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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.