uniMnay carnplws. Me hkmalim &ma shad lipM on which gmup am using 

Bnd mose lhst am rot wing Aboriginal sludenl -ms in each mgion. 

The purpoaa of having mbmk indicate the dimmnt Aboripinal 

gmup uaing Mir Cdm in Tabk 11 was lo illustrate the dim5 of AboCinal 

grmqn using Aboriginal student smim aemra th, munhy. This dimity was 

fur(her MI- fmm the M-i&nIifcalim of AbQieind gmup by participating 

Aboriginal univasity rtudenlr in Table 7. This pmvided important infwmation tor 

pro&$onak who am ms+wWbk, fw dsvsloping pmgramming d services to 

sud a diverse yet Hnan grwp. The Aboriginal group who mponed the h'ghe~A 

usaga of Aianiginal student aanricas wes the W (S6%). A mgbnel breakdown 

was rot pmuided shce Ii miem compmmiw the idern ot PMkipca'mg 

instblions.

lndiutim which Abofbi~l armm had ussd thnlr rwkes' 

Pemtage Aboriginal group(.) who hm ussd 

d Centma Aborigilul auppor( nvinba 

96 Melk 

76 Anishinabak 

72 Cree 

68 Mohawk 

56 

et 

lnult 

Ml'kmaq 

36 Maliseet. Nii'a, OnaMa 

32 Gilksan. Haida. Kootchin. Saliah 

28 Asslnibdne. Innu. m p m c 

24 Cayuga. Chipewyan. Humn. Nuxak, Potawatomi. Squamish. 

Wetsuwn'en 

20 Denethah. Haisla. Nlaka'pamux. Nuu-chabnulth. Okanagan. 

Tlingil 

16 BlaMml. Dalkeh. Heiltwh Stl'aI'imxlLiiwat, Nass-Giin. 

Tsimshian 

12 Chilatin. Halkombm. Kwakwaka'walm, Onodaga. Sechelt. 

Teuu-Tina 

8 Abenaki, Dogrib. 

Tahltan, Tuhhone 

~in&rmit SaMu Dane, %hi. 

4 Dunnera. Kwkon. mi. TMIWU. Seneca 

' l h b s L n a h n n r P . u ~ d t h ~ I r k - * W s L ~ ~ 

uudlbQiOh.IWmOn~~- MsdO..llOln(l.CllhRvul~~~-an~ 

To davalw a national penprdiva 

- 

on Ahtiginat studant sakes in 

Cenada. Iwwim~ntto~a~ofthehlDeaof~msand 

mima that mws being pmided to the mnhy.

The dam in Table 12 illwtmks that mughly 11% psrcsn( of Csntrss 

provided mi advi-. Psnonal munrclllimg was the secmd most common 

rsrvics amongst 10% of pdeWmals. The third mm papular servics was 

uiumian with 9.6% and holding Aboriginal wlhral adivih war (om in the 

ranking, with 8.1% ofm Centres pmvidiq this rervice. 

In mmparhg the Centres m~sponses wilh the mntent analyrii of Me web 

pages, them wem indkatiins that them ware some sewices pmgrams and 

duties that A-inal M service pmfessbalr Wide but Me &css ware 

nol on the Cent& wab page6. This war most evidm in the mprison 

between the Eastern region web pages and the pmfessionab' rmponses (o this 

qwsdon. On theirwbMes, only 50% of!%brn region participmts indiitsd 

they pmidsd academic &iring, academic wbhops, liaisonladvocacy 

servicsr to student uniwnity and community, mwzMier, and -%ion 

advocacy. One hundred pmml indid that lhay pmvidad a rss~unrs 

l i ~ I Hewaver, ~ Hw . Eatem region Went m.m pofasionals' survay 

rmpmsm shormd that in addilion to thore sarvices lii on lhe wsixm. 

Eastem CemeS a!ao povidad orienlalm. bdmhip pognms, residence. 

spikihmllrsligious. carsermunselling, wltneas, academic Insifion, and time 

mm~mad. Fortheolherhw rag&, there seamed to be more mnaiatency 

bawaen the Cars's and theirweb pages.

@&ant service centma.&@.& 

Pmgnmorwrvlce 

Academic advising 

Career development 

Time mana[lemant 

Leadenhip programs 

Admit traMion 

Reridrn 

Abo~iginnl rtudmt service an(m by

Them has bean a shiR from he haphard d6dopment of mramsand 

'hying that tky meet intw&d n&'m he us0 ofthoory and reWBreh in 

and dewaping pmgnms. lhemmne m signbnt d i m 

belwen regions in using rMant am thaciy u research in Aboriginal &dent 

pmvisim. Sevanty-two percent of he participants indicated lhal they did 

mt use any theory u m Ws in dmedng mek swims. 

Taw 13 pmidas widam to illuarsh, ltm regional breakdm ofthe 

Centres' indication of use of theory in he running of thm pmgrams and Wk. 

ofthe 28% vrho indico(sd 'yas', they uwd ~leay, four priiapants made 

mmmenbi about uaing an 'indigenous based appmash, based on the mncapls of 

egaliinism and holism and remaining Miant fa&. ChickeIing's E€vm 

VBC(Or. wsn, urad in dewmng pmgramsand wNpa in one othar instants. 

Tabb 13 

MNiea unb(l 

Aboriginal .hld.nt.mia embus by ngi0n 

R*oy Wnlnn Cam1 Eastern rob1 

Yeri 9 1 50 28

Wh mtktkm wwicer d y being offered, parlicim wsm also 

BlkBdto~mwhs(mUIdorshwIdbe~81)~o1pmgnmlor 

AbOtigimd dudents. To km mom abovl aimilafilii and dininencs in Ilm 

regions, it was helpful to aen how Me difhd rqliom pmido smha to their 

rsspec(ive Abmiginal s(udent population. The mpam to thin open-ended 

question owered many different asp* ofsludent set-& pmvision. The 

m w s haw bean categorized to idenliry key areaa of intereat and mncem in 

TaMe 14. 

Table 14 pmvidea evidsnce to illushato me areas =ice rerpondenhl 

believed muld be deve@ed%ithin each region. The data does rot prowme 

mat all CeMm in me region did not wide Uiese wkea, in fsd, some 

centres may have pmvided many more man were liaMd. The tu!e of Ilm 

shiduU wnrics pmkmional hes many demands, M one rtuda mice 

pmfauionalhomIlmWsasm~~notCsnadaaaed:4W~tlam~m~ 

penonMatwaahimdtom&~Uy~~~s!udanh. ..sm&nms 

lfee/~~wRhfhsanmunfofwwkMd~~~~thatare 

prrcedM m...'. Expk&an ofcUmrdult8sand mpmaibilii p-als 

wHkir@ with Abariginal stdml wvim axauntar m a daly basis, culside of 

their nmnal duiiss, pwided insight into Ilm warking mle and demands placed cn 

many poAarionals outside of heir regular* dulas.

Fm TaMe 15, evidence is pmvided to tilustrate that a large role for the 

~bo@ka sbldsrd ssrvicer porsrriond was being a studam sdvaate, wh~her 

I was fw more manci6i ww, &ling with racism or handling haging w 

academic irwas. Ctisis management was another major responsibility of lhe 

pmleaional, sspkially dealing with mdMmi' penonel issues (e.g.. dng abuse. 

suicide, death in family). Counsslling skills or 111 &st acmss to lhe mrces to 

provide referrals wm anomer impoc(ant aspect of AhiginaI studat -s. 

Based upon their own expe&mss and pdnt-of-view, participating pmfessionab 

wemaskedtoidenfifythetop5~msofatudents. 

Table (6 provides the ranking ofthe top I% mneema of Aboriginal 

stud& as perceived by student -Nice prolelrsionals. Approximately nineteen 

percent (N.24) dlhe student servioe professionals who fespnded to this 

quesiian saw finances baing the mwt impartant arncem to shldems. Academic 

pmpanrtion Eame a ckm saeond WNI 18%. Thirlaen parumt idaMW distance 

tmm family; racism and finding ail& accommodms both received 12%; and 

themh top mn~~m as mived by 11.3% oflhe pofessnruls was lowliness.

w (pram) 

Top Canewns Wastarn* CmtnlD E.rtorns ToYO 

1. Finances 17.4 20.3 20 19.1 

2. Academic preparation 15.2 20.3 20 18.3 

3. Diitancefmm Family 10.9 15.3 10 13 

4. RBCism: Finding suit&& 13 10.2 20 12.2 

amommodations 

PmmcHlonals mm, invited Lo make further mmment on this question and 

Uieir droices. The following mmments were e xqW hwn me surveys: 

Our students are unpIspsred &me Anglo. Uniuarsily, this is ~ win n poor 

academics as wall as 1058 OIcuHum and idenciry, OM campus eonnecfkms 

am all they have to home. Pmhsional. Central region 

T h e l i R t M h o n s C ( m m u ~ I ~ m ( h ~ ~ H SO ~ c l h w ~ ~ 

bnebness and Mnq hwnds am ~~OMJSUSB &vmm Md s!mss am hro 

calegories that lyoutd wrk boner fw my students. Pmfessiinal. Western

Re@onall& lhe top five conmnm wem ranked a I&'dmtIy when a 

mulbplmaa ~tulnlion was mnducled. While all three region- 

finances as Me bp m m of studems, thsm was some variation baween Me 

m@ns forthe -top concerns a8 ranked by Wdaci service pfessionals. 

While Westem and Cenlral student service po(esaionala ranked 

academic prepecaion as the reand top mncem of lheir shkienh. Eastem 

pDfaaricnals saw iinding suitable earwnmodations as Uw mxd top mneem. 

The Wrd ranking was diirent baLwssn each ragion. Western prokos'mnals 

judged Rnding suilablo acarmmcdalions as the third top concern oftheir 

students. Mile Central prlicipnls ranked dbtanca hwn family and the E arn 

Rgion ranked racism as mncems oftheir students respdvely. The foufth and 

Mth top mnesma of Ahiginal aludem from Me Westem end Central Rgion 

mm, ranked as lona(ii and racism m pdi by me pmhsbnala from 

mom m gh. The Eastern mgim pmfesona~s ranked academic preparab as 

lha foutlh top mnmm and diilance from family as Me top Mth m n m of 

shidents.

~ o o c o ~ m , 

Aborigiml shdmt wrvk. centre by w on 

Wssiem ConW Ea8tem 

1 Finances Finances Finanm 

2 Academic prepration Academk prepration Finding auitabb 

acewnmcdations 

3 Finding suitable Diibnos horn famly Racism 

aeeommodal'wns 

4 LDnslinsss LDnelineg Academic preparab'on 

5 Racism Racism 

Finding suitable 

aaommodatbns 

D i fmm family 

provided to students. In Table 18, the mp s d a identified by 29.2% ofthe 

responders was adarnic advising. Providing Aboriginal cuitural acMies was 

ranked rscond by 20.8% oftk p~Wpnls and 12.5% of pticipms ranked 

Olian(Blim Mid. man were m regional ditlsrences in the ranking of services 

Wm, pmfesW& were in- to make futlhermmmen(r on W issue. 

redtape. Pmfes*onal. Central region

Isupposa~lmefrisndlybmm~hlhemidstof~~ 

Win Ule adma- dour insMution. W t s fad that they can 

mns to me wiM m Dmbtem and not be ahaid of beim iuM. m'iarM. 

nresboned I hem ; msmd hvstudants and vh.e-&s Students 

iiii &im&saithj 1 am; awnemtone foundatton encnor to nold 

them steedy &tie Ule ~es storms both wthe men pemal end ecedsmn 

lives. I IhonwW Pmfessimnal. Easlern region 

Table 18 

Ranklna of 00 uwbs omvihd bv Aboriainal student .mke centres by 

@uJmn ~rviw omhuionalq 

Aboriginal rtudm( nwiw 

ngion (pmm) 

Rank Services Wm(MI. Centnlm Easternc Total% 

1 Acadamic Wing 29 28.6 23.3 29.2 

2Abi@inalculturalactivih, 16.1 25.7 16.7 20.8 

The final qWm pmfebsionah ware imitad to sham their ma9 on 

was (heir pemplbm of Abwigirml slvdant -ns and Abaiginal 

atudent safvia provision. Tb mmmnls cw8md tapm such as lack of 

acsdemic pnperation and suppatt, racism. finanM suppals and needs. A 

smaArrarnPofmmrrmtshawbsen~tocna(sa~ofwhfiwas

sabd about Abomilul studs n& and srWclationr of Aboriginal student 

Abn@nal pats and pmfe~sionals to talk to, mmropps [op~niliess]. 

nave student associatbm - Pmfassional. Central region 

&m7pmcbve feshm than ~n the past It IS sblla sbvpgb-ih fhe mMrnal 

adnunistrarnn of the unmnq I also lind mat t as h~strahng to sea the 

students who come ln for help and then fail to make us8 of the aid mat is 

available to them. I believe W it is nmssary to lostera safe enmnment 

forthem lo come lo and be a part of It seems that some, not a of the 

students am not muinned wiih the MeJs necessarv to succaed at the !JLWsemndarvlevel 

~kr;;Itnnal ommms am a omai tdea and 1 would Me to 

~08 a pmiiiemtion of them mkgnout the coU;,rry However r WM like to 

suggest that tnrs lype ofpmgram Wrcn prepares the student for the ngoun 

of univeW, wuM be mom eWive if intmduced to students in their latter 

yean of high school. - Professional. Central region 

I th:nk s!&wts exped us to be them to help tlmm when in need, mwdkss 

of the pmblem- Professional. Central region 

Formany sthnk ra~sdofmsenu and m udan m a theupamqDshon ln 

NH) Nahva Cenh, and F a Natmns Sludenl As.saaahon am ths rint 

omwr(unities they have to partici,w@ in cuIhrraUa,remoniaIev6nk and ii is 

valued by them, and will minue to be a need. Establishing community is a 

pnty formany students, and lmpmves Meir UniveW expemwe 

considerably - inwhment and volunteering. - Profesnonal. Wenem 

Abwiqmal students am unque and them IS I& of mcuqnm as to the do 

Ihy play consequentiy (hey feel matqmaxzed and the nav thsir cum. 

(nd##ons and h~story as tnsgnnkanl lor rho IS no mentm of I) in prem 

day history bwks orin academia - Pmfeosnnal. Eastern reglon

WI lq eaeds p~eu68ep e em se (&on u,J wew ueeq seq pue 

auwvs eqj qw ~juep~ usa ow euoawos ~nq 41e!pu! se3ues pez~ler,eoads 

umem 6~1ururerEad IW a s w m luepnls letnbwqvmw au,l wouoq eql 

uo16w WWM 'leu-old - .W ~er w eurw AWI W.U 

eur LI(3ue&wre ue s!n-'8'1- urn 01 w~usod e ur kensn mu we Am1 we 

.Jue&e -+o &u U, ~ i mPro n ms I w srUepmhmhw we~urol 

I& kuesswv pu 09 suul811doe WI IW ,316 uew PUP e,qeliens 

we sd~q~epqx pue seuevnq wwm epm6 w qqe are sewas luepnl~ 

'vDddns leaueuujo IW e moxe auepnls 1eu,6uoav e3ueuedre Aw uwj 

uo18sl I W 'ledossajoy ~ - qqellehe pu 

we SPWUW L wloy ' S I ~ %I ~ uew P ssqw meld ul uoflod wu IY 

e Ind 01 was we stwylr MW AJOA 'we6 # e SI w e s luopns 4aleunlrwun 

weoard IW ar; A;;yl iwnm p~ e~puoq w wederdpu pie weuov 

Alewl h ere pus SWIUOJ JO 4114~ spueu~ meq pu op pue swqd 

yo~q ww4 elurn SIUWIS IW nam sv rusp Pueq pow 6111 01 bum6 dn

Aborigi~l Unknnily Student Sumy 

Questha mrre daaigned to gamer academic and damphie 

infomution and prScipmW exwMwa with and opinions an Aboriginal student 

sc~vicsri. The response rate for each quastion ofthe Abaigimal Univasily 

8t+hl Suwy imlmmentwa 100%. In cam whom some questia had 

choice responsss (e.9.. questnn 11) some individual6 chow rot to respond to ail 

par@. Afrequenq analysis was mnduded on lhe sutvey resWnses along with 

tho nun-pafametfk W Peam chi-square. The ranking of VNI pqnm and 

uwvica) c uMy usad by st- were tabulatad with the use of multiple 

resparse nosr tabuPbn. 

Studani service pufesaionak who prScipted in this sludy wsn asked lo 

aernifv program and servieas ma they offered as prt o f ~ smioes, r likmise 

Abwipinal -t Wplmts were askad whl( pmgrams and services thsy 

haveusedinthepa&. Table19~sthertudentpatici~sresponaes 

W i n g to mgian. 

Tabla 18 pmviha svidacl, that approa'mateb 16% of me Abotiginal 

univenity students used careerfo&~in(l. 14% usad food sdms. I 1% used 

finam.al scKvicsri and wsoml counselling and 10% used heeith services and 

on services.

P p 

Abofigirul unimi students by 

mlon (p~ntlw) 

Progmm-Sewices Wastarn' Contml9 Easternc Average 

Carser Coundling 18.5 16.7 14 15.7 

Food 18.5 16.7 10 13.5 

Financial 11.1 16.7 10 11.2 

Omtation 7.4 8.3 12 10.1 

Volunteer Programs 11.1 8.3 6.0 7.9 

Seholanhip alike 7.4 8.3 6 6.7 

L&anhip p~grams 6 2.8 

Total 225 15 62.5 1M 

Volumeer pmgrams wen, ussd by 8%. while scholarship ofb wvkas 

and orrcamw hwsing were ussd by 7% of me Abaiginal univenay studants. 

LRSS man 3% of lhe par(icipanhl iwted they had used Wenhip prqlrams.

Appmdmldy4.5% of lha sludanbr indii uss of programs and se&es olher 

then me ones Mat van IW, 1- setvicas were work-shldy, uae of Aboriginal 

lounge 'good safe piam to W v' and UU) of Fist n#ias sludenl se~icor. 

A'ind unimsily stuhb rmm also asked lo rank lha top Mree 

services ma wsnr pmvided by Ahaiginal Went services. The top service 

ranked by Aboriginal sludenls was acadamicbansition pmgams with 18.2%. 

whii personal munselling was ranked seecd. 16.4%. There was a lie for third 

wilh aisntai'm, careero~nselling, and Ahorighl wllud mivily. 14.5% 

parkipants ranked mesa as one of(hee ofthair choices. 

1. Academic bansition 23.1 8.3 20 16.2 

pmgrams 

3. orimtation 15.4 16.7 13.3 14.5 

Career counselli~&! 15.4 16.7 13.3 

Ato\boriginal wilural adivRy 15.4 - 20

The multip mapme amlysis p#d eWeme that 

saw a regid diince in he rankii of lhe lop lhree w&s. Fw Eastern 

rqlion, boM Abatiginnl CUM acMy and academic transilion proprams were 

chosen as mp sewkes by 20n oflb 8IudeAs. Mlhik orientation, penanal 

counselling, carwrmun~ling andwellms were lied in WmnMngW 13% of 

Eastam shdals. Twanly-five perm of pr(icipm fmm the Central regmn 

ranked Bdh pmmal cwmllinp and wellneas as the fop m'ce, whik 

~ l i and m career counselling lied wilh ~~~~~~~y 17% of he 

pr(icipmk3 ranking. The Wealem region piikipants ranked W r mp anrcsrn 

as exdmic transition (23%). F i i panant oftha piikipms ranked 

oriomaton, personal munsdling, and caw munadling a mg meirbp three 

ranuw of he top three selvieas they nesdad. Theirmmmentr were primarily 

d i i tarards p-ofesds stlitudss, aall-aateam issuer and the need fora 

holistic appmaeh by the unlvmily fa m. 

[Abmigin(IIshrdsntrervices]fobnsueahufir,a WsliFpmpcWaend 

appmach musl be taken and subssqwntbj &livered by lhe wwbs at 

unkm*, the univemilymust focus on the total needs of Abmiginal 

sludents ratherthan specific mmpamntaRied needs- Student. 

Wesfern region 

I found tat a lolofmtiws ~IWfnwn 

Im-sMeslsem Mich hindsrlheir 

acadamc achiwamenf ie.. lhey set Memsslnu up brlaii!q, arenY 

motivated w determined to smawd - Student. Cenfral rmgmn

My&, llroliebMa6wnvprolBssassnd~hXSLM)~ickbS~ 

mtaknbsshP acd am wick to g W herp. Whik soma demonstfaleis feel 

#ke, My should I, Mdso ones, Wing far a mil onty. Nalive Morial 

mssnns- nrelsrablv 5)- nol fmm the same d i mu be a &! 

~ust be educaUUItsd and at ease m axp~a~n key concwts and m te able 

m hsren and %8 wen mknesses In, msh~ng rs rot good' Mom tune m 

wat IS out them thay WOUM ham m kmw test of how d cs In a ractst 

sonely- Student. Eastern region 

%dents were asked to idenIify meir top he mnmm about post- 

remndary eqsfbneas. From Uw overall ranking. Tab* 21 prwides svidence 

that iflustrates Wm top five mnm of the M i a 1 students were I) 

sdjwtment to a new envimnment; 2) lonelinm, &lance fmm family; 3) 

adernic prepman; 4) fndiWmaeling hiends and 5) racism 

2. DiDtanco lmm family 

helines 

3. Academicpmpmtim 

4. Finding hnnds

7. Finding suitabb 7.4 - 12 8.2 

acmmmodalim8 

Table 22 pmvides evidence that illuslratas the diinces in the ranking of 

the lop hre mmm of Aboriginal studnrtrr hwn each region. It is impom to 

remember lhe small number of students prliupling in this study. Keeping this 

in mind. B can be seen that Aboriginal university studsnb fmm the Westem 

rwn ranked the lop hre comms as being: racism (22.2%), adjustment lo a 

new environment (14.8%), lonslinasr (14.8%). gademb praparatim (14.8%) 

and diiassfmm family (11.1%). CenDcll parlicipants ranked heir lop five 

mncems as baing: aeademie prepration (20%), adjualmmtto a new 

envmea (20%), finding friends (20%). distaKs from famib (15%) and lhae 

was a lie b W place with ldim and finding adequate fin- bath 

ranking with 10%. The mp hre m m for sludents horn the Eaa(em region 

were: adjustment to a new environment (la%), laraneas (16%), distance hwn 

family (1W). finding WMle acccinmodalions (12%) and finding hianhr (12%).

Aboriginal unimrliy mdmta by wlon 

1 Raam Academic preparation Adjustment lo new 

envimnmem 

3 Loneliness Andinp Iflends Distanr, fmm family 

4 ACBdemic preparatim Dirtam fmm family Finding suite& 

uxumn-dations 

5 Distance imm family Lafmiinoa Finding M ds 

Adequate finam 

Student pttidpm wen invited m make funher mmments about the ~p 

fin, mnewns of Abwiginal Students; Me W n g am excwpts fmm prlkipm' 

responm. 

1nsMufiwRisd miam. in lhrl the LUlhMv nwcw k ~ n a i e iELUP v 

lumw'& n ways &IC~ & mi ahGays benehal to ~taq#n~llsludsnts 

ExampIes of such nstams am 71md test MI& do mt reffecf what 

someone Mws. but rather lMey can miterate theirknowledge with in a 

socialty mnsiNdsd time frame. Consequently, Aboripinal siudenk need 

to be taught how lo be swxessh~l when tested within Eunrcentric 

hamew& of evaluation - Student. Western region 

MoslrubvessnM, lamno(-bsauselam~ssomy~,mary 

amam IS fudmp, whws m my expenam, most natms hake a hard 

i~m adrdsbnp to awdcmhf - Student Cmtral regmn

l ~ M t h a ~ I M I A ~ ~ ~ i s ~ favwr(tismis v a t i n g , 

something that hst isnwanton the partofpmh - Student. Central region 

The mart innmiant cmmm IVM mnnnmlbn hwmimmitv. faifurn oi 

cu&ibusiotUp prsdnp mu& I;, pond. actwate b n w 

f~rn~ng at a unmdy Ltml MIS ba& to a shock when you finaft grt 

tmm w n you we mat ma kno&dgn you gamed h~kd to prepre you 

YOU ware len hommg the beg, IWIW had to just sumve and make tt to tna 

surlace and take a bream andga hmnd again. And wtren you feel 

alienated due to racislaUitudes, subbl as wm are, ye1 mom IS a blunt 

and mal. as a dull axe, these lssue~ have to be addressed! - Student. 

Easlem reglon 

Loneliness is Me woni! &d sinoa I iwnd out ebout lhe Native Liaison 

Offin, it has been much bellerand 1 W w much b W - Student, 

Eastern region 

Ska age was a signmtBntfacbr repions, a further cress 

labu!aUon analyam was dnw, lo see if any ofthe va~Wles becam SQnifrant 

when the sluden( ptiicipam' ages were Wen inlo amaunt. In the cmu 

tabu~stion of age, m and attsndanca et a m pnstaecordary instiin 

there was onlya s@Mkant d'im in (how psWpans who wem -then 

41 (X2=4.~~, p =.We, df= 1). Them was rmt a signiliesnt d i m be~wcnm 

~~.ageomupPnd~r.~tho~pntrwho~ov~(41 

weremab 

mmbm considend a m m variable in the cmu analysis. 

TheuScofw~wasslsom~anri.ble,whiehm~~ 

Muend by student'u age. In the multiple maponru, aalysis of age, region and 

pmgram and micas ussd. Aboriginll studants who were unW21 were 

LWI@W in their uru, of lsadarship pmgrams (7.9%). md on-carnpur hou- 

(12.2%) Tho 3140 r pmup did not make use of anmy) w

volmr pmgrams, while lhe ohrage gmup did. Howsva, dl age omups 

mado use of bl(h, rcholarhip oflice, orientafion, care% mupslling, and 

finalldal micar. 

Thee ofpdcipntrwas aho analyzsd wah Lhdr i&nWamn of the 

top three m ~ pwidsd m by Aboligind rtudent rsrviw ad lb top five needs 

of Abominal students. Fmm Table 20 l can be wan thzd the top thmu sewices 

wm ideM as 1) acsdamictransition pcoprams. 2) p~nonal munselhg. 3) 

mientation, cameraunseiiing. and Abaiginal culblral &My tisd for third. 

A detailed analysis of age and ranking ofW%ims mveals an iinteresting 

finding. PaWipnIs who were under 21 and thoso in Hu, sge gmup 3140 did 

rot indicate spirituaVmligious mrviani as a Icp mi-, whik thoso 22-30 and 

3140 did noI indi reaidares amang thair @ ehoicss. Those aged 2230 did 

nol indudo aiamaSon among their doica. These parlieipntr over 41 did not 

choooe camermunse~limg W W I as ~ a top arnica. ~ hagh me number of 

student mspandents was lav, one must be mindful that atdR+mI sIages oftheir 

lii, WJmIa rwk dhRmnI sewicar. 

onwan me mp frve e o m of Abwipinal studem wen idmWM as: 1) 

adjustment m n6w envimnment 2) dishme fmm family, lamliness. 3) w i e 

pnparaimn. 4) fimg frimds and 5) nrciam. Tat& 24 illuaImIes how aach age 

grow vaied fmn ma main run

-riainaI unhrrnilv ah&nM bv 10 

Aba~Wnal unhW stud.nm by age group (wan) 

Atuiginai .Carear . Orientnion . Academic 

wiiural adivily counselling transltii 

• Careel Wnerr Careec . Orientation 

counselling counselling 

4 Paraonal ACBdemic . F'mcml Residence 

cwnselling transition munselling 

AcBdemic 

transition 

. Spiritual 

retiglws 

sewices 

. Psnonal 

counselling 

Data from Tabk 24 pvides evWrce Mat illrurlmtes Mat Sudenh under 

the i)g8 Of 21 mined ncism and indw finding suitable aaommodatlons as 

one Ofttmirwp corns. Than in the gmps, 22-30 and 31.40 ommed 

radsm in their (og We nnrms m-d indM finding MlequaIe IIWK~S. 

Far

-ic cuafx&m, a d m m a nwemironmnt, and Mnding adequate 

ha-, while lonelness and findii hiends mne fied fw Mih place. 

Tabk 24 

Bll(ia*hio b.(mn -too -1 univrmitu student. by 

30LPIPllP 

Aboriginal unlwnW .hldmt pniciwb by ag. group (Wn) 

n md under 

. Distance fmm 

22-50 

. Adjustment to 

31- 10 

Adjustmrd to 

41+ 

* Racism 

family new envim new envim 

. Adjustmentto Lonelim Loneline88 . Academic 

. Dir(aneehom . 

new envim 

. Lone(inau m h o m 

family family 

Finding suitabta . Finding tiand. Academic 

a~mmmOdalnn prepamm 

. Findinghnnds Academic . Finding suitable 

preperation armmmodalion 

. Finding . Findimgfmnds 

preparation 

AdjuShllMt 

to nw 

enwm 

FMng 

finanars 

Loneliness 

finam Finding 

hiends 

Students were also pmvided theoppuiunity to e;xpart lhdr experi- 

wi(h and mairaxpacMhr of Aboriginal student wrvicas. Those pticipants 

ha the canbPl and EeSm Wiom mn, unanimous in -.ng their 

POBi(iMexpe~WihWr~i~~lOCBl~

M y e x ~ s ~ A ~ ~ ~ s ~ s 

ccunmuncallon hes am sAvays porn(. Hslplul *ys Hwns ror lim 

stcrdents nwds, 24-7 - Stuaea E m Rglon. 

Wh&the~nccr,of~~W@cip*tswerefalha 

most pR pos#ba, aamo sxpnrued concam ovortlmir instiMM's attitude 

UnM meant& [my exp&xes] ham ban becmm, this univenilv dosylY 

W if should show any kind of bias hmafd Fitsf Natrms sludents 

Student. Western region 

Pfmther pmcipant axpmd hMl-101 diw!8anum with the cufrent lewrl of 

wvhs and their insMutions'diaPmitim towards Abniginal Wents: 

Cumntty [swum# am I~UUM 

and sewmt Nlck~ng Fmdw supomi 

IS am# and manta#ntng mnttnudy axtmmetv MU me untvaMy 

das nd suppon ormogntse FIIS Nshons nwds - Studant. Western 

region 

Shlhls expactations regarding ttn, W ilnd quali ofm.cer, the studem 

rervier, poferrional'r mle and the instiMan's msponsailii or & in Aboriginal 

W rs- as cam in the failmhg comments: 

l w w M e x p e c t ~ l o b e ~ t o ~ F i r s l ~ ( F N ) ~ 

~-MersisnY;IwouMex~Hwnslobe~mpls~a~)ss~FN 

pmqmm, timm isnt 9-ing is by dIaIMI): I expect that in soma 

way. the FN mmdinalor WWM ham a say m how monies hFN 

students, mming thmugh the univerJiOl is W, she doesn't ro we don? - 

Student. Western region

TO have servicas that am mWva of each unhm#y's Aborighal 

~0~uUItion's noads. 7lwm mrdcas &urn be dedicated from Mc bomM 

L[mmatthashrdsn~have~.~~ryosynvhst~u~ssn, 

These neads am not qmem as am M. mSpSarfe mmundms whom 

they onpanate - Studem Wun q~on 

I nwd a pas*, encowaging mimnnmnt that p&&s a supmi 

system to help me sumad- Student Centrsl region 

I feel that the mviws shouM have names and numbers of hitofa for each 

academic level. . . when yw swk help and try to gel help il takes yw a 

while to find help and if even with the pmbssm help it is sometimes Iw 

late and then yw have almdy failed. -Student. Eastern region 

Needs andpmnms such as helpmg M what ever you ndW help wdh 

mgard~ng your school In%, orjust In% nr genere1 To awd, mhm help 

gude and understand -Student Eastern reglon 

mmm 

cmpln'son of Aboli~.I rtvani. md rtvantaQNk* pmnpmndm 

Thelworurveyrwerededgmdinthisrtudytagstherthepsrapsclivasof 

two d iint populeths (Aboriginal university Mudat. and student MNice 

pmuidsn) on similar irrws. Having bXh ofihw psrapsclivas was wen as an 

~mpoRant part ofthe pec6ss model and in hanouhg the ideology of holism and 

community in the paau d his nasarch. 

In mviewing TaMB 9 and Tabk 12 1 can ha seen lhat most mmon 

wrvicw (8.g.. offered by most ofthe mpating m-) were: 

W c advising. pfscml ooynsel~, otiantalion, Abcriginal cul(ural acMy, 

spirit~~imm semicar and career mumelling. ~paiing studentr wen 

asked ta sham what sen4~1 W had used in lha pW, ihe Waf

unbntla. SIudmta used mvicns ruch as: carearcounsalling, fmd rswk. 

pcwonal mundfing, finmial, orientation, and heam. While Wse comwisom 

show the wvias parided by IheCenhea mae baing md, they also identiried 

other wr.ice agmxieu rludmt rsliad on la help. 

The dm in Tabla 25 pmvides a amparison ofthe tanking of (he top 

aorvicas by pmfesbmk and sludenb. While both rde&& and sUden*l 

saw Mentation as an impomnt aewim, the Iwo gmups had diffaren( opinions on 

thB Omer to(, serdca Ths pmfesianals indicated that academic advising was 

cansidefed mm impoftant whM sh&m saw and carear munselling 

and academic nsmitDn as impor$nt. 

Table l 

Ranking Studmtaervice Abofiginrl u nhlty 

2 Aboriginal culural acWy Psrscnal coumntlii 

3 OlieaaMn Olien(afion; Cam counselling 

In wiawing (he penpec(iw of (he student6 and the pmfessiis MI 

Wr opinim of the mp mncanri of sludmta. Table 28 pwidas evihce mat 

while~aksawfina~~~ashetopmofsbdents,p~

shlmnts did no( rank Wm among Wr to0 five mnc4mcr. Concsmr thatmm, 

canman to bdh gmup ware: academic wpamlion, diistancefmm family. 

lonetinsas. Slucbms seemed more cummd with adjwling lo Wi new 

awimnment and Wing ffkds, while wfesionals snwsbidml awmm bing 

finding auilaMs sccommodalions, ncism, and financar 

Tabfa l 

Ranking SWnt wwiu Abrwigiiul univrmity 

1 Finanecs Adjustmant to a new 

envimnment 

2 kademicwpamimn Distance fmm family; 

Loneliness 

3 DistancehMl family Academic prsppmlian 

4 FindingsuiIaM Finding friends 

acmrnmodatimns; Ra&m 

5 Loneliness Racism 

Tam 27 pdsa svidare that illurba(es (he rempmes of students 

and m mnats eecding to mgion. ~n co-ng the view of tha 

pmfiassionals and Wdenb from (he Wedem region, they w m aiiimilar in 

mlifying academic prspsra(on, Iondim, cnd as c orn. H@,mver, 

pmfesbnab raw finam md finding wWb acmrnmoda(ions as the &w top

corns, while the par(icipling Itummtr idmtibd adjustment to new 

eMimmnent and distance from family smong their top ~IVO mcems. 

The Cmml region. Writs and pmbsiiak identilied bur similar 

cuxem finam academic pwwatkn, distance hcin family and loneliress. 

su&nts also idsnlified adjustment to new environment and finding (risnds. 

ROfBbSiOnak iklmbWd finding witable 8xommodPlions and M m. 

Parkipants hwn the Eastem region idenmad finding witable acmmmodatim 

and distance from family as top mncsms. However, students furher identii 

adjustment to nm envimnmenl, W~ESS and finding friends, while 

pofarsionals addad finanms, ~cirm end academic prepamtin a, top mnms. 

Overan the pm(essionals were mon consistent in ideMying what they 

thought were th top m m s of students. All thrse regiw identW finam, 

BCBdemic pmpration. finding suitable accanmodsticns and racism as (op 

-s. The pofesshnals in (wo regionh Cmtal and WesImn, idenW 

loneliness, while Eastem i deM disIance fmm family. 

RYI stum aka shared he same cms&ncy amcqst their regional 

groupings Al thrse reg- idsnlirnd adwment to newenvimnment. 

lonelinasr, and distame hwn family. Students from lhs Western and CmW 

mgim &niW academii papration as top conams. The Cenbal region 

m n t s were uniqtm in chooaing fkunca?i whii he Eastern region 

pWpankwas uniqw in choosing finding suitable amommcdatbns.

~mpcciv. -rn central Eatern 

. finances . Finanws . Finances 

. AcDdemic . ka&mic Finding wbble 

preparatbn preparaliin aaxrmmodationa 

- 

Z . Firdimg witable . Di#anwfmm Racism 

3 

: 

acmmmcdatiom family 

. Loneliness . Lowliness 

. Racism . Finding suitable 

acmmmodations; 

Racism 

Academic 

preparation 

Digancebm 

family 

Rac*m 

. I\djwmml to 

new 

environment 

. Lonsliness 

. Aclldamic 

-ton 

. Oinafmm 

famiiy 

Adjustnmntto 

new emironma 

. Finding hands 

. Academic 

Prepam 

. ~jmmfmm 

family 

. m i m ; 

Finances 

Adjuslmato 

new environment 

LoneliWSE 

Distance bm 

family 

Finding witable 

acmmmodatims 

. Fndingfriends

I n T a b b 2 8 t h e d a c s ~ ~ ~ O f t h e ~ i n 

p a s ~ h a n ~ a n d ~ b i n t m r e g i o n c a n b e m . 

Unlike Tablo 27, which hed m e ahr4larWs am%t mgbr~~ and betwwn 

gmups in ranking ofthe top omcans of AbxiginaI ttudsnh, TaM 28 lhowr 

there was l i i lo no aimilarily in s(udenhi and pmhahab Wrions hum Me 

m e regions on me top mree servicas. &can ba swn han Table 28, only 

region in which shldsnts and mionals both idefMed aimihr services was 

me Eastern region. Both pmup from this region idenlied Aimrigitmi cuitural 

adivily and orientmion among the top ravicss. 

Then wem, however, more sirnfllllilies betwen gmq oi pltidpne. 

For example, all p-ofaionals idenliM academic adviring and Aboriginal 

cultural activily a8 lop mms. TWO regions, Csntral and Enstem, idsntified 

. . 

onmabon among top rarvksa, while pdemkds in the Wertem region chose 

menlaring. For E&em regbn. (hen, was a tie behuean aientation. 

mntoring, and M r maelling.

Panpciw Wmm Mnl Entnn 

PmfessW . Acrdemic advising . Academic advising . Academlc advising 

. Aboriginal cu(tural . Abmiginal cultural . Aboriginal cuiiural 

activity adivily ad~ity 

Meniuing Ciimmion . Orienlabn 

Mentoring 

Career munaelling 

Student M c • Personal Aboriginal cuiiural 

transilbn munselling achnty 

clknwul . wlneas Academic 

Career munselting hansitirm 

Penonal 

counselling Canerrmnselling . 0-m 

AbonQinal cubral (Xientation Cansrmunxllii 

The .am can be found in =mining the top S~IV&S idenlftd by 

prticipeting sturbnts. Shldants from the lhree regions chose pmanal 

munseMng and uiefWon. Eastem and West8m parw~&~ academic 

as arKnhertOp wb, (hOOB fmm Central CIIuxe WBIIw. Them 

was a tie in the E m rqlion am or^@ orienIalbn, cueermunsdling.

pmnnel munwllii and wallnes for third plam. In the Wsr$n regicn. 

oriemtb, csresr wmsellinp, p eml mumelling and Abariginal Cuilural 

acMy wre ranked tq 15.4% of Me pdkipnw. 

Summy 

The posed mearch q uesh allamrd fwthe galhering of much needed 

deta to form the national pmpedive m Aboriginal student services in Canadian 

Umbmith. This pampxdw was fonned in lsrge pad fm the inpu fmm the 

student setvice m a l s and Abaiginal uniwsily students who tcck prl in 

theaudy'ssuway. Thweama~anayof~beingoff0red~the 

muntfy: thm is some mnristency in pmgramming llaoss the country: however. 

tham needs to be a SbMlger bareline established. Vllhik there were no 

sign- ditlenncer found Win each group, then, were signbnt d#bmnm 

tound in th emences and expeUaIions of studem seruia, professionals fmm 

those ot the &cd%inal univerMy sludenls. Tha use of formsl student setvic? 

theory is also lacking amongst the paWpting Aboriginal student rervice 

csntres. Ofthe 28%who said that they did u~tbmy, over 8096 ofthii group 

i n d i they used a Mi& appmch.

Discussion of the findings 

Aboriginal student MwiCss mnlm in many Canadian universities are at 

variQus atages of darslopment While some centnr, have had speeirr wvke 

for Abaiginal students since (he earn 1970'0, mast ofthe centre6 have only 

been opened sime the 1990'8. Many of Uws Centres began wiVl government 

funding in resdian to r eaum and ret&on issss for Mginal students 

who wen putWng specific nalivbheurad pmgnms, such as, Aboriginal L eer 

ducalion pograms w Firat Nations studii pmgnm. Today many centres 

have extanded (heir awvicea b all Aboriginal Mudents on w c4fcampus. 

Ultimately, student smrices exi.t b support studems and b pmmote their 

dW&pmsnt WWil LaCouM, 1887). 

Conducting a mads sclressment of Aboriginal nhldant sarviccls in 

Canadian univmM6 wacr impoM for revere1 masma. It gathered information 

on a naliocul law1 ofthe cun'ent r(ahn of s8Mm rmwiaion lo Abarigimal studem 

m Canadian univsrsities; I prarided a mmprim of the peneptims of m m 

pmviding the wW%s Bnd fhu3a using Ihe seluicas; and I a d d m some of 

lha issws wmndinp gudent nauimwmt and mtenkw as I per!aiMd b me 

Aboriginal univsmly student populion. Indiiy, the study rewllsd in (he 

mpillfionof~Matmbeusad~~)a~l~ceguidefor 

Aboriginal d&nI smiea canhn m CaMdian unimMas. All ofthis

information was viswad as bsnmlling the gmbr univa*(y commnily and 

Aborginal peapler who sesk impmvsments to higher educabbn opportunibs 

and mxe im~ntly. w m l Wrd wvb pmvisiDn in Canadan 

uninmiii. 

As Calliou (1998) pointed rn a hyrmamckaness exisn among many 

pmfessionels and indiMims onw 'aboriginal' venus 'nowboriginal' needs 

Mi has the pamtial of leading to a dangmus palh ofd'fhnlhting students 

so~y on thsirsalf-idomkatbn to one gmup dwoth While this sludy 

altempled to idem the naad for specjfic Abaciginal rtudent mvk amidst Iix 

litenue on mainstream wmi~ mlmrity gmups. namely Aboriginal mts. R 

did mt exclude &+I faaarsMi infiuenee rerviea pmvisbn. such as: age. 

*dm, martial sWuq and having or not having childran. 

Following the pti- of Wginal naeanh (AnhiW M al.. 1995) and 

inmrparating Mchrology into tho study lad to tho d o n of a mmunitq 

envimnment amongst all involved. Thmuph the development of a rerwurcs base 

tor all Aboriginal s wnt saw pmkh-8 in Canada, many pmfgisimnak 

realired that they w ~ not e atom in their mb. This M y also expaneed me 

cum krowlsdg and 'taralum on Canadian slujent smim and mm 

imporlaMy. Abaipinal univemily students. 

Topmuidesnne~ards~mtolhiidiiionUmresearch 

qmdims were revisiked and answard in tho fdbhg waims.

s.rvica b&Ig othnd by AbocigiMl rtuan( sslvicu cmtrea 

and thosa bing und by Aboriginal rtud.nb 

In mmpadng web psges ofh prssipating CWm wiih the mponses 

tmm the pmcipating palessionah, men was a d i i n c y found tawen 

wha war indii on the web w a n d ihe phsional suwy resub. One 

p!awYe eaplimation for lbsa dillannccrr is tho fad lhat many Centres listed 

Aboriginal culhusl acblitii and events on-lira, whik in ihe wrvey 

insifurnant. Aboriginal cultural adiiiliw mwt only indusive respome?l. 

Therefore, while some Cans, predominately ltwe in me Western and CenW 

regions, offed a plethora ofaciivilies m their web site, pofessionals only had 

~o check om msponse on ihe wwy inrtmment. Their web site listed aciiiities 

iduded: Riendship drdes, feasts, ba& and hy bread. elder pograms. 

beadwlk dgg and canmunay miewah to otlcanpus events. Tho wab pages 

of tho Easm region provided no infarmsSon mgadng Abeciginal cultural 

activiW, homr. 9.5% of student wka -onah indicaMd thmugh their 

wwy, that mBy w m pmmd same form of Abwnal culhlral zaivWs. The 

EartcHn region had iha leas1 devebpd paw whik mow Centnn, in 

Wealem and Central rogioM wen wii mundsd. The laner supfmmd the Mistk 

apvach uKd Io pmmote Iheir servbs and pmgnms on an acsdemic. 

pencnal, apiriiual and p h W reahn. 

Fmm he sWaW mspanses, it could be seen that they not only mlii on 

services ihal wen spsd~Wly provided by &e6ginal ai&m sarvice csn(nn, but

also ~61i& OMO~ smiws mst fell vlder the larger &dent smice umbrella. To 

ovammo eduwmml banks, suceessM mh&y Iludents wugM out and used 

all availablecamps nsources (Padlla, el al., 1987). Cons(rained by rosounxs. 

hrel limits and Msize. Aborieirml student wnlm6 ant cJ!s4lsnged when 

atlempliw to offer all the servicg Aboriginal rMants ssek. Thmfom, wrkii 

in prtmtip wilh tXher service providers oncamps and *in their Iced 

mmunitiss. Centma am able to mad IM nee& of thsir st~&nts. Aboriginal 

univemily students who pawpled in this study shad Mat they had past 

arpsriarcewiththereohersarvicaspwiden. ~wasimpoRantinLermrof 

referrals and shaing of rasourwa a( (he service pmvision level. Howcwer. I is 

d l mat Fa Nation centres maintain essmtial services that Abmiginal 

rtude~s wld m receivc fmm (he main-m ahKlent mvia centres. 

Ceunsalii issues, both personal pnd caw, wen impatant rwmicas to 

(he students, in hmn ofsludanS UM of these mieea and in their ranking of 

(he top three services. Regionally. Watam and Cantral sludents m o d $ss 

like lo usa pasonal munselling wwics, but sMI tanked among meir lop three 

arwicg. The pr&3panla Imm the Earta region indiwled a ma of~~llseling 

sewices abo ranked counsdliyl as one oftheir top m-ces (13% and 14% 

wvcly) (see TaM 26). Beb 6 Fmerald'a (IBBS) M y emphasized the 

impor(na, of career munwling; hdrwork was further s uwW by this study's 

Wings. The d i i ofthe Abaginal gudsnt popu~atan, s4dO.emomic 

slaw, educatm, heaiih ism and adhem to me's wlhn, and language

cumelling an Aboriginal student (Johnson. Swam & M n. 1995) 

~cnalsfmm all thns wioM chow acsdsmii advising, abaiginal 

arlhlmlsdivitiesand~BLIlhecop~~theypmvidedM 

AMginal students. Thew chokes, while d i i ha the students, vmre seen 

thi6 stage. I is important M cmiderthe impliions of having difbnt 

mnaurnw-pmducarvi~nts when it mmes M mim pmvirion. Many ofthe 

pmfessiih admillad that munrslling, eapec&WjMt Wng Mere for students 

on a personal W was irnpwtant in meir &a as an Abuiginal student mice 

pmfessional. Since muwstlii and mentoring may be seen as romething lhat is 

&aya pnrsent in ths Centre, inlwmally or formally, mair laus would be on what 

micas would be hdpful in student# lives (0.g.. c&nWon) and what mkes 

they are asked lhe most fu (e.g.. academk advising and Aboriginal arlhld 

activities). The fcilowing e m illuslfaies (his view. 

. .. 1880shrdentse~m~gvsrywslllhoaca~andca~~r 

caunseuing areas fu Abmighal sfudanh bui na( Me menta! enmiional. 

physical side of studenls corning M campus. . . - Pmtessional. Westem 

region 

Mile mimalion aarvicas do m a wide gamete ofthew ihuer, lhis 

seNiC8 is a m r example of the disContinuW Wwen the web psge and the 

wney Mings. Less than 10% ofthe rmdent sewice prolhssionirls smqed 

ir&aLed they pmvided uienlalion mrv*es. 25% ofpanicipclling Centnn' web

pgesind~lhatwcha~wsMli!able. TanpaeentofslwMIS 

indic&d thy had urcld oricmtoton micas before and almost 15% ind'fated 

otiWalimmaIop~smviea. ~nghmindIhes~llsh~dentmmp(s.1 

ia hmresting Lo note that ocientalkm remainad in the top fEnW of both 

~Mudsnlsand~~~m. 

The ressons fwstudanb using, or not using. Aboriginal suppocl services 

was a topic mat was bymd tha scope ofmia a& and rewires futther 

in-n. However, Mth the mistnnce ofthe studat sendm prmsionals 

and Uw, Aboriginal university Wnbl who p e w in this audy, a more 

awrate damipim of the'vvpical-useC of Aboriginal student bswices was 

galhemd in Wim study. The Aboripinal universirtudsntvrhousedAboli(linai 

studsnl~wnaty~lYddwthanaMcagaatuden*r,balond~ne 

~S~aae:wPsmoretiWLobefsmolethan~andmsj~11IaslikalyLo 

hawchimrenastormthavachiklren. 

Aboriginal unimllyrudanb' mdr and expectaim: 

of tho prohuiomk and h dmb 

md-ntandpovWofruppatravicesmd$nbessdonme 

'%ves3d nesd' by the userr, lhal is Aboriginal mivenity shlden(t or a 

'p-m of need' by tho pmvidm, ~ w, student service pfessbw (Smith. 

1982). For lhis mean. gallwing Uw, pmplicm of bam the student sefvia 

pmtessionals and the W inal urivemity students was sen as a aucial a- 

of crsating a naliial ftumswak of Aboriginal Writ services.

n i s ~ t l o ~ m ( h o ~ ( I I ~ n l s w h o m l l 

swvicss am not fmmgencus. You will haw Writs dMIy from a 

FMNeth. Uhen Natiue students who hew never hwd on a m m . 

~b&in$hrdents who am on& tminnim to H&ifv as MofioinaIand 

hi>'ne&even vlsfted e reset& do-kf know &en hentab Mans 

students and then y0u haw Abq~noI students who am Tmdmnal to 

thow whO do not pa~mpMs In lodhonel ~~mmonms bsause tney am 

Chnstian h Abotiginal student win,s you have to undemtand and 

mspd all~bon'girial students for where they may be on that continuum. 

That is alsv the key to succass in Aboriginal Student Semces. - 

Professional. Cental region 

This qwte sets the mniexl to mmpam (he pmfassionals' and studants' 

perseptiaos ming Aboriginal gudent's mncwmr; a amprim, which 

revealed diing pmpclives. Whib lhee npim of PaniciptinO pf&Ona!d 

saw finaneer, academic prepemlion, finding &able acunnrndations and 

loneliness as mp mcems, the Ceml region WenMed rarisrn, and Western and 

Easta regions i dem distance fmm fadY as dhartop mwms of studento. 

Tb expnaad m s of al p~Mpaing minal sh&nb ware seen 

as adjusmsnt to new envimnmart, Mi, and distsnu, fmn family. Thow 

fmm (he Westan region dmw racilvn and mdmk papamlion, along wilh 

Cmtnl Rgim per(ikipnb. Thoso shrdsnb ffm (he Earlam region indkatad 

that finding hiads was andharlop concern of theifs. 

While~~ofmmmammmmonlwt#eengmupsof 

pmfsuionals and rludsnts fmn the ssm region, mere is mom a gmm 

arnnrg the twa cohorts, -1s and atudenft Acmunling lor these 

d i i win goes bpk to howpm(esrianab perceive services lhw 

pmvi* (Marlin. 1994) and what is reqwsted ofthem horn siudem. This &=ss

nat imply mat pmfesiih am IoMly d bga vilh Wr swka PmLSio, in fact 

itam audencs'aawnts 95% of pam'cipating studem wan m0(8 than h aw with 

m c u m ~ t h e y ~ . 

Just as rtudentaen unique in howlhay kem and adjwt to a uriversW 

enviranmnt, so am shh% in mdr cultures and bakpmunds. Mila an 

ocientation pmecam is often a shm tsnn (8.g.. two days before semester 

beginning), some Wsnts' may be oMrmwrlmad by all the Mation prssented 

to them at me time. Om can mnclude that it is important m build in other 

pmgrams and smim that complement the pwpose of Me odmbtbn remica on 

a par ramrd his. 

Finanm was one area of concern that did not ariw (mm the Wblbnts but 

was highly ranked by the pfeskmk Pmfessimls in their c bd and open- 

ended msponaes indicated mat COunrsHinp students on rnncial m m , 

pmviding rsfiwrals to (adaraYy fundad a bank loan pmgmms, .dlolPnhii and 

wan in-hum emsrgsncy student loans w m a large psrt ofthsir rssponsibilii. 

A~ht.rudarMmt~thisasa-,hcslimamahyran 

impant pft ofa student's life. R follows mat pmviding mima such as 

omtion. finance. aswsil as those sur.ims previously d i i *auld 

continue and mmnglm. 

Exphncn wlOl AbDdgilml student wnkn 

Pmferpionak pmvided most ofh feedbak on this qwalion. Nii-flve 

penentof~wers~wimlhejobtheir~~~sdoingBnd

8mgni&whaahatdlmkilwPImbeinga~~derBI Homwer.he 

caKemofsomeWsstanmgionsbdenb~ofh~of~mcut 

backs and percsp(ion of h Id of inSmm wppnt. 

Abariginal student servims are being dalivered within the WIical and 

bursauwlic emimnnnmt pesent in many Canadian univenities In this 

somolirnes conatWi envimnma otM seNiee pm(esaionals am working 

daigenlty to p~ together a repulablo and swmasful Aboriginal sludant smka 

cam for the Aboriginal students on Meir campus. These pmfesionals can tw( 

irolated as solely rssponribl, for Aboriginal audents. The rnajmly of he antes 

are taking a holistic appmach to W m rmvisbn, salting high standards in 

terms of acajmii panonal, sOMtual, physical and arimal wpm fortheir 

SMents. 

The most impant thing: Mhg Omee hwt3 my sludenk n& 

somsonebtafkloduebcull~iso~,I~lhe~ 

edges and deal with the md tape - hfesbnal. Central region 

Exp.cUUon8 of AbotigiMl studmtmvkaa 

me m of the pmfessional in mee(ing he ewc@Wns of aMents 

mgarding the Aboriginal student services wen, o#m limM by M. authority and 

~~biliies me W t swmx prcfessionals held within h inslblim and 

how he instihltnn rapardad Aboriginal peom. The fiDllouing quotc fmm a

pmtegnnal tmm Ihe Can1 m@bn furlhe dascribas the role of he studs 

larvica pmfasiond : 

The bottom lina IbrAbatiginaI 3&nt Smic8s is nat pmgramming w 

evanswnbhdseMmsinihb&bui~whoc8nidentiIvwim 

the d&nh and has been the6 fin univeniiy) as well a des,ignated 

s- ----- far - the - AlmMnel - - - ---- sfudanh -to - meel - This -- is immwtant as d 

establrshes a sense of mmmunny ~br those studM;feraway tmm 

home b my opfnmn dyw can estanl~sh those nw th~ngs 1mmed1(1teIy. 

then the red will follow, the resf being onentation, specralized support 

Cultural congrusncy needs to be a god d Aboriginal shrdent ~entres and 

their insmions. This is achieved hmugh Ihe holii integralion of slruclure and 

function as intaudcn and partiim enter into natural llow d community 

(Bamhardt 1893). 

Fndrng sup@ IS MWit and munhnmg WmuW exhBmW dfiull 

The unmndy dces not supmi wmccqn~n Furt Nabon nwds - 

student, westem region 

This m&tion is iud baainnim to wmmrodah form Canadians 

ad n*lslbn, mines ab pen& conslructed mthm a &!sf 

lramHork students am o h subpctd to oulngM and madvsrlen) rmsm 

- Pmfessmnal Cum1 regmn 

SMsnb.(orthemostpert~pmlauknalstohsvea~deald 

~and~~bIstoa&orre(wstudenbWahmair 

m s , whetbr academic or perwnal in nature. A posM rupportive 

environment h6tKmters hiendships in a safe Bmimnment is* impollant to 

s(udemr. CcnsisIency in he CMtre's servims and staff is amther eqmmtim

Nm.nb and rnodrb k.1suHed for Aborigilul studmt rniar 

A atmng mapri(y of Centnr indicated that they did not use a spscifie 

thson, or madel in the develcpmmt and delivery of- tohfiginal 

rtudents. Many wa, still using Um pragmatic Wi approach (SmRh, 1982) 

in pmvidii suppon services. In ruch a spscialized unit Aboriginal student 

emia mntnr wen, being hald mm m b b forthe servicsrthey pmvided 

la a wry small pemlage dthe rtudent popllalbn in terms of fiscal 

responsibilii and in temg ofhir responsibilities to Mese Students. In lhe 

quart la prws one's aecauntabatly. e4udenl ssrvice pmfeshals fmm all 

aspsets oftha mi* mmmunity am moving bards the use of applicaMe 

a(- dwelopment theorier and models (Harpl. 1975). The use ofthew in 

the dawlqing and implenmnling of Dmgmms and rcmices provides 

~ i m lWh s a bnse to set standards and mensum s- 

Ofthe 28% of pmferriarals Wa indicated (hat heir Cemm does use 

theory. 86% made rsfsrence to using a holistic indiganws-bd appmad to 

Umir %mica delii. Them has been some research pmiainiyl to the wmd 

cirde and medcine wiwt (Andsnon. 1998: Wste. 1SS5: Calliw. 1998; 

Calliw. 1995; Coyhis, 1997: Msadw, 19%: Murk. 1995: WMsara. 1994; 

Pepper, 1991; Regnier, 199% R-nier. 1Mb; Sliegelbauer. 1992) in respedm 

healing. ed- and indiiual devebpment. Whk the ancepl ofthe smed 

cirds and medim wheel muld bs applied to Alhniginal Went to this 

daaHmmhasbeenmtamsliap~ormc4d~foran

Abxigii studmswvba bkkqy. This muld b the Mad step in Ihe dution 

ofAbo@inal s lum rcmrics?, pavirion. 

Cumn(ly. Men am several lhaork eddWng Went transition. 

mlenUon and nrrulmnt unfwtunateiy, many of Unau, lhaories wam dwWd 

wim mamm students, uho wars M i y mab, unaK 21 yearn of age and 

middle class. Research on minority studen% sspacially African Amsricans and 

e4udents with tilrabiIIes is gmwing. To date there has besn no rpeciflc student 

&valopmsnt theoly I U ~ h astudmts. I 

n~aprthatMi&pmgmmsmM(MBIIIhekeylo~fw 

Aboriginal student servicsa. Having the student pmfeaional's 

pmaptmns of need on par wilh hore of Abcdginal univdly students was 

viewed as crueid. and lhe best lhaoq or modd for Abwiginal student servicss 

was one in which the holii teachings wam exemplified in the appmach ofthe 

Wine wheal arthe sawd cirde. Hmr, rinca (hem was IW'eddmce lo 

wpat that a singular lhaoq in respect 10 stdent services and Aboriginal 

students e&ts. it is proposed Ihs( further nssenh b c o r n in deveiuping a 

Went servicso theow wim a h ole idsdogy thst wld tenmil Aboriginal 

Student .sewice pmviSnn. 

ConclW~ 

To inma@eAboriginal student s- by EumWesbin Mnition 

C . e . . ~ n ) ~ m u l d d s u p p o r l ~ i n ~ t h a t m t o n ~ 

mist sbldcms aCBdOWlly, but swvba which also pmvidad a holirtic

appmach r&acling sludm pa~aonal, spiritual, m, and e m a l weil 

Mg. ACmg the country them wem i n d i i that aludent service 

profmianah, bawssn red tap and WMimaVcornmunRy pal'tics. 

warn eltempling to pvide suppmi smim in a hobtic manner. 

RegicnaUy, rervia, variabon may hsve varied due to funding, staff 

allocation, staff training, studsnt demands and misrion statrmm of university 

and Aboriginal communities. 

Age is a vaW that mwaM m e diflerences in student preferences for 

service?l. M g a of the age what using he setvices should dictate 

pmvision. Sinca the majnity of the identiM useta of Ahoriginal student 

riONirm were typicany 'olderthan avow', the smpe of Mlv*e delivery should 

fOCu(l on issues that m older than average learners. Fuexampk. the 

oldsr-than-avwage Aboriginal sIudM lifie aapnrienms iMuene their 

ewctations ofsawkas, Mi muld be incorpaated in(o tm as- of a 

holisfictheciy. While Pew 6 Henry (1691) Iceused on the devslopnant ofa 

child's d-m W n tm contexl of the Hfe W, their message can be 

applied to an older populsbon. Eeing tiented with mutual respad and 

~ncouraganentthmugh praise, ack-emcmt, aWmcialDn and admiration 

for 01's cotWuWu ccliasl and mm could be devew as a 

dimemian ofa holistic modal fa Ahoriginal atuant rervicer poviaion. 

Camor couneng and academk Iranai(ion pognms wen (wo services 

identilid by all age gmup and therefom, should be midered the f w m n of

any At&ginal atudent wppm swim. Only 16.7% ofthe eanms' web pages 

indicated pmviding ureacounssling and d y 4.2% specifically stated an 

scsdemklmejtion popram. Howsver, lecldsmicwnkahops and advising 

mn, conaidered support aanr.ces for me's (ransition then a higher percentage of 

mnmn ofbra farm ofbanrition pmgrams. 

Raconwnendaiona 

This sedian has been omanid to refieel recommendations for Me 

diilerenl awcls ofthis M y . Th8 remmmenda6Mls 6vdved from the voices of 

lhcee who parlicipasd in the rsrearch pmmw. The opinions of both the 

Fdeasionak and Abwiginal unksily students who shad thairekperiences 

and points of* on Aboriginal student smdms wen wed to make lhe 

following Rcommendatiorrr to furMer build and enhance AhiginaI student 

SRNicss acmM Canadian univetaitiea 

Canadian univemilies need to: rssp&lAbxiginal paoplas, deMlop 

m m s that are mlevam in their mla(ionshii, dwkp pmgrams that am 

relevant to an Aboriginal world view, olrer remi in lheir relationships with 

Wiue peoples and help Aborighsl people exerciw mspmsibilii (Kirkness 6 

BamhaR. 1991). 

*baiaiml Sbtstud.nt [Imica: 

FTafeasiwl intomugmupa 

&or!4inal audsnt srvic8s is a gmvhg field, wh'i is e geat benem (o 

studsnt refvice po(gisianak and AbMiginal univenity sbdems. The findings

wwldsuggest~~wouldbe~to~andfostera~alren~of 

unity thmugh respa*ing Me Wmgs of Lhe sacred ci&. It is IWefore 

recommended IM: 

1) A national intm~sl gmup be established lo daal dlisdly w+th w i n d 

~ ~ S l m d ~ . 

This can be expedited hWJh the Canadian AssocWm of College and 

Univemily studsnt Se- (CACUSS). This cfglanization is well eslaMished 

acm Canada and holds an annual conMmc8. This natwal conference would 

Pmvia, a neCwak fa Aboriginal sMml rarvies pmvidenr and Abcf@hal 

universily sludentsto creeh, a %nae of mmunity and peer-help on me natiml 

level. It would alw address an educahl wid for all student service providers 

thmugh o m workshm and pewmtims on issuss in Aboriginal student 

semias and Ab&inal higher edWon. Another aspat of Me infmWc(ue of 

CACUSS in b m nal naws(emrr and list-sew, which could pmvido links to aH 

Abniginal student calms -Me mumy. The lam wwld be a gmat way lo 

increase BWPIBm about Omor Centms. sham ihs, devalop mic. 

benchmark. and creste a umse of belonging. 

I ~ l m i n i o n 

If SIudM am b be seen a6 suppoting the inWulional mission. 

the must be W as part oiMe inslitulbn by the instii and @self. It 

is racommended that

2) ks(iMions1aml Csnhss' Mhsnn htenmnM be m M lo ensun, 

Amiginal shdenls nseh and explations am being adwuatety 

addmmd 

Evalvllion 

Allhough skdms wfe quitr, happy with mS wrrenl rervices. the 

discrepancy batwean thn aludentr and sluamt senice pofeuionals' 

expwationswmam lhe need for improvement. Pmfassimals must Wear a 

dimrent ha' when thinking about samb pmvidon for Wenls. In looking at the 

idem& mncems of sldents, polbsannals s W evaluate whether a pmgram 

or re& ia wrrenlly in plllca mat is inlended M address this concern. If the 

amwar is yeh Wen professionals can further evaluate why his sm+m was not 

mde(ingshldmtse~ormdrwreda. ifttmwasnowMIvieeor 

program in Wlhen monals d audem should work lqlahsr and 

lobby forthe establishment of such a senice. For example. I adjusting to a new 

envirmmsm is auch a great mncem M sbdentr, Wen an m n program 

MBt focuses on Ifansilion, lonalinssa academics, and establishing pasr suppofl 

mlworkswouldaddnssxwneofltwconmaudentshave. His 

remmmended that 

3) R6gula evafustion d A ~ Mshrdsnf I nesds bs mnducled and 

mcn,imporr~dmmnt~msandmrvims~by 

A~Wslvdsntwvices~

MY-- 

The koliic appmach m Abotiginnl studsnt urmiw mails me p Mon 

ofurrvim, pcogmms and supparts along lhe fallaving dimrmsims: p mal. 

spiril, culhral, &el, aademic, wdkwss and heallh. Togsthsr. 

these dimenshns fosta gtmih in Uw student. The holi approach follows the 

principiw of Ihe awed cirde a medicine wiwl of Aboriginal cultures (Reigner, 

1995). The Rur aspeds ofthe self-asteam medicine w kl am mod&. 

ewectivonerr, p ow and uniq- (Pepper 6 Hary. 1891). AH of these 

dimrmsims can be amad as a potential theoryhodel for Abwiginal student 

sewices Ihmugh the dwe~nt programs such ar: visiting or in-house elder 

NMlOm; selfesteem pmgram per matoring and more importantly. 

crrlebrating the divemily amongal students. The use of theorylm* in 

Abotiginal student se- is limitad. A nnommrmdfiim arising from lh& sudy 

0: 

4) ~nwdMde~aMeoryand~Mate(~beuardMsu~1he 

developmenl of AfmrigfiraI sWW wvic94 Wh a focus on h0lisl.k 

-, encanpaw Nn, le&hings oftha sacred cink, ormsdicine 

wheel. 

The development of a ~ n a l hrmrk, ~ , and lhaory wah a Canadian 

prspedi would mow faward the pmvision of Aboriginal student sewas M, a 

wtimal lael. Hwld bins togethatha pro($urimnals and Wents m wak 

toSaher to enwm me urtvicas adhsss Uw needs and m o m of studants.

Communication 

AbQii student miear require a high W offOntad and follow up. 

Being aware ofmmunity and campus mscuma is an Magral pert ofthe 

posmn ( WW LaCounte. 18.97). Since lhe pmfassionak idmWled aduccacy 

and wppn as majwcOmpmm of* m6ponSibiIiWs. tern Iim of 

mmmuniathn Mwem Me pmfessiarals end studatswuld ensure hat 

awareness ofthe oervicas and wppwls available omampua and in the 

mmunity is impmved. il is nranmended mat: 

e c nmpu~~b~a~hnlenfservigwsbpage~bs~t~ 

elaLmme and promote serviga pm=mrn, and msources regarding 

A3miginal ducbnt swim. 

The sb wuM include sM, mair mlevant pasitom and tii and their mntact 

intOrmafiDn wch as numben, email, ad mail addmees. An informeltva aiia 

wah pmgram dercriplions and wrvica, available to s t ~ m w lenhanca d lhe 

awsrerru and promote usage ofwch servicer. 

Thmugh lheesWiinmni ofa ssme ofmmmhip on campus and 

through tha utilization of peer pDgrams end role mMs. &wiginel student 

mr&a centmsmll swxslully mipupport and emrage Aboriginal universily 

dudenls in their post.seoxdary -ion. Pmmolion of &m mi go a long 

WY in balandng what is available to what r(udanls want il is rsammanded 

mat

8) me bnmef be uad to es!aMish a nawsleiteroreven an ekbanic 

memo board to opsn d,an& of ~~mmunicatkm behnnm the 

pMeskdsandUIeabdant9. 

Financial mouws 

A consislml finding ammast all Ihs regime wslr the focus on the 

pmvirion of finandal smicas, either in terms of lldvisinp (budgo(r) or emegRncy 

financial assirtancs. R is recanmended that 

7) A natbd reaim ,Wing be mated d availabta Wanhips and 

bum, and -hip horn First Nafim communities and HRM: 

Rocrulbnnrt md n*n(ion 

In terms d reuulng, li-m development of amell-belanmd, culturally 

vibrmt wet-page can be usd to pmmote wises and pmgsms, even raruib'ng 

for volunteer prcqams could be done on-line. 

The devebpment of &an1 &entation pfogrm rmuld asaist many 

pmfeshnals in helping Aboriginl students ajmt to mmy ofthe bansitions of a 

univeW itvwmnment Exampler of lhe dffemt dimen- of a student's 

BdjUstmMH can include: scsdemic menlal. emlional a d phy*eal. Mcfe 

impatanfly it wwld inbcdwe Abwigiil sludenta torno wide array of w ims 

and supports availah to them ad bqlim mating a pew sum nark far 

Ih8m omcampus. it is remmmenw that 

8) ~ i t n m n t a n d ~ o f A ~ I ~ b b e 

themiasionandloarsoflheUnivwsXymmylhlhesu~dspecifiF

prognmr lhrt wwM emrage and suppod AbWal sludsnls 

wMhg to p~sw r pt-secmdary eduealion. 

Regland SpciRc R.cornnndl(iom 

Swcedul programs an Ihcm ihal have: a hdisiic amroach; the 

inwivemsnt of kadsn: stmng W leedonhip; w h l wnae ofspirituaMy: use 

of local language; support of im5ilional ways of learning and teaching; congenial. 

-1 and physical environment (Bamhardt. 1893). The (ollaving 

rammmendaiions am based on the exprasead opinions ofpaWmling student 

rervics porersionals and Ahiginal students. While m e instilutions in the 

v a d regiom may already provide there aerviCer, the Ulaving 

rammmendalicms infnm Ihe eaiablishmmt of a mmon t-3selii of support 

ssnrices amongst all Canadian univarii. 

Examining the suvby ml(s by age gmup and ragion, several 

mmnmndatiom am. It is recomnmnded that 

9) Service pmviden bmma mua familiar wilh Um demgaphic profile 

of their aUmWng &&un(s. 

Understanding (he & of d iiage prmp will pmuide insight into pcgram 

and se- dmbpment (hat would be mua iWne with sludart popuwms. 

Il\lhile lome imiiluWm in (hehbalm region have a longer hislory of 

pmviding Abotighal siudent aerviars, wna inr(au6omr am just beginning to 

pmvide umicss lo their Abuigirml6tudal popu~~on. Some pmf8ssionals 

shared that iheestaWohmeni of an Abuiginill studies d ew pmglam would

Mp in the development ofsgvicas to Abaigiil studams. Such pmOrpmming 

was aRm the catalyst in (he establishment ofdher Ahiginal m n t canlres in 

Canada. 1 kmwas a &ng focus on pmvidnp mare u hnl ac6vaiea such as 

pogmms and spiaual pmgremm. 

AcademicsMy, pmfmhmals from the Eastern region wggerted (hat the 

fccus should be on tho dwabpmcnt and implcrmatation of ar8uraNy sensiliw 

cwner and teaching moth&, along with tutoring pograms and academic 

bridging pmgmms. Pmfesrianals from the EasWn region also mads 

raeommwdetions for aianlakn services, lrainicg seminan and netwaking skills 

fw Wnal aw~bpment pmgnrns. A nmmmcndatimn athing fwme 

pmfa*rionals fmn the Waslam and Eastam regiana is that 

10) Them be man dawbmmf and impbnanlatbn of& 

fransilion pmgnms and m a 1 daWqment m s lor Aboiginsl 

shrdsnts eqwddbj high school sMmh and lhaw, refuming lo 

sdml. 

SManIs fmn (ho Central region shared (heir eqecwons of Abwiginal 

studenisenricrrrasiwingasugpomve, positiw,nvimnmant~latpwides 

wpcrort svatem wWkh fcmters- S(udRntr from the Western w'on 

~ r r m O l M l l ~ M . i ~ o n a l ~ o r ~ ~ r d s 

Abnigind shvAmb. Acamprr environment s W be (orlemd and enmunged 

that cmaWa a reme ofbsimgicg and -hip amongstl\borginal m&ms. It 

is ncommendsd that

11) Tho u n w s camps enw3unment b&s wilh the establishment of 

an Abmigind support QM~, a phys+xlplace where students can 

~ r a n d ~ ~ o w n . 

12) TcgaIhw wah Wpwm and shrdsne sfudantssrviee pmleuioMls 

mPUs 

w ~avardr establishing a mse of be& BC~SS the 

This wutd indude cubral sensitivity training fa pro(swrs and staff and tha 

i m n t of Abwiginal siuden(s in the decisia, making pmcesr and delivery of 

pmgrams and sowims. EstlMshing Mlive rpkific nswm (a.g.. books, and 

diredcfies), having a guest lecturer xnies for role m ing and eveWctiviIies 

that imeased awarems within the u nWi mmmunity were culunl 

remmmendlaions n?ade by Ceml region wfesim&. 

Creating a campus cubre aka hddes the hlvemem of tho Aboriginal 

annmun~. Bamhardl s (1983) rolcrard aupwr$d this raommendatifm, by 

identiing !he mi mnsiffent feature of indims higher educaiicm wss Un, 

adive role the Mm played in the I_& of tho institution The findings ofthis sludy 

wpwt the importance ofthis role and the read for6idm imlvema in 

AbDriginal studcn( wrvb campus pograms. 

Rme fmm the Cen(nl region fowsed not only on need Iw mae relevant 

cultural ac(iviW in the canss, but also smim on the d m i c aM parsonal 

M. Caeerfeim. Mwing and computer training wcne some academic ssrvims

professionals thought shadd ha included in the service Ihay wide to 

Abaiginal sbhnts. It is recommnard that: 

13) AbigimI wmria, ormbes esiablish pssrmeniwand internnth 

pmonm perenfing muns&g end support nelwcds that include 

pamls, famk and communities. 

Shldsnls fmm the Eastem regiar also made remmrnendations fa bettar 

tutoring sewkes, kwew, Vley were more ~ ml in their expectations in mat 

they want pmtessionahl to be able lo help them with any prct4am that arises in 

the Sudenl's life, or at least know when, else D gei Mp. This is an enonnous 

task and mpmsibilii for t hw pmfessnnals Wwuk alone. 

A reammendnth arising horn this exrmdam b: 

14) The need for Ah?ginal slvamf services pufesimeIs to be awam at 

o(trersupport sm&s awibbb on campus mourn p ems and 

slvamf prwW dubs end ogrnizahs on campus. 

Nawwkii and baing cognizant ofwhat amprises their univeraYy mmmunity 

win help bxiginal sMentr in times of nsad and &is. 

R.eannmlmm (or f uh mnnh 

The Wimibtbna of thrs study simulate quabnrs for further m h . 

Condating thb M y Win Iha cominerof Canaolan univsnilies could be reen 

as a ddlimitabn. Hounver, it must alm be sesn as a Mue mearch mrtunity 

forthose intaastsd in fv(hmiq Aboriginal suppml6cmricss k Ihs public and 

privsle coHsgs sklw. There am over 60 diint W i n d pmups utilizing

Aboriginal sludent W N in the ~ lwnty4va insliMians who taok part in this 

study. Of Umae goup I is important to q lom rensm why any one gmup is 

using llWML mom hm alhws. Thefollaving qusslions afising fmm usage of 

studem smkes muld be poaad WMum maarch: 

1) What m+a does being par( ofthe campus mmmunity play in emouraging 

-@? 

2) What mle d m bendllriimbnnmunity play in liaiming with Mcebntre? 

3) How does this impa the mag d Aboriginal student ~ ervb amongst 

Sludenls? 

4) D m mandator+ us- (e.g.. having to go to cenm lo pick up W r cheque. 

schalarships, mail, and messages) emourage tho use afo(heravailable 

Wrvicer? 

The qwsfion af a& pisim impact mnvsdy raisaa dhar posaibla 

maarch questions on 'not-using' such tsnricmi. k k8-w~ mat fur(hor research is 

needed to respond to the U!uuing queslbm 

1) What asamhwaswmptions pre made about thme studems who uar 

these tsnricmi tha mighl di(ic0umga use? 

2) How am Aboriginal studem swims being pmmded to rtudents? 

3) W mle dce thn popolWal aspect d baing w inal p$y in detamining 

whO~unatuaeamase~ms? 

4) Whalf8Um diSouraga sh~dsnb fmn using smims an a regular basis?

This s4& had a mnh sampling of Aboriginal studants ptiicipating. 

Howcwer, Wopinionr and emt+anan am not to be discomled. k fed, it is 

mdrMicsaUlaan~andHI~Meneedfwfulmerstudywahalwer 

mae d i m rMent pogulation. This maemhm is hoping to continue this study 

and in psdkular, fawaing on galharing more Aboriginal univenity sludents' 

vdcer. thmugh Qclamal funding wilh a Social Sciences and Humanities 

Research Council (SSHRC) grant 

Past mearch ol$n made generalizations a d essumptiins about Ndve 

habna ( O W 1889: ROM, 1902). While such geneml'kationr help in 

&signing ouhomss, pmgrams. etc they dm oran Ihe W to criticism for 

enmuragingthc~offacist~andlakof~tothe 

p~pullllim M. Nstive Ammicans are mt a homogemus gmup, similarly 

aiiml Canadian nsearch shwld explore the diirenm and similarita, of 

Abaigih gmup. to addddnss Me gereohlpes and emam$s a community of 

rowarch, which aims to r(rsng(hen (he liva of Aboriginal peoples. 

Pmorul nrp.rlmcea ot th. Rnwrchm 

This ~~ was a preat under(lking that pmvided an oppwhmity to 

conduQ wndbreakii mearch in amd d'tlsrent fields, duden( mi and 

XwviC(p. Abwirrinal reaearch pmcsssgl h'phar e d d i and of-, 

Aboriginal univenily ahldantcmgedms and exp&&bns. 

Kowalsky et al. (I-) mads -I recanmendaticm rm mmrehsn 

such as: b pspmd fw MchnaW in hsir study; remgnin, lhat Aboriginal

psopb am in charge; be honest about the rePeercheh mo(iues; be oneaonea seW; be 

-red forthe mapm%d: allw for tim: show raitivity: respect cmf&nea: 

and mdMn ongoing anauiialim. Throughout this Wdy, earnest attempts 

wm made by the mswchwb maintain hmaly, wnsiti~, intqlrily and mae 

importantly, an diilogw wilh thwe particiwng in the study. The 

reasarcheh motives wen, dear from lhe stan, simply gather a national 

paqmdii on Aboriginal student rsrvices in Canadian mivmMes. Resenrch 

must follow, rerw and honour Frst Nations wayr (Amhibald, €4 al.. 1995). This 

study attemptad b modal Fint Nefion wayr through the inelusim of Mginal 

univenity students and .sO&snt service mfessiials in lhe enlim p- of me 

reasarch. 

Alhogh th, fewarch prwasrr, MU, mok time and patience, it raaulted in 

a Mailed pidum of Aboriginal rtudsnt secvicpl in Canadian univsrsii that did 

not aria pnwiously. In the pcass, an awannm oflho8e working in the Lld of 

Aboriginal student seW%s was cmaled and the teginning6 ofa national sense 

OfmmmUnQ among thw working in lhb d i i Wd was imMled at heart in 

me rsssrm. ~hs rerearch pcass mpeud -inn1 valuer and pm~+~ tumwgpa(fulhegowing~ofAboriginalraearchmahodo~m 

wm induxionary and not exdusionay ofthsre impuiant princ.p+as. 

Hawr and rerpect mnethe rsssarchen' guiding lights. By embracing an 

O p W i b work wah WIN of the be3 nd tuighWsand upcaming Ahiginal 

leaders in UIin muWy's univenii mmmunily, uhemerlhey wm a(udent service

pmfe6simis w Abociginal rtuden(ll. the raassceher war able to tap mntributions 

and guidance mmylhaut thia stus, and this waa found to bc invaluable. It WRS 

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nppsndix A 

Opening Rap

Opening Prayer 

0 Great Spirit 

Whose voice I hear in the wind 

Whose bdth gives life to the world 

Hear me 

I come to you as one of your many children 

I am small and weak 

I need your strength and wisdom 

May I walk in beauty 

Make my eyes behold the red and purple sunset 

Make my hands respect the things that You have made 

And my ears sharp to hear Your voice 

Make me wise so that I may know the things 

That You have taught your children 

The lessons that You have hidden in every leaf and rock 

Make me strong, not to be superior to others 

But to be able to fight my greatest enemy: myself 

Make rn ever so ready to come to You with suaieht eves . 

So that when life fades as rhe faded sunse; 

My spirit will come to You without shame 

ilha auhwof this prayer is unknown) 

Arehibald el al. (1995)

Appendix B 

lntmdutimn letterm Me Aboriginal studant oervke pmksimnals

To Whom It May Concern. 

March 23rd. 7WO 

I am a eraduatc nudenl in the Fsvlwof Education at Memarial Univmitv of 

~cwfaundland My therlr r gd a tode\cl& a nsuonal prspcubr on ~bongtn.al 

student ww8cc provlrmn wxth a student scrvlcc E thmrctmal fwur for Canadlan 

Uruvcrs~urs I would ltlu toconduct arurvcy and focus p up wnth Abngtnnl unncnltv 

students and student service pmferrionalr working with Abriginal suppon servtm. at 

your institution to assist in Ihe development of ~h;~erspcrive. 

Eltg~ble pmslpanls will k Abngnal studenecunently enrolled a =Canadoan 

uotven~ly. whtch offen spslfic wrvrei fw Abnng~nal students and nudent vntw 

provtders Thew srvtces can he affmd m the terms ofa sps~fir offircar renter or an 

individd who works directly with Aboriginal students. Them is a rparate survey 

designed for Aboriginal students and student service providers 

Panicioants' mk in this march iscrucial. Thcv will k asked to fill out n survev 

abmt the~rexpnems and optntonr on Abngnal students' needs and wppm .ervtm 

Student rrrvtcc pmfcrnanalr ulll also have the roleof akmg students. who vtrtt thetr 

oitim to panieipw in the study. The rumy multr and applicable student service 

theories will be used to develop the prspctivc. Once the prspeetive has ken 

developed, participants will k recontacled to review and ddlrurr the findtngr ad recommendation in an on-line focus group. The survey will take approximately 10-15 

minuter and the focus gmup will take H to I hwr of their time. 

Bolh the survey and the focus gmup delivery is designed forrhe World Wide 

Web. However, realizing nat all students have aces to the web. P pprversion of the 

sumv (with a stamred reNm envelorn) will be mu% available thmueh their on-eamous 

~bnieinal student &vice office/cenir. The web rite mavbe , .mvie&d . 

at Ihe folloiine 

addms hap llww Jrr mum cd-COImep The m m h uctton of the SIL has ken 

vrurrd wilh aparruord tocnrum only that nnvnted nndlvldual* panar~pllc m the 

mcarch The rmrrd sole s alsdc\tgncd to pmtcct the 8drnt8ty and ufety of any 

individual or institution. Ihc pasword to a s s this site will be provided to the student 

service professional todisuibute to students who visit their officer. This ensurer funher 

svrily and control overthe msearch. Access will be provided to the profwiauls once 

the researcher meives notice of their interest in panicipating in this grwnd-bmalring 

rerearch.

All informatim gabd in this study is svicdy confidemid, at no time will any 

individual or instirution he identitid. The research is focwd m enlhain~ the studens 

and student service mfnrimal'r minims in ncneral. It will not knal - - o; anv -, 

deppnment or lnrututlan Pme~paum 8s voluntary and the rtvdcntr or the studcot 

wwtce proferrsrwl, my unMmu al any urn Thlr revarch hr mclwd appmval of 

the Faculty of Edurauon r Ethtcr Revleu CommlVe Tk rerule of my research utll he 

madeavailable to you upon requcst along witha national reference litibg of Abwiginal 

suppan service pmvidm comptled during this study. 

liyw ue in interested in participating in this national research pmjcct. please 

cantact h ressarckr vid C-mail m regular mail. If you hnve any qvcwiau or concerns. 

pleax do not kritare to contact Michelle Pidgeon at Memorial. (7W) 737-8587. liar anv 

time you wish lo speak with a murce arson mt asmired with the research. plwse . 

conrrl Dr. Bfuce Sheppard. Assxiate Dean. Graduate Programs & Reswrch u the same 

number. 

I would sppnciate it if you would please indicare inmt in pujeipating in this 

study as m n us prrible. At this rime I will farward you (by e-mail) the password for 

access to he nudy. 

Mailing address: ~bor(dnlsNntselrirssmdy 

r/o MlcWtHdgcm 

Dm 5). &ant Mil llam 

EdmaUom IluRding 

DloadaI Uninrriw olNMmdmd 

SL John'% NF 

AIN 5S7 

E-mail: eO?rne~@m~.morpm.um.munm 

Yaua sincerely in Aboriginal Student services 

Michelle Pidgmn. B.Sc.

ADpendix C 

lntmduclion Mter to the Aboriginal unwiy sludents

Dear Stvdcn~ 

Thi lnnr is an invitation la be pan of a national study exploring Aboriginal 

student services in Canadian universities. My theris'~ goal is to develop a national 

DFrsactive on Aborilinal student rmice aovirion in Canadian universities with a 

itudnt service's theoretical faeus. . 

My name is Michelle Pidgcon. tam agnduate student with tk Faculry of 

Education. Me& University of Ncwfwndlnnd. My interest is student services. mm 

specifically. Aboriginal student services. As P pemn with Aboriginal anceuly. I have a 

personal connsdon and moovation for seeing post-recmJmy experiences for Aboriginal 

people be rhc best it can be. This is why my thesis study is exploring Aboriginal student 

services m Canada. 

To ensure this study refleets the erpcetvionr and needs of Aboriginal students 

and student support SSNlm, it is crucial lhat Aboriginal university students and student 

service professionals who work with Aborigmal students lo be pan of this study from the 

beginning. 

You are inviDd to panicipare in this ground-breaking study by sharing your 

thounhi - thmueh - the survcv and lateran. the foeus - emum. . To mk this an eniovable , , 

capnence. you have the cbolce of fillang our tk sen Ice on.lnnc e the web rnr address 

below or cornplcung the xtachrd papr vcrrton Yw us11 he msontrted a a later date 

to review rhc findings and recommendatiolns and ppw your comments. Again, to make the 

pmeess easier. the foms pup will hrve the on-line version, but forthose who prefer not 

lo participate on-line. the questions and findings will he made available Lmvgh your 

Aboriginal student service officc/center. 

on-line survey is parsword pmlmed toenrure only the invited will be 

panjcjpating in this importnut audy and to ensure the rafq andeonf&ntiality of 

panmtpants. You may xcus the site by obtaining the parsword horn your studcat service 

pmferrionnl at the Aboriginal audent service offlce on yaur campus or by e-mailing me. 

Any ~nlormat~on you choow lo sham wtll be held 8" rlnelat mfidenre and your 

tdenuty wtll nn he rrvcdrdat any stagc m the rrudy At any8me thm~ghout h rtudy. 

you may contact me via the address below or email to discuss any relevant issue. ask any

Thank-yw fw your Lme. 

Ywn in Aboriginal ruppon services. 

Michelle Pidgem. B.Sc. 

My mailing addmss is: 

My e-mail address is: 

The Web site is: 

Bor 59 

CInemI blail Roan, Education Building 

Menmrial University of Newfoundland 

St. John's, NF 

AIC SS7

Appendix D 

Aboriginal Student Service S uW

Aboriginal Student Services in Canada 

Fork-dthk -h.m AbotiBid PP shall bedefined I 'my mdividurl vho hu 

Aborigind memy ad wlf-idcnlik himhmdfuan Abrxigipran'. 

Genenl lmlitotjm inl~l~~licm 

~ l d d n r l ~ 4 ~ d ~ e ~ r r & l d ~ a b o ~ 1 1 b r ~ d ~ ( i 

wWwlmg b Ulb -mi! 1 uln he Wd ini Imt n.MaIWInh 

1. Wlrm is ywr ina(lwlh Immd? 

2. What Is the laW side( popd.aiondyaur iatituh? Plru. imlh mdqmluat. 

.ad g.hutc,dir(ure, 

your answer) 

1uU lime .nd ppn lime stadmtr. (Plcau place .check m k next to 

I L e s t h a n IWO 

I I W O l 5 . W O 

I 

,s,mm.m 

~ 2 0 . m 2 5 . m 

T z - , w o t 

I - - ~ t h u l s % I h s t h v l tos I ~ e s h a 15sb n 

r L e s s h 7.m -Les than 3%

L e u than 5% -Leu than 10% -Les than 15% 

I--hrthan 20% -Leu thin 25% 

STUDENTSERVICES 

mir infomation will be compiled to helpdenlopthe national pnpetin. 

a ~ 1 ~ - ~ ~ t r d 0 1 1 ~ ~ 1 1 ~ ~ . n b l l ~ s t ~ ~ ~ u y ? r n ~ ~ ~ u 

sppmprisksnn.; if you nmrnort pupsqully, thnarlst bath rrrpalaa. 

r S t " d e n u under ZI 

Studntaoldcrthan 

rvcng 

loverthe age of 21)

7. Whpt Abcegi.rl -pram p-I on Jaur camw? Pkasc c w PU tbl apply. Note 

~kmmnirrlleiveUltddl AbarighdpqhinCdsi it kimmdrdlarmss 

@&. 

hk!m 

I 

AsrhlmmIlhn 

swcrrmloa 

l~lwqwxm Mm hmn home 1-1 Vlnw*omr PtkullP#.pu, 

~lmurl KunulBlood S~ks~krl 

IIII 

CZWr Chlbtm Cht- Urr 

I _ I I I _ _ _ 

wra ~crmn~ anwh-rnce~ Dosnh ~unnc-r.(m~o 

IILI 

Eyal ol@lun ktdr ~vrlr 

- - - 

HalIwklH~ HUI klla 

Habnrlern Ha" Hy. 

kll&mwtrmol 

rrrz 

HuronIWdal tnu~lflnrrp~rr lgullk Vupnkl InnmlMmopll~l Knkr 

rII- 

KmthmdKutchmlOwrhinl Kaybn Kumn KwkUWw 

I 

Sll.linYi 

L'"ua'h'hl' MdisaVMahm Met05 Mlklnq 

=[ 

LrrI 

MMsvk Namt NmGitkm" NNlllk 

I--Nml---------NunlvrmnlNW-m 

IM 

vx1,wnI utllNumvotl aulU1 IN&)

c = L an= " m I,I 

I T " , , [ 

Tmulinr ,s-I 

I w n , , , ,

9. Wh.1 pruar~~s snd smviw mi011 the Ku In Qwdm h) mi@ m shau bedTed? 

(Fiewe fed free la rxp4ain) 

LO. .Oubidr dthr abmmnOned =mice and pmpms. WU a(k mp~lalbiptla OT 

dabb may you rwaunlrr daring lour by? Cg* pnmalraumllimg,&b maosgnnrnt, 

hpndl~sd~ninirtnlive h far M*lm14rle.l

11.~m~r~e,p!-~Iktop5d~AbarigbvlstudrnbhomlhrI)ll 

mow. mu.. mk ymr rhar+lfm 1.5.1 king Un nton impmiaml.) 

12.lm ymrapinioq nh.1 are IIW top 3 sewices you ner sWdenL1? Rank yar r h h lmm 

1 m3,I kwtk m& impomml. (PIrnvf~I I* laexplain) 

l T ' 7 m m e muupmot 

rTmn,ngSemnm 

rrlauomh~w. wmr manapmnc budpung. (e g . healthy cle )

Qhw -her lha ).our idrnlily .nd -me will ba kepi In l!+e sl~dml c d m 

ad rill mi be mimed ri(hM yavruprrurd mmnr 

Wym have myq~tions or cnrrna, pkae reel rmmmWIt Mkbdk Pidm via c 

#mil a1 eOho@~nonroron.ua~~~un.c~ 

e*ur raun a* raw in a* emrrlop pmrided.

Awendix E 

Aboriginal University Student Survey

Aboriginal University Student Survey 

ForIhcpv.paY,dhlr nnrch. snAbmi#id p r ~ ah111 n bde6drr 

"my individud vho hrr Abatiginrl rn~cllrynnd =If-idcnfifrs rr m Abariliml person. 

EDUCATION HISTORY: 

3. Hm M Y rornrr tare you wmvleld u uivenily (imhdly tar -1 e r ) ? 

I_

&lrxdawn*r(nrr.vbUarrIb.WI-rrdAbai~lulIla(smn~~? 

Rank your rbd- lmm 1.5. I king (k - imprunlmmm

I," 

L _ R c s & n e c 

r c a ~ c o " ~ l ! , " s 

I H c . l U l acrvlru 

I W W e l l r r S 

I----wrc 

rpEtfy) 

Flll h b Ic4"me.t

PERSOArAL INFORMATION: 

PIC- mmkr tho! yavrodentl~y md rcrpanas vill bc hp ~n Ur mi-mikcad nil nnk 

~ 1 -~ d i t h ~ ~~precd~~~t. 

t . ~ ~ Ifyou ~itr pcaonr~~y mntu~cd by mc-hcr no 

RVICW UT ~udyS findine ad reromnmdntonr Pfww kave your rmil n miling Mas. This inlmwtion will only be lued uoconwn youd will m hdinibund. If you hnvemy qwtionr or 

mnrrnr, pkaa feel h e ~acomxtmcer e-I u&202nro@wo.mnm.un.mun.s 

m m 

Ihisvmey m Abonpnal SludemServio SNdy.E/o Mkhllc Pdm.Olwd Mail Rmm. 

Box 59. Faculty of Education. Mcmrial Univmiry of Ndaundlmd. Sr John's. NF, AIN5S7

nppendix F 

Hard Copy of the Developed Web Page

Aboriginal SNdent Servict SNdy Pse l of l 

Thank-pm larviainag lbh itc, yon are the # OOOOi)O viatorsiace March 2. 

loo0 

. . . . . . . . . . . . 

..................

imdyefionhrml Page I aF2 

This study arises out of the need for more nsrorch on Abarigincll 

-seconCry students. More rpccifically, research focusing on 

ctiw on student service pra 

~nol studcnts have in uniwrri 

Confidentialiiy RESEARCHER

STATEMENT OF CONFIDENTIALIT) 

This mdy folkmall ethical guidclires as at forth by tk 

Facultv of Education, Munorial Uniwrsity of Newfoundla~~ 

and conforms to the ux of e-mail as at forth by Gmpgj@ 

and Communications. 

I 

All those individuals ad institutiow participating 

will be rwp~md and homed, 

Thr identity of an individual or an institution will be kept 

confidential. 

All participation is wluntcffy and participants mu free to 

withdraw fmm the study at ay time -

DWCUIMER 

% 

THIS WEB SITE I S TEMPORARY. 

TM SITE WILL BE ACTIVE FROM 

NARCH TO ,TUNE 2000 

ITS !XU PVRPOSE IS IN ASSISTIN6 THE 

RESEARCHER IN CONDUCTIN6 HER STUDY 

ACROSS CANADA. 

Those who wish to ptkipie must contact the 

rurclrcher or their on-amps Aboriginal rmdcnt 

Suvice pmfusioml to obtain URL access to the 

NmyS. 

Tho- who choose to participate in this mdy 

should be !8 or older.

RESEARCHER 

Aboriginal Student Services 

study: 

C/O Michelle Pidgeon 

Box 59.6elxral Mail Room 

Edumtion Building 

Memorial University of 

Newfoundland 

st. John's. NF

0 Great Spirit 

Whose mceI hem m the wmd 

Whore breadth glru llfe to the world 

HEW me 

1 come to you os one d your mny chddren 

I om rmoll and weak 

I nerd your nmqh and w8sdom 

May I wok ~n kuty Moke my eyes behold the red and purple sunset 

Make my hands respct the thlyr ?hat You hoe mode 

Ad mv eorr sham to hem Your MNCI 

Hoke me wtre $0 mo- I mov rnor rhe tnln?r 

Thct $0. nor roqnt your cnfl~~on 

lht ks~os tw? vo;n0~ naen .~OKI~ (sf ond rock 

Make me nrono, not to be ruDerlw to others 

But to beoble to fight mygreatestenamy: myself 

Make me ever so ready to come to You ~8th stmoght eyes 

SO mm when lhfe fa& as the faded sunset 

My rplrrt wlil come to You without home

q c onsent Form 

rmc_-AO(r,.mm-~---W 

g 

This thesis study intends to explore Aboriginal student services in 

Camdain universities. The perspectiw of Aboriginal university students who 

use such services and of those who provide the services, student sem'ce 

pmfessiomls, will be used to develop a national perspective on Aboriginal 

student services. 

To e m that this study reflects the expectations and needs of 

Aboriginal students and student support services. it is crucial that Aboriginal 

university students and student service pmfessiomls be part of this study 

fmm the beginning. 

The study will be take place in three phases 

Phase 1: Survey Pre-testing 

Both surveys will be pre-tested by those not directly involved in the 

study; they are howcwr. familiar with the isrucs utider investigation. For 

example, Aboriginal students who have convocated and student service 

pmfessiomls who are not directly involved in Aborgiml student services. 

Phase 2: Surveying 

Aboriginal university students and student service pmfessiomls, who 

work directly with Aboriginal student -ices. will be invited to A re thier 

opinions on Aboriginal student service to undustand their perceptions of thc 

needs and expectations of Aboriginal students. Ftwn the %my results and 

applicable student service theon'es a national perspective will be developed on

CO-t Page ? of2 

Aboriginal student services in Canadian universities. 

Phase 3: On-line Cowultatian 

An on-line consultation will take the form of a focus group, which will be 

held for 011 participants to review the study's findings d proposed 

recommudations. 

You are invited to be part of this ground breaking study by participating in 

tho s um and later on, the focus gmup. You will be contacted at a later date 

to review the study's findings and share your comnunts. For those who 

prefer not to participate on-line, the mmys, questions will be made 

available to participating institutions. Student affairs officers working in 

most campuses Aboriginal support service centrdoffice will have copies of 

this study's instruments. 

Any informotion that you choos~ 

to share will be held in strictest 

confidence and your identity will not be reveolzd at any stage in the study.

To further participate in this mdy, click

lliis sun+ ltns heen der191cd ro e~plorc !,,itt 

,~III,OIIS ~LWLI~ strppon ,en!csa far .\bonpinfil 

Universi~ onl!ers!Q irudcsrc ili Cati:ida \;NN rerpoari., 

and idenr~& and the idenr!! of!our ~ssuruti~~~t 

Student t\tII he Iieid I,: strict cuntidr.ncr 

Survey \\ ~[II !otr I~I,N:I :MI d~recricv~. the ISWW:IV:~ 

!\III dnclop ;I o:ittvnnl periye.rne om 

Abon~lnal srudeet .enlL.L.; 11 $5 (lnounllm rli.!! 

[lie d~\ecst~ al:~oaga[ \borigti::tl p'oplu.; L S ~ 

[Ills countr) bc ices ~bruupl~oi~t rltii st:~d\ and 

111 [l~c proposed rccuta~!t~cl~d:a~o~:s Tllia I, nil! 

-\bongtltnl L~Z~I\CISII> stt~det~ts tko~n PII mer 

C~:iti;t

Aboriginal Port Semndary Swdent Survey Page I of 4 

Aboriginal University Student Survey 

Fwrhe purpows of Ulis march, an Aborigid pnon shall be defined as 

"any individual who has Aboriginal snmtry and wlf-idenmes as an Aboriginal pnon". 

EDUCATION RISTORY: 

I. In wbaI pnvinrr or krrita), are you currently attending a pasl rrrondary 

ilatiNlion? 

lNewfDundsLabradlr 

2. How m y slmrm haw you currently completed a1 univrnity (including your 

-1 smester)? 

3. How many nursr ham you nrpkled at univadty (including your pmenl 

rcnuster)? 

C 

4. Have pu anendcd any other univenik w cdkga (private or pnblic)? 

5. How many nwrsrhave you mmpkled at miher pm~ scwnduy imamh 

(nnivenily w privaWpublic mike)? 

6. What degree m m ordipbmm are ).a c u d y wwkh8 towards? 

I - .- -

Abaiginsl Post Semndsry Student Svnq Page 2 of 4 

7. Taddcmia wbal Aboribinsl sowrl wnlra abauld bq U ir lo k- 

wh.(senlra arecurrenUy being uud. FWst clmk all Ur nnira ym bave uud 

prior la enerlng or dvring your unhmily career: 

C Focd services r neslth 

C Seholmhipoffim C Orientalion 

C Lendcnhip pmgrams r Rnonal counxlling 

C Volvnverpgnuns r C mr counselling 

r Financial r On.campls housing (e.g.. residence) 

r Student twdership p g m -. . .- . . - - - Other(pls spsify) 

C~djus-1 ro new environment C~onetimr (e.g.. missing family) 

r~inding ruiwbk rcommodarions r~acism 

C~ismcc from family rfinding friends 

C~cademic pnpmion r~inding adequate finances 

Olher (plr specify) 

9. What would be lbe top 3 servira you nwkl n d lomd in a pmtlxranhry 

dWhlSYS~?~frrlhlo.dlwnmh~ym-14.rwfblaya( 

h e W ~ w . R m k ~ o y r ~ 1.3, hI m bdwthemmlhprmm~~rrirri

Aboripd b t Sccoodvy Stdent Survey Page 3 of 4 

Ckalth rcrvlrrr C~baiginal culuualxtivity 

~wsll- E~cadermc ~msition Ro- 

-- W r (pis specify) 

10.). Bow w wldp describe your exprieaca 14th Aboridml sludmt servkes? 

Pleas feel free toeaQl.in. 

I N As an Aboriginal univmity shldml, whM am your expermins .nd lwodr in 

the provlsinn ol Ahriginn1 student rwiws? 

Age [Z 

Gender @ Mah r Female 

r divorced r married (including comm 

Mon't~lStalrts low) 

r singk r widowed C &r 

Doywhcddldm? CynCno 

To whkb Ahribid gmup(s) 

do you Klf-identify?L--- 

I t 'lhuk-ya far ymr lime .ad ~~ m Ihk h ~l* bslr I wtlyou 

to Ink thin time to ask my quedhm, make sug@iaa or to huther elaborate 

on any relevant igur Thanks again.

Aboriginal Pan Smndny Student Swcy 

Plsars remcmber thr your identity and mpon=s will be kept in the nrinat 

mnfidmce and will OM be relewd witlwut yaurenprervdmnwnt. 

* If you would like to be p mnlly contaelnl by the researcher a mvinv the study's 

findings and mommendarionr. PI- leave your e-mail or mailing address. This 

infodon will only be used lo contact you and will nn be disuiburcd. 

* I f you have any questions 01 coneem. piease feel free tocon~an M viae-mail at 

-.rnun.y

Aboriginal 

Student 

ll~ic sune! lhas been deap~ed to e\plui-;! .,u1optl~ioas 

about suvlion senices fbr ibunc~n.)l 

tllll\ercl~ stude~~ts III C.~nado \'our I.C.~O~I.~. 

~nd ~denric and tltc idrnttr) of!our IIILII~LI~IIIII 

Services n111 be held tn SU?CI conlidence. 

S LIIT.~!. ti! !mr IIISISII~ :lnd directtoct. 1112 rcsc.~r~itc~ 

nlll de>elop :I wtlonal pel-rpturncnn 

\l~di'i;~ti:~l sr~ttlent sen ik 11 1s ~~TI~OI?;IIII t11.1: 

the d ~\sri~n antoagr Alwr~g~~~al ~ec1p1e.i L>I tiit. 

collnrn he seen tlimuxitout rhis stud\ 11ld 111 IIV 

i~rnposed reco1ii~tteoda8lunr Thi.: i.; nit! 

\bol.~~~t~nl at1nersti\ stodcnrs iilvl~ :,I1 ,ne~ 

C.lliada arc bdlne illtifed tn [ >an~c~p:~~ 111 111;. 

~~I'LIII'! I~rcaLi~ig qrud! 

Y 

Aboriginal l'niversit! 

Student Surveg 

Thmm~8oputicipachUlenweymnhwobuincdtheURLforthenwey~myour 

sndan b c e pmfasionsl or the researdw To the runty, pkope enter the URL in the 

ten box below lad click the 00 button. The hcanvev will he launched in a sexrate brow II window. II 

Pitoss do $tor ICBIOIC to co~~tact 

the reseal-clrr 

a1111 an! qtterrlc,ni repardq thi, stud!

Aboriginal Suppnt Services in Canada Page l of 6 

Aboriginal Student Services in Canada 

For Ihc purposes of lhis research, an Aboriginal person sNl be dcflaed ar "any 

individual who bar Aboriginal ancerlry pnd self-idcntibs him/lmclf as an Ahoriginal 

prson". 

(Tbir idormalbn will only be used Lo gather general inlonnalim abmt the types of 

ilutimtiom priMpUng in this murch and will be held in strid mnfdmtiality). 

1. Whueis your Inslimlion buled? 

1-ndlard and L M o r 71 

2. What is Ur t-1 audeat ppa*Umo(ymr im(iluUm? Piease indude: 

undergnduulr and gradlute, diitsnrc. (ull Urn and pri lhne dud& 

3. Wh.1 prcenlage of ymr 1ac.l Iclldmt popuhUw is Abarig'oll? PI- Include 

gmluale, undergrdatr, dMmce, fall4imc and pri-time rludmis. 

r~essthan596 c Less than 10% r Lrr than 15% 

r Lerr lhan 20% Less than 25% 

A What k the mW nunkoflrully a d rtaWem#oyd al ymr iaaihllion?

Aborilind Suppon Services in Crnadv Pagelof6 

5. Wlnt prrmt.gcalthe total number dfxuIty and swat yarr batihltlao b 

Aborlglnal? 

STUDENTSERVICES: 

This informstion will be compiled to help develop he national parpedve. 

6. Whst garpotaudetr daa ywr misf mmt (rrquenlly? Please Il*a the 

~l)o~ appmpriatea~m: Ilyw serve mas( gmmpa equally, then select both 

I--. 

r Female n rMde 

r Students under ?I 

Or 

r Swdew olderhan avmge {c 

tkagcof?l) 

r sultus or r ~on-stms 

r Studmts with childun or rstudents wuh no children 

7. Wlnt Aboriginal gmpr uc present rn plr uapua? ?kase rkk dl that apply. 

Now: mb Is not an inrlu~itc Iht of DU Abodglul pmpla In Cud., P is htmdrd 

tame &ss guide only.

Aboriginal Suppan Servims in Canada Page 3 of 6 

8. a) W ht pmgnm ad sewlm art oIkd by your & la Abori@nsl rtudmlr? 

Pkm fed free toerpnd 00 Ihb list 

r Academic Advising 

r mnrarion 

r Residence 

r Cancr counselling 

C Health Smicn 

r Wellnerr 

TTime management 

r Lendenhip programs 

r SpirirualIReligiaus services 

r Abaiginal N L N ~ mivity 

r Academic Trnsitian Rogram 

r Training rcminars (cg. healthy 

relaionships. smrs management. 

budgeting) 

-01her (please 

r Mentoring 

spectf~) 

P*la led fm lo send the rru.nber sw mknol imfmpliaa, r.k bdkg 

bmhum, or p*mplea lbsl protide more inromotion m offed semi-. 

8. b) Areany of your prcgnms w wka daigrrdar gt.blWrd wilh a s(udmt 

wice hry, ideology w model? 

r YES r NO 

U y ~ p b s p s i l y w h . t ~ ~ ~ s o r & y m r N m ~

Aboriginal Sup- SCW~EES in 

9. Wh.( p48.n. and rrvlra mot an the Ilsl In QuWh 8s) nigh1 or should br 

oaunl? R*.s feel lm lo explain) 

10. Ourride dlk abve d m d rnlra ud p m q xhsl U k 

mpapibilillco w do& my you nmumn hrhg )our W? (y, pnml 

caumlllng,rrlrlr rmngnrnt, h..dlii~ .drninirtnUve issues for shldrnu, rtr.) 

11. ?ran y m pnprtiv.. plm cham the rop 5 meeds d Aboriginal students 

him the lii below. (Flease ramk ywr chi- I- 1.5, I king the rn-I hpIZ.111) 

I. ... A 

12 In p r o m , wh.lare UK lop 3rwiw~mu o(lwatudwts? Rank ywr

Aboriginal Support Services incanads Page 5 of 6 

~bwarmblwetbe-t~(P*,frrlkw~i) 

C~adcmic Advising t~boriginal cultural activity 

corienration tLeadenhip pogmr 

Chientoring ~~piri~s~~cligian smices 

r~arecr munwlling CCauer developmentlcenrcr 

r~ealth rcrvicer C~esidcnce 

rToining Seminars (e.g.. healthy 

KTime management relationships, suers management. 

budgering. etc.) 

Cwellness CAcadcmic Twition Pmgmr 

I ~ t h e(please r 

specify) 

Feel bct to emmwA he. 

13. What b your prrrption dAbori@ml dudeM &expe&aliau and 

Aboriginal rhldml vrvlee provlsim? 

14 Thulc yw Ir your tie rd nnsidenlh m lbk Imputanl har. I wkwn 

ysu lo lab tbk Uar to u k any quslaa. make m ioa a to (unher daborale 

on uy rolerant irsur. Thanksapin.

Aboriginal Suppon Services in (Snada Puge6ot'b 

*~rrnrmkUutplubU~dwnrawlllbckrprinIhe~~rr( 

cdhkm and vUI m( be vithm ywr apmnd ramt. 

If you have any qucrtionsor mm, plm feel free to contact Miik Pldm 

via e-mall at ~~~w

AU about M Page I of? 

Hi. I am ny excited about my study and I hope that my mthusiam is 

sun in this 

web page and carries thmugh to you 

My nmne is Michlk I gnv up in the Citv of Mount hrl I mntly reside in 

where I am attending MMorial Universitvof Newfoundland campkting my 

Masters in Education 

pon-~mnday education with a dent dfoiw and dcss concentrution. 

My interests are hikirg, ding and draring, kornirg how to nxrwshoe. and of 

course, taking care 

of my dog. Jew- a malamute-wolf cmsr 

...................................................................... 

................................... 

weighs ow 120 pwnds and is 

no signr of slowing darn 

em is Mi'kmoq, it translates mughly to 

iy cannibal giant fmm the north" 

............................. 

........................................ " ................ 

I am very prad of my mixed heritage and I am currently in the process of tying 

to hrn mwl 

oban my mcestm. My Abaiginal heritage is Cree from my gmndfather on my 

faWs Side. 

My t ~thrr is of Irish ducat with a lmg comction with WoMdbnd.

AU about me Pagesee?of? 

I wish to make a differewe in th'iawtry fa Aborigiml peoples, hewethe 

pursuit of 

this rtudy. Impid ty my h, Ernilv Pauline Johnlan ad Chief kn 6eorge. I 

to 

motivate atha to k t k best that they can k and m a irnportantbj, m i n 

tNC to themsew. 

- 

Emlly Pwbne Johnson Ch~ef Dan hrge

endim G 

Aboripmal Shrdent Swim in Canadian Universi6es: 

A Reference Guida

Aboriginal Student 5 e~ces 

in Canadian Univemities 

A Reference Guide 

sourn p 

ALBERTA 

~obron. m, ~nrmr(dobronbuca(w.ca I 

George Calbou, d i m (aloubucalaarv ca ) 

DMna Wmg. (macklroaBucaloarv ca ) 

Les Jmme 

. . , . 

Calgary A i m TZN IN4 

TO1 (40312x14298 WEAX4 

Fax (4031 2206019 

E mall sarOucalaaw ca 567M@ucdarvml edmm unloarv ca 

Web htln N w ucalaaw cal 

Tracy 11mt.q ttacevlb~thabascau a 

LmOlu Uninnw 

1 UnlYerllty Or 

Athabarn. AB. T9S UB 

Tel (708) 421-3287 

Fax 

web mD i i w alheb-U UY 

Lms Cmw4 CommunlmsMsar Lewr CaMmalbualbmaca ca 

NBtlve St- SBMCBS mce 

Unlwnw dmru 

Edmonton A0 Tffi 2M7 

T# (780) 492 5677 

Far (780) 492-1674 

Web hllD I i w ualbefla cal-us11 

BRITISH COLUMBIA:

J. WKW. Fk%l E 

Kmaenunirmnvwm 

12666 - 72nd Am. 

suw. BC. vJWm 

w C d W r , (aarIeneWhw8nlIBn bC ) 

Tel (604) 599-2269 

Far l804)5942C69 

W hltD lhmww kwntlen.bc.csl~0un~Rdr6I.hrm 

Mare %mlz 03ms Fnrt Nsbmr Samces Mamom (rmretrmamala bc ca 1 

MdnplM U&rutyCOl~ 

XHI F#lh Steal 

Nananrm BC V9R 5S5 

Tel Nanacmo campus (250) 741-2636 u (259) 7W45 local2587 

PanruillelIlusl~cum -a (2501 24BX196 

Far 

web hm i i w mala be ca 

htto 11- dismwlsew~m~IRSTNAT HTM 

~yis MUIW ~lrsl ~at~on Edumon Condma ~ 

0hanq.n UnlwnIly Co114. 

(WO KLO Road 

o k a bc ca ~ m 

Kd-a BC VlY 4x8 

Tel 250.762.5445 Ex1 4212 

Fax 

Wet 

250862SMXi 

hlto iinuw ouc Dc caKns 

~IV 6ww ouc b~ cslfnsnnm ntml 

Mmlyn Dumant Flrrt Nshons Pmgram C&mm rraumonlbs(u ca 

NBtlve Sludent Center 

simm F"UTU"l".~ 

8688 Unlvmvty Dnw 

Bumaby BC V5A 156 

Tel (604) 291-3555 

Fax (604)291-5682 

Web htm i i w rfu wlstudem-rew8cetmrc 

ncky Maw1 vmanuelaDcanboo w 

MBl MI- Dtrmor gallowa~W~mbo~ bc CB 

Mahlma Chamonnaau Secretary charbonneauimcanboo bc w 

Student Se~mr I College and SNdern Affanr 

Th. Uawnuly College 01th Canboo 

RM OM1671 

SW McGll Rd Box 3010 

I(am1mpr BC V2C 5N3 

re1 (250) 829-531015246 

Fax (250) 3715772 

WBb htl~ ihmww car DOO be csldrmcsaiindex hlm 

v-c~n~wlh~lrn~n, urhelmmun~xa uac ca 

F!m Nlom Hare dL~mmng (UBC] 

me ~ayylcue 

Wwn(w ol BritWI ColMbu 

195 West Mdl

vmva. B.C. V6T 122 

Td. (W)8228(UOWl 

Fax (604) 8226944 

WBD RID ~DIW lon~house Y ~ W ~ ~ N I ~ P M ~ I 

JB- MRIV Jmnddcnlmam ukca 

lnsbtd$fMAbOnpn~I Heah, 

Dw!son dComm~lrm barn 

Mvenny d British ColumM 

~Cawwdward lnstrudlonal Re- Cem 

2194 Health Saerrsr Mall 

VanmuVdr BC Y6T 123 

Tel (504) 822-5677 

Fax 1604) 822-2495 

Web hil~ I i w health-laences U ~ callah C 

Th- Nwl Flml Nauona Accas madnsmr neellBudv bc w 

The Un#v.nq Cdlqeo(Iim FnurVdly 

45635 Yale Rd 

Ch!IlW BC V2P 6T4 

Tel (6M) W528 (PktcMd). lW417%28cB (Chlllwackl 

Fa. 

web htto liwww udv bc~alstuse~~nat~on~ nm 

Anne Sam Cm~mfiwollha F!nlNaf~om Caom samabunbc ca 

UnhemtydNom*m BmWI CMMlbla 

3333 U"lWStW way 

Pnmhw BC EN429 

Tel 12501 9605517 

Fax 

Web hito 1lw.w unbc Wna~IXSnu~as 

BIII ~ hm mgmw baron Ommr wmwncte@wm uv~c ca 

Rqler John /\bongma1 S m WIM Facub d Hum end Soclal Wopment 

roaenLuv~cca 

Jmder FIB1ChR Sewmy 

Unlanlly ot Wcconl 

Abarlgrnal Lmsm mce 

PO Box 17W STN CSC 

VictanP BC VBWZY2 

Tel (ZM) 721632616274(Roser) 

Far (250) 7216570l7067 (RagW 

Web htlp lrww UV~C Wabla 

MANITOBA

May Ywng Nab* Slvdat Cldul~r younam&h mnnlnea ca 

UniwnHy otWnnip4 

515 PortagaAVenUe 

mnlpal MN R3R 2E9 

Tel (204) 786-9885 

Far (204) 7868658 

Web hl10 IIw UW~~~OB(ICBI~VSW~~CH~SB~~~~CRS 

hrml 

NEWFOUNDLAND 

mbl Shvah Nat~vs Llmm ma, lhnnkbmun ca 

SlvdatDe~nf Unlmty Gem 403 

Studml &R md 

YNnolu UlrWlM" ot NIvrounhnd 

St Johns NF A1C 5S7 

re1 737-3495 

Fax 737-7601 

Web ht10 I!w mun ca 

NOVA SCOTM 

Nab* EdK.bm comkr D.Dlau*Unnn*h 

Hanron College BOBg Unwrsty AMW 

Halnar NS E3H 3J5 

Tel (9021494-8861 

E-mall henroninfobdalq 

Web hlt~ 11s dal cat-~csrimno ~mIfsttdents hmllwww dat camensoU 

Judy mrd-Juban bernard~r~ca 

St. Fmcis bier Univm(ty 

POBoi5WO 

48 Flow Bl~eld Cemer(S1uants 

Pvlt~gamrh NS BU 2WS 

Tel (902) 867-5413 

Fax 190218675887

P W Jbmm ~aMron@uccb.n%g 

Room CUg8 

Smnr Cuhrat am Mmw CnW 

U m w n w C d ~ d C p ~ 

PO Em 5330 

Sydw NS BIPBU 

Tel 902-w-1660 cE1-ss959.8995 

Fax 902.5528899 

WBL) h11D IIF

955 (livsrROa0 

Thund* uay. ON, WB 5El 

Td (807)- 

Fax (807lY58M3 

w ntto IW lakeheah cal-mswl 

ht1~ 1- lakehead" c~~-fifslnat~on! 

935 Rammy Lab Road 

Sudbury ON P3E ZC6 

Td (705) 6736505 lW0 8801675-1151) 

Far (705)675447 

WB~ httn Ilw lauremlan ~Ishrdrervlenalwe htm 

McM.orurdnmihl 

1260 Maln St W 

Hamobn ON L05 4K1 

Td (905) 525-9140 n1 27479 

Fax 1905) 540-8443 

.. -. 

Box 5 ~2- 

N m Bay ON P1A 383 (P1B 8LV) 

Tel (705) 474-2461, mi 429 

Far (705) 4728801 

we nttn liw vn!~~u~m m~ 

ibb LWI- (woost-mca ) 

Lynn LLm#tovMM~an$Lum (Irn25imoort aueensu Ca 1 

wants H-d (mdmimoort aueenru ca 1 

Four OtnMmns~lgmal SNdm Cemr 

a-*S un~nniw 

72 QuesnS Crescent 

ffinglton ON WL 3N6 

Td 613-Y56970 

Far 513-545-6581 

We htt0 N w ~ue&nsucBId68014&KI40-1 hlm 

hlks May 

(mrn&avWtblrd euc 0n.ca I 

Gnny Barmsau .Callmom smokr..Rausn his. Oaa We 

R- Pol.llnhie Uninnily 

Rmm lW02 

JOrgenYYl Hal 

350 wmna S m 

TorcnE. ON. M E 2P

- - -- ~-- - 

K9J 788 

PI: 18887368885 

Fax: 705-740-16Z 

Rodney Eabtwash D&r 

AnlU Bandla Acadermcmmsdlu 

Ltllfao Wregor FNH El* 

R Nahdee - i nahdeeautoronto ca 

Flnt Natlonr House 

M(lce ofI\Wnao~I S1-M %m% ard n d m s IOASSP) 

univmity tio om no 

563 Spadlna Avenue, mnd Floa 

Toronm. ON, MSS 1Al 

Tsl (4161 9784227: 140M)10BOMl 

Fax (416)978-1893 

Web: w lhbraly ulor~nlo Cahwvdlm~~N~Ynh ntm 

a1 &.& Ave 

WMsor. ON. N98 3P4 

Tel (5191 2534232 -wcs 

EXT 3465 - Carns€iM 

EXT 3467 - S W Llrm 

EXT a59 -Mara!MI . L6Wl . I\dviWW Cllnic 

Fax: (519)9714%9 

E-MII ~affa~rbwmes~~ca 

Wet ntle l i w uw8ndror WsfhrYabnamaU 

ClauWfe CommandeCcde, &anglnd Mmtsdvirer 

Cmm Duma. Secretary nd AbDngMl llalron mcm 

Nmcy Babblm. Abonglml Liilon Omcer 

*WngmI hlsr UniwnitVotOtw 

550 Cumwwiad 

PO BOX 450. Slatal04 A 

OuaM ON. K1N 0N5 

Tel (613) 562-5800 exl 4 s (Clsudstls): 4573 IQnlIm) 

Far (613) 562-5301 

E-mail: Abonpl~l R- C.n(n Wonera?JuoUawa.ca 

web -3 ':..:..-,. Jz:z..,G

V i PUes mOldlnaOT ~lvr~Ql~llan UWD Ca 

wly Nldlda% dnaw1651YBnl 

Fist NIWnr Se1~c6a 

unMnIlyotm*nnOnMo 

Landon ON NEd5BB 

Td (5191661d033 

Fax (519)661-3949 

W e hils in\\< urocr 

Cora b k 

Ass~sl~Vca Pnaldnf Sludant *Wan 

Fnrt NsWn and AWngnA Mdml Assmnba? 

Rm 103 McLaughlln College 

voh Unirmg 

Norm Yoh ON MU lB3 

Td (4161 7365953 

Fax (416) 736-5565 

Web bu >\,\l\ ioriusa 

QUEBEC 

Traw Kmmms a& D~lrecmr @aboeDoaw mcarll ca 

Flmt People's Hwre 

YeGntl Unnmly 

3505 Pesl Slrsst 

Momred QC HU 1W 

Tel (514) 398-3217 

Far (514)3%357 

Web h110 11132 215 3 125nDhl 

Mmnal QC H3G IMB 

Tei (514) 8487327 

Fax (51418483599 

We3 p 

~uguat~ ~ o ~ r~imdn~.du d , 

h2bauchafauaacu(l~eeec ca 

Caw detues m%ndr-s 

Uniwnlbdu ( M h A Chi- 

555 baulevad & l'uno-I6 

ci&iA~ QC ~ 7~201 

Tel (4181 545-501 1 ext 5086 2323 

Fax Y181545-5012

l Caws O m 

SaakaImn. SK SN SA7 

Tel (3M)96BS79o 

Fax (306)966SMll 

E-ma41 arc@sanaoa com 

Web ntte l i w urarr Msasl@ 

Damn Okamayslm DlreUm-of S M %vwm dokemavam@nfe edu 

C0llegeWe*l Ill 

Unlnnitv d Wna Reglna SK S4S OA2 

Tel (306) 7796243 

Fax 

Web hll. 'nu% me"- 

~.i M6.585-4760 

Fa,. x€-.%%056 

Web Illlo >r,\i. r,tc edui 

DnGuim*akrmmeNatinEMWnamn,mVa~r.WsM(6nlNatromMagmd 

mntad daunan@hel#x net 

- Jill Jehm is an Eduutrnal Mriror mUIGuMph. NIIiwllmme m Um w2Wl. 1 gave hu %m ~masabutunst IODuM be m am mnf ~ill6iMvrcl uoweloh ca 

Adall* *ak$ m Chnllii NmP= Nalii I& Tm5-m Edkahon 

Pmgram. Ong~sy rmm Saskalamam Shd is ccwarpmrdlhepmpnm 

adamsl@udv k ca 

Rod YsCormicL. PhD. Dndpr. NlTEP .ndksm Pmksm Owt 

Counsdlking Pryehwgy m UBC. Mom. w m~rm~ck~uacea

Ant Nuk,,.'TliM Dins(ay. 

~ C . n a L & Inc 

1oZaoGmy svsa 

Whnlpeg. MB 

R3C 4Hl 

Phone. ZOCOUgZJl 

Tolifres' 

Fax 

1-8008650037 

2M.942433 

Web SW w Arromfax corn 

e.mall: AmMaXriDesCaDe CB 

Timotny Rahlly, Ph D 

Manag!~ Dneau Lsana Se~oes 

TBCnnlCal unwq nsmsn cobma 

1m. Sway Pwa Mali 

Suney BC V3T ZW1 

PEC45856008 F6045866003 

mall rahlly~bcca 

URL hlto Ilw techbc ca 

JeU Smlm Jeff SmlthBOemsS am tc ca 

Manager AbonpraI E d a m 

Colleges 8 lnstltutlonal Plamlnp Warrtl 

Mln~stnlof AdvanDed E d a m Tralnlng, 

PhDne (2501 356-7919 

Fax (259) 9526113 

Lacafean 2nd Fimr - 835 Hvmmlm S(nn 

Web htlo I m aen aov bc sal 

Kim CMamn Flmt Nstmr Aduirur , Kimberlev CamemnBb~8t.w 

Fmt Nahons Pmgramr 8 Services 

smwl Colunbia InsUM. OrT.chkqy, 

37W Willlngdan Avenue. 

Bmaby BC 

VSG 3HZ 

Tel M14-432.8474 

Fax 

W hm IIwwbc~t.bc CBI-swwdmmm~mdndex hm

Appendix H 

A list of Abwiginal paaples in Canada

Rufo((o*ring+atbtofthn 

Abaiiginrl popk of Canada. It b 

not intended to b. an imluaivr lbt 

of all ~badginal poopha in 

Canada; il is intended Lo sem as 

guide only. 

Ahenaki 

Sauilaux) 

hiniboine (Dakota) 

Blackfoot (Om VenWAIsina. 

PikunilPiqan. KainaiiBlwd. 

Siksika) 

Chilcdin 

Dalkelh (Canier) 

Wdb 

Dunnbra (Beaver) 

Haida 

Haiala 

Han 

Hare 

Heiltsuk (Hai Hais. Wla 

Wla. Oomkwm) 

Humn (Wendat) 

Inuit (Inupiat. Iglulik. Yupik) 

lnnu (Mon(agnis/Nsskapi) 

Kaska 

KootchinlKutchin (Owich'in) 

KoVukon 

Kutenai 

Kwahvaka'walm 

MalisaeVMaleeite 

Metn 

Mi'kmq 

Nii'a 

NlWpamux (Thonpron) 

Nunivaannuit (Nunivak) 

Nuu-chah-nullh (No*) 

NuYalk (Bell8 Cda)

0m.da 

Okanagan 

Onondaga 

POmwaMmi 

SaMu 

Salih 

Sechelt 

SemepemdShuwap 

Sekani 

WaU'imx. Lillwal (LiWwat) 

Squatrdsh 

Tagiah 

Tahltan 

Tlingit 

T5etsaut 

Tsimahian 

Tulalip 

Tuhhone 

Twu-T'ina (Sam) 

Wakashan 

Werwen 

Unangax (Aleut) 

Source: 

Malinowski. She&. khman, 6 

Walsh Doig. 1998 

McMillan (1995)

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