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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
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TOTAL OF 10 PAGES ONLY MAY BE XEROX
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LOOKNO FORWARD.. . A N8tionrl Ponpc
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lo a misundenlanding of the Abmigin
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My pumey has nd besn on that has be
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Tab 15 mmm-mibiii and dulie6 encoun
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~osl-ssto&ry experiences of Aborigi
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sarvlces bmg dbmd by Abongwl alum w
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Chapter 1 Introduction Initidly, po
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exlent, led, dapVl and resources ma
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au L)~.WY w s~ouo~ps)ord was wms DW
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madiine whenl. These rymbo)a am oft
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4) a) What mwb ltm epdalbw of Abori
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hIirnMOlu of* study The rearion mat
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4) A further limitation of this stu
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aignificsnt meaning: mpfwnting lo@w
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lnboduction The lilBrBture mW# has
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Ncdhem Afdn Can& (INAC), bmdy kmrm
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as likehlm mi crmpteta high rchod a
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hmugh tsdaal funding a(he mgnizant
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Harwsr, many RMarchara wara finding
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Abarigiml studenla who Mlhdrew in c
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mas succsssful in ampklim ofthair c
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infad mmiumws about their dossn aca
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edu&md system. Ti-mafwliis haw orig
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The uw of the temp. Abo-l and mn-Ab
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tDward collage ins(ruebhn, perad fe
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C o u n and ~ mica mwt whstand the
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abnoaphre, which anmuage i-ns. lnts
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dOmiMIK8 d081 huve mnm validah wilh
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The lack of a lheq of NaWe % due ha
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1981) and difroring philosophy fmm
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ofm, MienflaM &a!. (1W7) dacribed l
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on individuals and gmup Mmugh: I) o
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stvdant ravicar model, in- have bwn
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mo!Ms, bscoming establishing idem,
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first yew Mnorsmk MA (KmfWaw 6 SWm,
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Wrn (19e7) med two r i m in student
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&&onofvlsirexislinpmnsofclddrsssiil
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serviced (Banow, Cor Sam 6 Spiik. 1
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miniiizo this &cl. ALso lha wwding
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Telephcm and mail wrveys have -1 ad
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Intduc(lon tvchiblld el al. (1995)
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smey was pmbstd wilh Abaripinal pos
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1) W s u m asrvicas are Mently in p
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4) W is (he mlo of Aboriginal peapl
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idem Um a u ~ a l i(LaComp(e i (L W
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fmeen &mem ofa eonscmt form outline
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IntmdUcuon The rasub oflhis W y am
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~dindoryandlhmughpesr~. Alsttsrofin
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hadfacuHydWIpopu!aIiond 1 ~ 1 5 0 0
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than live panrmt ofthair tDtli atud
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pmvaed suppo-t fortk use of lha stu
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Data in Tat& 5 pmvider evidm to iUu
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General Mas - - 9.1 4.5 BA 85.7 25
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Pbh 7 Omer 25 4.5 Chlldm' Yes 27.3
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52% ofthe p~pmtsdolthat52%, appoxir
Page 116 and 117: nnuiniq few indwidwl's mked the aUd
Page 118 and 119: Db* 9 CuHunl events and p ~ o f . m
Page 120 and 121: Aborlgirul Student Smica Sumy The A
Page 122 and 123: sludents who ware younger han WnIy-
Page 124 and 125: lndiutim which Abofbi~l armm had us
Page 126 and 127: @&ant service centma.&@.& Pmgnmorwr
Page 128: Wh mtktkm wwicer d y being offered,
Page 133 and 134: w (pram) Top Canewns Wastarn* Cmtnl
Page 135 and 136: ~ o o c o ~ m , Aborigiml shdmt wrv
Page 137 and 138: sabd about Abomilul studs n& and sr
Page 139 and 140: Aborigi~l Unknnily Student Sumy Que
Page 141 and 142: Appmdmldy4.5% of lha sludanbr indii
Page 143 and 144: My&, llroliebMa6wnvprolBssassnd~hXS
Page 145 and 146: Aboriginal unimrliy mdmta by wlon 1
Page 147 and 148: volmr pmgrams, while lhe ohrage gmu
Page 149 and 150: -ic cuafx&m, a d m m a nwemironmnt,
Page 151 and 152: TO have servicas that am mWva of ea
Page 153 and 154: shlmnts did no( rank Wm among Wr to
Page 155 and 156: ~mpcciv. -rn central Eatern . finan
Page 157 and 158: Panpciw Wmm Mnl Entnn PmfessW . Acr
Page 159 and 160: Discussion of the findings Aborigin
Page 161 and 162: s.rvica b&Ig othnd by AbocigiMl rtu
Page 163 and 164: cumelling an Aboriginal student (Jo
Page 165: n i s ~ t l o ~ m ( h o ~ ( I I ~ n
Page 169 and 170: Nm.nb and rnodrb k.1suHed for Abori
Page 171 and 172: appmach r&acling sludm pa~aonal, sp
Page 173 and 174: wwldsuggest~~wouldbe~to~andfostera~
Page 175 and 176: MY-- The koliic appmach m Abotiginn
Page 177 and 178: 8) me bnmef be uad to es!aMish a na
Page 179 and 180: Mp in the development ofsgvicas to
Page 181 and 182: professionals thought shadd ha incl
Page 183 and 184: This s4& had a mnh sampling of Abor
Page 185 and 186: pmfe6simis w Abociginal rtuden(ll.
Page 187 and 188: Barman. J.. H&ett, Y.. 8 McCaskill.
Page 189 and 190: E m . W1). 101-108. CACUWACEUCC (20
Page 191 and 192: Rear. Eriekscm. F. (1978). Anlhmloa
Page 193 and 194: likelihood oftheir ude of a ceumsli
Page 195 and 196: Frmcirco: Jossy-Bsss Inc. Wihing. m
Page 197 and 198: Malinwki. S.. Sbab. A.. Lehman. J.
Page 199 and 200: OsO) OpW N. (1889). Cullursl valua,
Page 201 and 202: UBC Pnsr. Rhodea. R. W. (IgsO). Mea
Page 203 and 204: @dent PefSO~ltWl Mminim m, 2-8. Sba
Page 205 and 206: H1), 14. % B. & Tikmey, W. 0. (1991
Page 207 and 208: Opening Prayer 0 Great Spirit Whose
Page 209 and 210: To Whom It May Concern. March 23rd.
Page 211 and 212: ADpendix C lntmduclion Mter to the
Page 213 and 214: Thank-yw fw your Lme. Ywn in Aborig
Page 215 and 216: Aboriginal Student Services in Cana
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7. Whpt Abcegi.rl -pram p-I on Jaur
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9. Wh.1 pruar~~s snd smviw mi011 th
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Qhw -her lha ).our idrnlily .nd -me
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Aboriginal University Student Surve
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I," L _ R c s & n e c r c a ~ c o "
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nppendix F Hard Copy of the Develop
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imdyefionhrml Page I aF2 This study
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DWCUIMER % THIS WEB SITE I S TEMPOR
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0 Great Spirit Whose mceI hem m the
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CO-t Page ? of2 Aboriginal student
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lliis sun+ ltns heen der191cd ro e~
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Abaiginsl Post Semndsry Student Svn
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Aboriginal Pan Smndny Student Swcy
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Aboriginal Suppnt Services in Canad
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Aboriginal Suppan Servims in Canada
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Aboriginal Support Services incanad
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AU about M Page I of? Hi. I am ny e
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endim G Aboripmal Shrdent Swim in C
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J. WKW. Fk%l E Kmaenunirmnvwm 12666
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May Ywng Nab* Slvdat Cldul~r younam
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955 (livsrROa0 Thund* uay. ON, WB 5
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V i PUes mOldlnaOT ~lvr~Ql~llan UWD
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Ant Nuk,,.'TliM Dins(ay. ~ C . n a
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Rufo((o*ring+atbtofthn Abaiiginrl p
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