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infad mmiumws about their dossn acadenic path and careen to ovemme
thae baMn (Padilla et al.. 1997). EaW financial planning, budgeting and
puM of academic excellem for scholarship helped students overcome
resauce bawiss. such as Mnancea (Padilla etal.. 1997).
To enhanu, the use ofAMg&l suppotl smtces effective altemahves
have lo be sought out in the mearch community. For example, tha hiring of
Aboriginal staff was vigYBd as inmasing the likelihood of the sewices use by
Aboriginal students (e.g.. Aboriginal counsellon in the Counselling centre)
(Haviland. Hasewill. O'Connell, EL Dynmn. 1982; Suddick EL Owens. 1982)
Researchers Lin. LaCoume. EL Eder (1988) found Mat imments made lo the
campus envimnment were directly related to improvements in the academic
perfmnce of Native students.
While research has shown the im-m of sWnt sarvices in retentim.
Uu, imm of fawity in retaining sWwls was alsn mnsidered (Hamen. 1989).
Tha balance behveen adjjng to the maitxlmm culblre and maintaining one's
avn reH-identi mulls in what H m (1989) called 'cukuml muntwpaile'.
Facuity remgnitian and ~~EcI
o f d i i between Anglomainsbean and
Aboriginal Itudents, and ramgnitDn of the fact that Aboriginal oludem did not
warnlo bacome part of mainsheam culture sent an important message of the
FacuWs aCeaptam of individuality (Hometi, 1989).
Providing soiid upgmding and wppan sewims, palficularly to fin1 year
Abwiginal uniwmily studmb who lack tradiinal high school cnrdartials, was