TOTAL OF 10 PAGES ONLY MAY BE XEROXED - Memorial ...

More documents

Recommendations

Info

dOmiMIK8 d081 huve mnm validah wilhim Native laaming, mare conuete mearch should be undmekm. ~road gewdiins otm kad to misunaadPndirigs. which can have detrlnmbl efkb on me ducalim of ~aliva pe~ples and me ddiwry of-d sup+-& servitor, and merefom should be avowed. Fowaing on laming styler is impwlsnl (a it rsfiecbi thu sodocultural implications and wggesths lor impwing educah $eching memods and servies delivery. These d i i in Wng rtyles means Vlat pf&ssm and went service pmfeaskmk need to change sm@s im make their pmgrams W~UISB.~ mm pmmd and intsrad'i, while ei me same timeensuring (he pmgrams am bah cukwdly and academically maitive to (he needs of Aboriginal sn&nls. Equipdng educatom, counsdlws and rtudenl service -rials M t h ~ m c e n s o f ~ ~ l f a ~ I C ~ ~ p u v i with me means to help Abaigii swan@ and in- re(crmm (Dingman. Mmzka. 4 kdy. 1885). Colkr (1993) providsd roma hsiphd hints fa m e educators of Aborgikd audents: &den& fed umnfmablewhen they are put on me spot by teedm calling on them; sluder4s find small grwpwnk nml- humour atways hus a in the clsamm; and student- personnd mbtbns am impom Student rervice pbsianak rmld use mere hints in the day-bdny i- wilh Abor$insl students, aapecially in de~lopine pmgrams. Fw example, a W m W m n m whikh was gmqwmed, had
enjoyaMetaabandimolwrdalofintsrac(ion~thegudntrandMe oUldent sewice pDfassonol uwld be nwm amesful win Aboriginlll Mu&nb. lhan a program which was ind'kidulii, indeprdm taak WMIW and had mmil rmaat win a studenl Sefvi POlgUiOnal. In atapIing la gain insigh sWAbaiginsl &d&s needs h.om their penpsclive. pmgnnm can be dewlopad whii d i i med their needs. The a(o- studies ernphaaaed (he need t increaasd &tanding of Abomnal Went$ needs. ?he Need forC.nadimn bni.nt The majority ofthe raaserch mnduded on AWginal studen(s' post- secondary mncss has teen eondue(ed in (he United Stales (Fleming. 1982) or in the Central and weaem parincss of Canada (e.g., Danager, 1996; Moore- E m . 1981; Ryan. 1885; Mala. 1993). This study man atamp( la bmaden (hehecirdeofnssuehloindudethe~ofAbo~I~fmn(he Wing of CaMdian urivanMes and meirali3liaad iwtubns. Flaming (1982) diims6d (he Med of social accuuration bs(ween NWp and mainanam wltum. Vaala (IS%.) e@cd Abaiginal pmaplions on two edu&md pmgms while Ryan (1985) dercribsd (he mnsiIion wrimces ofAhi$nal studenla fmm N ~I lo urban life. BoUI Brady (1996) and Johnam (L khm (1995) ercplomd the iwe ofwahdmwal hwn port-seandafy aduulion. white Hwver & Jacc48 (1992) examined Amtican Indians paplim wards wccasstul amplaion of collage.
Page 1:
TOTAL OF 10 PAGES ONLY MAY BE XEROX
Page 6 and 7:
LOOKNO FORWARD.. . A N8tionrl Ponpc
Page 8 and 9:
lo a misundenlanding of the Abmigin
Page 10 and 11: My pumey has nd besn on that has be
Page 12 and 13: Tab 15 mmm-mibiii and dulie6 encoun
Page 14 and 15: ~osl-ssto&ry experiences of Aborigi
Page 16 and 17: sarvlces bmg dbmd by Abongwl alum w
Page 18 and 19: Chapter 1 Introduction Initidly, po
Page 20 and 21: exlent, led, dapVl and resources ma
Page 22 and 23: au L)~.WY w s~ouo~ps)ord was wms DW
Page 24 and 25: madiine whenl. These rymbo)a am oft
Page 26 and 27: 4) a) What mwb ltm epdalbw of Abori
Page 28 and 29: hIirnMOlu of* study The rearion mat
Page 30 and 31: 4) A further limitation of this stu
Page 32 and 33: aignificsnt meaning: mpfwnting lo@w
Page 34 and 35: lnboduction The lilBrBture mW# has
Page 36 and 37: Ncdhem Afdn Can& (INAC), bmdy kmrm
Page 38 and 39: as likehlm mi crmpteta high rchod a
Page 40 and 41: hmugh tsdaal funding a(he mgnizant
Page 42 and 43: Harwsr, many RMarchara wara finding
Page 44 and 45: Abarigiml studenla who Mlhdrew in c
Page 46 and 47: mas succsssful in ampklim ofthair c
Page 48 and 49: infad mmiumws about their dossn aca
Page 50 and 51: edu&md system. Ti-mafwliis haw orig
Page 52 and 53: The uw of the temp. Abo-l and mn-Ab
Page 54 and 55: tDward collage ins(ruebhn, perad fe
Page 56 and 57: C o u n and ~ mica mwt whstand the
Page 58 and 59: abnoaphre, which anmuage i-ns. lnts
Page 62 and 63: The lack of a lheq of NaWe % due ha
Page 64 and 65: 1981) and difroring philosophy fmm
Page 66 and 67: ofm, MienflaM &a!. (1W7) dacribed l
Page 68 and 69: on individuals and gmup Mmugh: I) o
Page 70 and 71: stvdant ravicar model, in- have bwn
Page 72 and 73: mo!Ms, bscoming establishing idem,
Page 74 and 75: first yew Mnorsmk MA (KmfWaw 6 SWm,
Page 76 and 77: Wrn (19e7) med two r i m in student
Page 78 and 79: &&onofvlsirexislinpmnsofclddrsssiil
Page 80 and 81: serviced (Banow, Cor Sam 6 Spiik. 1
Page 82 and 83: miniiizo this &cl. ALso lha wwding
Page 84 and 85: Telephcm and mail wrveys have -1 ad
Page 86 and 87: Intduc(lon tvchiblld el al. (1995)
Page 88 and 89: smey was pmbstd wilh Abaripinal pos
Page 90 and 91: 1) W s u m asrvicas are Mently in p
Page 92 and 93: 4) W is (he mlo of Aboriginal peapl
Page 94 and 95: idem Um a u ~ a l i(LaComp(e i (L W
Page 96 and 97: fmeen &mem ofa eonscmt form outline
Page 98 and 99: IntmdUcuon The rasub oflhis W y am
Page 100 and 101: ~dindoryandlhmughpesr~. Alsttsrofin
Page 102 and 103: hadfacuHydWIpopu!aIiond 1 ~ 1 5 0 0
Page 104 and 105: than live panrmt ofthair tDtli atud
Page 106 and 107: pmvaed suppo-t fortk use of lha stu
Page 108 and 109: Data in Tat& 5 pmvider evidm to iUu
Page 110 and 111:
General Mas - - 9.1 4.5 BA 85.7 25
Page 112 and 113:
Pbh 7 Omer 25 4.5 Chlldm' Yes 27.3
Page 114 and 115:
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 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 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 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~
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
show all

TOTAL OF 10 PAGES ONLY MAY BE XEROXED - Memorial ...

Create successful ePaper yourself

Delete template?

Save as template?