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Intduc(lon tvchiblld el al. (1995) used mail& wrveyr. W@%ona inierJiows and frms gmup. Thiu studyfowsad on using the w~ey nMhd and inmtpuatine the uae of 'mntsnt analysism whim 'entails the examinatkn offcrms of mmmunication to documat panem atje%&f (Marshal (L Rossman. 1995. P.W. The hMng chapter dasdberi in deal the rarearch process used in Mia shrdy. The m n t aeledkm &ria are abo pmvided in Mis chapter. This slue was mnduc(ed in phases: Phase l PwW oftha auvay inattumata Phase II ConIent analysis and the d'MMim oftha s u m to the student ssrvice prolbrrriods and the Aborigind univeni st!&nts Phaae Ill Canperism of me Aboripi~l shxbnl smim wney mub and me Aborginal universw shldmt amq nnwb Dacdption dmd ~ k f o r h mearch . kign 'mn mntsrncdating Rnt Nation6 resear&. First Nalim cuilural principles and ways ofwfeaim should be prrdomiMnY (kchibald ad., IM, p.<strong>10</strong>. Archibald RI d. (1995) mind the term 'pocerr moder rather man 'mearch method' to deactitm Wi atudy. Thiu term 'promss mow ueamd an
wharaby lhair study bacame 'a fisrdble pmcadura ramw Umn h d r@dii, wgnicentily, W ble and mnairW Wh mginal principles of rerped and honour that an bmics W Me IdiI W n g of First Nations peapk (Anhibarn e4 al.. 1905, p.15). Thare(bra, meirresemh p- becsne 'a diiogue Mwas growth *led and allowed Me imrpm(ion of other m a l vnh rudl as SpirituaMy and sen- of mmmunw (Anhibald el al.. IseS, P.15). The pxess modd adopted in thii study was a cantinuahon of Amhibald el el's (1885) Wiettha'any Firsl N&m adwnlbnal Rnvwrch mvs( imolva the stakeholda in lha design snd i m p k ~ phase m and that ulh'matsly they must bemil fmm research exp6d(MQm (p.13). TM key stakehaMers in thii Mu5y wan2 MentiIind as: 1) Aboriginal audsntr in Cwadilln univmWs; 2) shdanl mwics p&simlrr wko wrve Mariginal s(udsnbl (e.g.. nwve liaison ofhn, chiel Went afMh oNWs (CSAO), and directwr) and studenl affairs and umicer natkmll ogani2sliar; 3) Canadian univenhba and 4) Aboriginal Feopksacmuce.Ilwh. The~modslhxthissludywasdawIopadinphases: Phase1 ~ ~ s u m y r Pham l began Wh Me pleating of Me wwya, Tha surveys wen, d e s i i f o r t h i i ~ ~ l lThemfm,lwarimpor(anttohavethm y . rsviewsd by hose in tha W kc w: rs?avancy, wrvey fonnat and furhsr insism inla pmpiMe topiamas or qwlbns. Tha Aboriginal univamy wdm
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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
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 60 and 61: dOmiMIK8 d081 huve mnm validah wilh
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 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
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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
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This s4& had a mnh sampling of Abor
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pmfe6simis w Abociginal rtuden(ll.
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Barman. J.. H&ett, Y.. 8 McCaskill.
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E m . W1). 101-108. CACUWACEUCC (20
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Rear. Eriekscm. F. (1978). Anlhmloa
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likelihood oftheir ude of a ceumsli
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Frmcirco: Jossy-Bsss Inc. Wihing. m
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Malinwki. S.. Sbab. A.. Lehman. J.
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OsO) OpW N. (1889). Cullursl valua,
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UBC Pnsr. Rhodea. R. W. (IgsO). Mea
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@dent PefSO~ltWl Mminim m, 2-8. Sba
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H1), 14. % B. & Tikmey, W. 0. (1991
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Opening Prayer 0 Great Spirit Whose
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To Whom It May Concern. March 23rd.
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ADpendix C lntmduclion Mter to the
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Thank-yw fw your Lme. Ywn in Aborig
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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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