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Cw J. (196.3). Y p 'n' in the Wd of ad*. Wiia: COmin P m Inc. Cmrs. P. (1971). h n d the Omn door (Jastey Bars Series in Higher Educltiin). San Fmdsox Jastey Bass Inc. Publishm. Darou, W. G. (1992). Nath Canadians and inteiiigena, testing. Canadian Journal of Counaolli- Canadainne de Couwno. 26(2). 98-94. DamMger, E. J. Jr. (1998). Teki hdd of the tools: Post-scrcondary aiwa(ion tor Canada's Walpols Island First Nalifm. 19851994. The Canadian Jwmal of Native Studies. 16(2). 229248. Davis-Pal&, C.. Oordon, S. E.. 8 Peraky. 0. W. (1682). Derigning sutveys tor sludent &in research. Cdleae of- Alfairs Journal. 4(1). 5- 12. Wn. G. (1985). A follow-up shdy on n0-d mdents who haw attempted university shdy. W i n Journal of Nath Educatim. 12(3), 8-14. Dingman. S. M.. Mmczka. M. A 8 Brady. J. V. (1995). PmdWng aca&mic success for huiw Indian atudmls. Journal of American Indian luclltion. 34(2). <strong>10</strong>17. DOdd. J. M.. Gads. F. M.. Msccage, C., 8 Nehon. J. R. (1995). American Indian SIudeR nbcnlii. NASPA JMnsl. 33(1). 72-78. DMglas, V. R. (1900). The aducatim of umn Wive children: The S a d Cirde RDjBd. In J. Emnun, Y. HeM. 8 0. McCaMI (Eds.). Indian Edumion Volume 2: Tho ch&qe. V i : Universi of Mish Columbia
Rear. Eriekscm. F. (1978). Anlhmloav and the FiaWuk and T h m New York: AeRlsmlc Rear. Evans. N. J. (1985). Needa -mnt mahodology: A comparison of resuh &urnaI of Collaae Studen( Psrsonrd. m2). <strong>10</strong>7-114. Evans. N. J.. Fcinez, D. S.. 8 GuWiMs, F. (1998). develoaml in cdlaae. Theow. research and cia@&. San Francisco: Jezmy- Bass k. Publishen. Facully of Education (1909). Handbook: GtejuaIa sWmts. [ONLINE] Available htto:llwww.rnun.caleduu'fac weblHANDBOOK2,hbnl, November 22.1909. Falk. 0. R. 8 Aitkm. 1. P. (1984). Pmmoting retenSon among Amariesn Wm cdlege students. Journal of Amsrican Indian Educatii(2). 2431. Flemiw. M. 6. (1982). PmMems expstbneed by Anglo. Hispanic and Navajo Indian Wanm cdlege students. &anal of Amsriean Indian Education. - 22(1). 7-17. Findo. R. (1985). The rdt-spnken way w. the wbpoka way: A ~llural a W to teaching anrmunicdn to Nab psople in NbUk. J oumaldAmeriean(3). 3548. Fww. G. (L Wi, C. (1994). DiVhnces belwaan values of Aualralian Aboriginal and nar-l\boripimal skdenb. Jwmal of CmssCulhlral PsveholoplL
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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
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nnuiniq few indwidwl's mked the aUd
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Db* 9 CuHunl events and p ~ o f . m
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Aborlgirul Student Smica Sumy The A
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sludents who ware younger han WnIy-
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lndiutim which Abofbi~l armm had us
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@&ant service centma.&@.& Pmgnmorwr
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Wh mtktkm wwicer d y being offered,
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w (pram) Top Canewns Wastarn* Cmtnl
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~ o o c o ~ m , Aborigiml shdmt wrv
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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 and 166: n i s ~ t l o ~ m ( h o ~ ( I I ~ n
Page 167 and 168: 8mgni&whaahatdlmkilwPImbeinga~~derB
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: E m . W1). 101-108. CACUWACEUCC (20
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
Page 217 and 218: 7. Whpt Abcegi.rl -pram p-I on Jaur
Page 219 and 220: 9. Wh.1 pruar~~s snd smviw mi011 th
Page 221 and 222: Qhw -her lha ).our idrnlily .nd -me
Page 223 and 224: Aboriginal University Student Surve
Page 225 and 226: I," L _ R c s & n e c r c a ~ c o "
Page 227 and 228: nppendix F Hard Copy of the Develop
Page 229: imdyefionhrml Page I aF2 This study
Page 232 and 233: DWCUIMER % THIS WEB SITE I S TEMPOR
Page 234 and 235: 0 Great Spirit Whose mceI hem m the
Page 236 and 237: CO-t Page ? of2 Aboriginal student
Page 238: 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
Page 266 and 267:
Rufo((o*ring+atbtofthn Abaiiginrl p
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