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pmvaed suppo-t fortk use of lha students' aurvsl rssponrar in lhis rtuly.<br />

sinmthestuderd pmtkipntswsn ofth he typical user of Abofgimal<br />

. .<br />

Wd diS~bIJu0" o f d l unhm *d.*<br />

c i zr<br />

Region Fnqmmy Distribution Poreantage Dbbibufion<br />

Eastern 11 50<br />

Central 4 18<br />

Western 7 32<br />

TOM 22 <strong>10</strong>0<br />

Tab 3 pmides evi- about the regional dislribulion of Aboriginal<br />

unwmity shldents who mspon~ (0 lha sutwy. FiRy parrsnt of the<br />

respondents were fmm Earlen Canada. The Central and Wes(em region<br />

wesented eigMeen and Mirty-bu percent of !he sIuM resparbders<br />

mspesm~y. While (N.11) ofme pm'dpaling si&m ware fmm me<br />

Eastern ngion, one must remember Ihnl only 8% (N-2) of* parkipsling<br />

instiMkns were fmn this same regmn<br />

Ths Aboriginal Univenay Shldent Swvay d i i fmn Ute Aboriginal<br />

Sludmt Smim .%my, in mat it asked quafions about the studenl and not<br />

Ce*re. To gain some pnpsdEue on the type of slue& using Abaiginal<br />

Illldem swvies, M wlkipants wers asked lo share pmal and<br />

academic inbrma(nn about ~ l v c l s aKh , as: gander, age. Aboriginal gmup

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