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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
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TOTAL OF 10 PAGES ONLY MAY BE XEROX
Page 6 and 7:
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
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Aborigi~l Unknnily Student Sumy Que
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Appmdmldy4.5% of lha sludanbr indii
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My&, llroliebMa6wnvprolBssassnd~hXS
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Aboriginal unimrliy mdmta by wlon 1
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volmr pmgrams, while lhe ohrage gmu
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-ic cuafx&m, a d m m a nwemironmnt,
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TO have servicas that am mWva of ea
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shlmnts did no( rank Wm among Wr to
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~mpcciv. -rn central Eatern . finan
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Panpciw Wmm Mnl Entnn PmfessW . Acr
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Discussion of the findings Aborigin
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s.rvica b&Ig othnd by AbocigiMl rtu
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cumelling an Aboriginal student (Jo
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n i s ~ t l o ~ m ( h o ~ ( I I ~ n
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8mgni&whaahatdlmkilwPImbeinga~~derB
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Nm.nb and rnodrb k.1suHed for Abori
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appmach r&acling sludm pa~aonal, sp
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wwldsuggest~~wouldbe~to~andfostera~
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MY-- The koliic appmach m Abotiginn
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8) me bnmef be uad to es!aMish a na
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Mp in the development ofsgvicas to
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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
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 236 and 237: CO-t Page ? of2 Aboriginal student
Page 238: lliis sun+ ltns heen der191cd ro e~
Page 241 and 242: Abaiginsl Post Semndsry Student Svn
Page 243 and 244: Aboriginal Pan Smndny Student Swcy
Page 246 and 247: Aboriginal Suppnt Services in Canad
Page 248 and 249: Aboriginal Suppan Servims in Canada
Page 250 and 251: Aboriginal Support Services incanad
Page 252 and 253: AU about M Page I of? Hi. I am ny e
Page 254 and 255: endim G Aboripmal Shrdent Swim in C
Page 256 and 257: J. WKW. Fk%l E Kmaenunirmnvwm 12666
Page 258 and 259: May Ywng Nab* Slvdat Cldul~r younam
Page 260 and 261: 955 (livsrROa0 Thund* uay. ON, WB 5
Page 262 and 263: V i PUes mOldlnaOT ~lvr~Ql~llan UWD
Page 264 and 265: Ant Nuk,,.'TliM Dins(ay. ~ C . n a
Page 266 and 267: Rufo((o*ring+atbtofthn Abaiiginrl p
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