Factors Affecting The Use of Student Financial Assistance by First ...

Published in 2008 byThe Canada Millennium Scholarship Foundation1000 Sherbrooke Street West, Suite 800, Montreal, QC, Canada H3A 3R2Toll Free: 1-877-786-3999Fax: (514) 985-5987Web: www.millenniumscholarships.caE-mail: millennium.foundation@bm-ms.orgNational Library of Canada Cataloguing in PublicationFactors Affecting The Use of Student Financial Assistance by First Nations YouthNumber XXIncludes bibliographical references.ISSN 1704-8435 Millennium Research Series (Online)Layout Design: Charlton + Company Design GroupThe opinions expressed in this research document are those of the authors and do not represent officialpolicies of the Canada Millennium Scholarship Foundation and other agencies or organizations thatmay have provided support, financial or otherwise, for this project.

Factors AffectingThe Use of StudentFinancial Assistanceby First Nations YouthPrepared for theCanada Millennium Scholarship FoundationPrepared byR.A. Malatest & Associates Ltd.and Dr. Blair StonechildJune 2008400–294 Albert St.1206–415 Yonge St.858 Pandora Ave.300–10621 100th Ave.Ottawa, ON K1P 6E6Toronto, ON M5B 2E7Victoria, BC V8W 1P4Edmonton, AB T5J 0B3Phone: (613) 688-1847Phone: (416) 644-0161Phone: (250) 384-2770Phone: (780) 448-9042Fax: (613) 288-1278Fax: (416) 644-0164Fax: (250) 384-2774Fax: (780) 448-9047www.malatest.com

Table of ContentsExecutive Summary ____________________________________________________vSection 1: Background to the Project_________________________________________1Background _________________________________________________________________________________________________1Purpose and Scope of the Study _______________________________________________________________________________2Section 2: Research Approach and Methodology ________________________________5Project Design _______________________________________________________________________________________________5Focus Groups and Key Informant Interviews ____________________________________________________________________5Research Considerations______________________________________________________________________________________7Report Structure _____________________________________________________________________________________________8Section 3: Aspirations for and Perspectives on Post-Secondary Education______________9Introduction ________________________________________________________________________________________________9Primary Influences __________________________________________________________________________________________10Plans and Expectations After High School _____________________________________________________________________11Reasons for Attending Post-Secondary Education_______________________________________________________________13Challenges to Attending Post-Secondary Education _____________________________________________________________13Summary of Major Findings__________________________________________________________________________________15Section 4: Awareness and Use of Student Financial Assistance ____________________17Introduction _______________________________________________________________________________________________17Where First Nations Youth Are Finding Out about Student Funding Options _______________________________________18Awareness and Use of Band Funding __________________________________________________________________________19Awareness and Use of Other Types of Student Financial Assistance _______________________________________________20Attitudes to Borrowing to Pay for Post-Secondary Education _____________________________________________________23Difference Between Awareness of Student Funding and Financial Assistance amongFirst Nations Compared to Non-First Nations Youth ____________________________________________________________25Key Informants’ Suggestions for Improved Delivery of Information _______________________________________________26Summary of Major Findings__________________________________________________________________________________27Section 5: Access to Student Financial Assistance______________________________28Introduction _______________________________________________________________________________________________28Access to Band Funding _____________________________________________________________________________________28Access to Student Loans _____________________________________________________________________________________31Access to Scholarships or Bursaries ___________________________________________________________________________32Summary of Major Findings__________________________________________________________________________________33

FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHSection 6: Adequacy of Student Financial Assistance ___________________________35Introduction _______________________________________________________________________________________________35Adequacy of Band Funding __________________________________________________________________________________35Adequacy of Student Loans __________________________________________________________________________________36Adequacy of Scholarships____________________________________________________________________________________37Transportation and Childcare Costs ___________________________________________________________________________37Summary of Major Findings__________________________________________________________________________________37Section 7: Final Observations and Recommendations ___________________________39Final Observations __________________________________________________________________________________________39Recommendations for Improving Student Financial Assistance for First Nations Youth______________________________40Appendix A: Focus Group Locations and Types of Groups ________________________43

iAcknowledgementsThis report was prepared by R.A. Malatest &Associates Ltd., with the assistance of Dr. BlairStonechild, for the Canada Millennium ScholarshipFoundation. We would like to sincerely thank all ofthose who gave their valuable time to this project.We would especially like to thank those who assistedby participating in focus groups and interviews orwho helped to make them happen. We would alsolike to thank the Council of Ministers of Education,Canada (CMEC) for their financial contribution tothe preparation of the literature review and environmentalscan that preceded the fieldwork phase of thisproject. In addition, we appreciate the advice on thedevelopment of this project provided by officialsfrom CMEC and from the governments of Manitoba,Saskatchewan and British Columbia. Finally, wewould like to thank officials from Human Resourcesand Social Development Canada, and in particularBrian McDougall, for their encouragement and inputinto all phases of this research.British ColumbiaVancouver:Vancouver School BoardUniversity of British ColumbiaBroadway Youth Resource CentreVancouver Technical High SchoolVancouver Aboriginal FriendshipCentrePrince George:School District No. 57(Prince George)College of New CaledoniaPrince George NativeFriendship CentreUniversity of NorthernBritish ColumbiaKamloops:School District No. 73(Kamloops/Thompson)ManitobaWinnipeg:Winnipeg School DivisionCentre for Aboriginal HumanResource DevelopmentUniversity of ManitobaBrandon:Brandon School DivisionBrandon UniversityBrandon Aboriginal FriendshipCentreThe Pas:Opaskwayak Cree Nation Employ -ment and Training CentreJoe A. Ross SchoolUniversity College of the NorthSaskatchewanSaskatoon:Saskatoon Public SchoolsSaskatchewan Indian Instituteof TechnologySaskatoon Indian and MetisFriendship CentreUniversity of SaskatchewanRoyal West Campus/Mount Royal CollegiateRegina:Regina Public SchoolsMuscowpetung First NationScott Collegiate High SchoolFirst Nations University of CanadaPrince Albert:Saskatchewan Institute of AppliedScience and TechnologyCarlton ComprehensiveHigh School

iiiAcronyms Used in the ReportINACPSEPSSSPSFAIndian & Northern Affairs CanadaPost-Secondary EducationPost-Secondary Student Support Program (INAC PSE Funding Program)Student Financial AssistanceGlossary of TermsAboriginal personBand councilBill C-31First Nations peopleStatus FirstNations personTribal councilA person of First Nations, Metis or Inuit ancestry 1A council governing a First Nations bandA 1985 amendment to the Indian Act that, among other provisions, allowed FirstNations women who married non-First Nations men, and their children, to retaintheir legal Status as First Nations people.Indigenous people of Canada, not including Inuit or Metis peopleA First Nations person who is listed in the Indian Register of the Departmentof Indian & Northern Affairs Canada. Sometimes called a “Registered Indian.”An association of multiple First Nation bands, often formed around ethnic,linguistic or cultural bonds.1 As defined by Section 35 of the Constitution Act.

EXECUTIVE SUMMARYviinities and families that do not have widespreadexperience with the PSE system, and there is often,as a result, a lower degree of familiarity with thebureaucratic systems of PSE funding. Furthermore,many First Nations youth return to their educationafter a period of working, looking after their familymembers, or other activities and may be somewhatdisconnected from the informational supportsavailable to those currently in the high school systemwho are moving directly to PSE.A second theme that emerged during the researchis that First Nations youth often do not explorealternative forms of SFA, as they believe that bandfunding will be available to them to finance their PSE.Many First Nations youth are reluctant to exploreother forms of PSE (e.g., provincial or CanadaStudent Loans, private lines of credit) becausethey prefer band funding (which is almost entirelygrant-based), as opposed to other funding mechanismsthat typically involve a repayable component.Often this is related to the recognition among FirstNations youth that funding for education is a treatyobligation of the federal government.Thirdly, First Nations youth often do not feelmotivated to seek out information about PSEfunding. This is a result of a lack of confidence intheir ability to qualify for scholarships or loans, afeeling of disconnection from institutional/bureau -cratic systems and, importantly, a common concernabout incurring debt to pay for PSE.Overall, the results of the research suggest that incomparison with non-First Nations youth, FirstNations youth have considerably less informationand motivation to explore the full range of SFAoptions available to support them in terms of attendinga PSE program.Awareness of scholarships, bursaries and otherforms of financing PSE increases once studentsbegin PSE studies.Notwithstanding that First Nations youth appear tohave considerably less knowledge or understandingof available SFA programs prior to enrolling in a PSEprogram, it appears that once they are enrolled in aPSE institution, many of them quickly gain a morecomprehensive understanding of available SFAprograms and services.A significant number of First Nations youthattending PSE noted that they only found out aboutmany forms of financial assistance after they beganto attend college or university. This was a resultof becoming more aware of information sources,often including connecting with Aboriginal studentadvisers and other supports available at collegesand universities.First Nations youth generally appear to be waryof taking on debt to finance their PSE.There is often an understandable aversion amongFirst Nations youth to borrowing money to financetheir education. There is a reticence among many topursue other forms of funding given that bandfunding may be available. Many youth do not appearto have planned for other funding in the eventthat band funding is not available to them or isinsufficient to cover all their expenses.In addition, First Nations youth often feel that theymay not be successful in college or university, whichmakes them wary of taking on debt for their PSE.Finally, as many First Nations students have youngfamilies and come from impoverished areas, manyconsider the risk that they will be unable to pay backtheir loans following their studies to be too high. Anumber of youth noted that they had seen friendsor family members struggling for years with unmanageabledebt as a result of student loans and didnot want the same fate for themselves.There was also concern expressed by some youththat the amount of funding students receivedthrough their bands could be reduced for studentswho receive other forms of assistance or funding.In some cases, students even felt that they maybecome disqualified for band funding if they pursuedother forms of funding. Others may feel that bandfunding is the only major form of funding available toFirst Nations students.

viiiFACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHBand funding is not available for all prospectiveFirst Nations PSE students.Given the high level of reliance on band funding,it would appear that current funding levels areinsufficient given the demand and accelerating costsassociated with PSE.Overall demand for band PSE funding exceedswhat is available in many First Nations, resulting insome students having to go on waiting lists or beingpassed over for funding. As a result of a limited poolof available funding, bands give preference to specifictypes of students, commonly including full-timestudents, students continuing with their studies,youth who have just completed high school or thosewho have previously not left their PSE program topursue other activities. Some types of studiesare rarely or never funded through band funding,including post-graduate and professional studies.Given the limited availability of band funding,many First Nations students expressed frustrationwith the “lack of transparency” with respect to howsuch funds are allocated. Some youth felt that receiptof band funding often depended on relationshipswith band leadership, proximity to the band(those living on reserve were seen as having a higherprobability of being funded than those living offreserve) or other factors.The lack of role models or family history of SFAcould contribute to the limited understandingof student financial options.Many stakeholders noted that a lack of role modelscould account for reduced awareness of SFA optionsamong First Nations youth. In contrast to thenon-First Nations population, where a significantproportion of parents may have utilized a variety ofgrant or loan programs to finance their PSE, manyFirst Nations youth and key informants notedthat they were not aware of individuals who hadutilized such programs to finance their education.In addition, the lower levels of PSE participationamong Canada’s First Nations population furtherreduced the likelihood of First Nations youthreceiving guidance from individuals who had“been through the system.”First Nations youth often have a limited understandingof the costs of PSE and the extent towhich band funding will cover these costs.Many First Nations youth have little knowledge of thecosts associated with PSE. This is often compoundedby the inexperience of some youth from morerural, remote and northern areas in living in theurban centres where most colleges and universitiesare located.

EXECUTIVE SUMMARYixMany First Nations youth believe that bandfunding alone will be sufficient to cover the costs ofPSE. This is sometimes not the case—particularlyfor youth who are leaving their communities totake college or university programs in cities withcomparatively high costs of living or who havechildren to care for.There appears to be insufficient support tocover transportation and childcare costs forFirst Nations PSE students.Many First Nations youth noted that the availableforms of student funding (including student loans)were often insufficient to cover the comparativelyhigh costs of transportation and childcare for FirstNations PSE students, especially for those who haveto relocate from a First Nations community to pursuePSE. Many First Nations college or universitystudents have more than one child, and many travellong distances to attend PSE.There is perceived to be a comparative lack offunding options available to pursue upgradingand trades training.Many key informants noted that there is a lack offunding options available for those First Nationsyouth who want to pursue upgrading and tradestraining. While some youth can receive financialassistance for trades training through AboriginalHuman Resource Development Agreement funding,there is a disproportionately low number of fundingoptions available for these types of training.Key informants provided suggestions on waysto improve the PSE funding systems for FirstNations youth.The research confirms the need to enhance awarenessamong First Nations youth of the full range of SFAprograms. Related suggestions provided by keyinformants included:• more human resources and better training forstaff dedicated to educating First Nations youthabout PSE funding in First Nations communitiesand in colleges and universities;• courses on career and education planning needto be a consistent part of the secondary schoolcurriculum;• more funding opportunities need to be providedto First Nations students;• role models need to be involved in outreach; and• more funding and support are needed to increaseInternet access in First Nations communities.

1Section 1Background to the ProjectBackgroundDespite improvements in the last two decades, thepost-secondary education (PSE) attainment ratesof Aboriginal people remain below those of theoverall Canadian population. Census data do show asteady increase since the 1980s in participation andcompletion of PSE among Aboriginal people.Nevertheless, they are still significantly less likely toattain a university degree than a college or tradesdiploma, and there remains a significant gapbetween Aboriginal and non-Aboriginal PSE attainmentrates overall. 2 According to the 2006 census,35 percent of the population with Aboriginal ancestryhad attained post-secondary credentials (eithertrades, college or university), compared to 51 percentof the general Canadian population. Furthermore,as illustrated in Figure 1, only eight percent of NorthAmerican Indians had completed a university degree,compared to 23 percent of the non-Aboriginalpopulation.These lower education rates are particularly significantgiven the demographics of the Aboriginalpopulation. In the 2006 Census, the number ofpeople who identified themselves as Aboriginalsurpassed the one million mark—at 1,172,790.Approximately 53 percent of Aboriginal peopleidentified themselves as being “Registered Indian.”According to the 2006 Census, nearly one-half(48 percent) of Registered Indians lived on reserves.The Aboriginal population is younger than theoverall Canadian population and is expected toexceed 1.4 million people by 2017. 3 Again accordingto the 2006 Census, 48 percent of the populationFigure 1: Proportion of Populations Aged 15 Years or Older with Completed Certificate, Diploma or Degree, 200660%50%40%30%32%35%51%All PSEUniversitydiploma,degree20%23%10%0%North AmericanIndian8% 9%All AboriginalPeoplesNon-AboriginalCanadiansSource: Statistics Canada, 2006 Census (20 percent sample data)2 For a more detailed discussion of these issues, see: Canadian Council on Learning (2007), “State of Learning in Canada: No Time for Complacency,”Report on Learning in Canada 2007, Ottawa: Canadian Council on Learning, (http://www.ccl-cca.ca/NR/rdonlyres/5ECAA2E9-D5E4-43B9-94E4-84D6D31BC5BC/0/NewSOLR_Report.pdf).3 Statistics Canada (2005), Projections of the Aboriginal Populations, Canada, Provinces and Territories: 2001 to 2017, Ottawa: Industry Canada,Statistics Canada Catalogue No. 19 91-547-XWE.

2FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHstating their identity as Aboriginal were under the ageof 25, compared to only 31 percent of the overallCanadian population. 4 As these young Aboriginalpeople age and represent a growing proportion of theCanadian population, their educational success hasimportant implications for the country overall.There are significant benefits for Aboriginalpeople and Aboriginal communities from higherrates of PSE attainment. Recent research found thatAboriginal people who held a university degreehad employment rates comparable to their non-Aboriginal counterparts. 5 Recent data from StatisticsCanada reveal that Aboriginal women who hadcompleted a university education had a higheremployment rates than non-Aboriginal universitygraduates. 6 In addition, PSE is associated withbenefits related to earnings, health and well being, aswell as positive levels of civic and communityengagement. 7In a recent survey commissioned by the Foun -dation, financial barriers were perceived by FirstNations youth not planning to go on to college oruniversity as the most significant factor holding themback from PSE. 8 Furthermore, when First Nationsyouth who were planning to go on to PSE were askedif anything might change their plans, 48 percent saidthat it would be a lack of money. The seriousness ofthese financial barriers reflects the lower incomelevels of Aboriginal people compared to the overallCanadian population. However, low income levelsmay not be the sole reason for non-participation inPSE, and a key objective of this research projectwas to explore First Nations youth perspectiveswith respect to student financial assistance (SFA)programs which should help address the financialbarriers they face.Purpose and Scopeof the StudyGiven the impact of financial barriers in terms ofparticipation in PSE, it is important to understandthe ways that First Nations youth are accessingfinancial assistance for PSE and the factors affectingthis access and use. The goal of the Factors Affectingthe Use of Student Financial Assistance by FirstNations Youth project was to examine the factorsaffecting First Nations youth awareness and use ofpost-secondary financial assistance and to examinehow these factors differ from those of non-FirstNations youth. That is, given that there are particularfinancial barriers for First Nations youth in terms ofPSE, what are the reasons that First Nations youthchoose to access or not access financial assistance?Are these reasons different from those of non-FirstNations students?Specifically, the objectives of this project wereto provide information to help understand thefollowing areas:• First Nations youth use of post-secondary SFAprograms;• attitudes of First Nations youth toward SFA ingeneral;• potential barriers in the financial assistanceapplication process; and• whether existing levels of financial assistanceare sufficient to encourage successful completionof PSE.4 Statistics Canada (2006), “Aboriginal identity population by age groups, median age and sex, 2006 counts, for Canada, provinces and territories—20 percent sample data.” (http://www12.statcan.ca/english/census06/data/highlights/Aboriginal/pages/Page.cfm?Lang=E&Geo=PR&Code=01&Table=1&Data=Count&Sex=1&Age=1&StartRec=1&Sort=2&Display=Page)5 See, for example: Jeremy Hull (2005), Aboriginal PSE and Labour Market Outcomes, Canada, 2001, Winnipeg: Prologica Research Inc.6 Berger, Joseph (2008), Why Access Matters Revisited: A Review of the Latest Research, Montreal: Canada Millennium Scholarship Foundation.7 Canadian Council on Learning (2007), Canadian PSE—A Positive Record, An Uncertain Future (http://www.ccl-cca.ca/CCL/Reports/Post-secondaryEducation/).8 Canada Millennium Scholarship Foundation (2005), Changing Course: Improving Aboriginal Access to Post-Secondary Education in Canada:Millennium Research Note #2, Montreal: Canada Millennium Scholarship Foundation.

SECTION 1: BACKGROUND TO THE PROJECT 3Consultations were limited to youth and keyinformants in three provinces: Manitoba, Saskatche -wan and British Columbia. Focusing on specific areasof Canada allowed the project to examine in a morecomprehensive manner the issues arising in thesethree provinces, all of which include comparativelylarge proportions of First Nations youth.The project was undertaken by R.A. Malatest &Associates Ltd. (“the Consultant”), in conjunctionwith Dr. Blair Stonechild, in order to support themandate of the Canada Millennium ScholarshipFoundation (“the Foundation”). The Foundation is anindependent organization that was created by an actof Parliament in 1998 to provide financial assistancein the form of bursaries and scholarships to collegeand university undergraduate students. Its mandateis to improve access to PSE so that Canadianscan acquire the knowledge and skills needed toparticipate in a changing economy and society.The Foundation distributes $335 million annually inneed-based bursaries accessed by students throughprovincial SFA programs, as well as $12 millionannually in merit scholarships. It also operates aresearch program to study barriers to PSE and theimpact of policies designed to alleviate them, andit brings education stakeholders together to helpidentify ways to improve overall access to PSE.

5Section 2Research Approachand MethodologyProject DesignThe Factors Affecting the Use of Student FinancialAssistance by First Nations Youth project wasdesigned to explore its research questions throughmultiple activities and sources.Primary research activities undertaken for theproject included the completion of 40 focus groupsand 41 key informant interviews. In addition, theproject included the review and analysis of secondarysources in order to:• complete an environmental scan comprising acomprehensive review of available sources ofPSE funding for Aboriginal students (includingFirst Nations, Métis and Inuit students) from allgovernmental, non-governmental, private andcorporate sources; and• complete a document and literature review offactors relevant to Aboriginal access to fundingsources for PSE.This report presents the findings and conclusionsof the focus groups and key informant interviewsundertaken for the project.Focus Groups and KeyInformant InterviewsFocus GroupsThe project collected the perspectives of youththrough a series of 40 focus groups in Manitoba,Saskatchewan and British Columbia from November2007 to February 2008. For the purposes of the study,youth included those up to the age of 30 years of age.Focus groups were undertaken with:• Secondary school students—First Nations andgeneral population (i.e., non-First Nations) youthwho were in their final years of high school.Generally students were in Grade 12;• Youth in PSE—First Nations and general populationyouth who were enrolled in university or collegestudies; and• Youth not in PSE—First Nations and generalpopulation youth who had left or completedhigh school and who were not currently registeredin PSE; this group included youth enrolled at anadult high school or pursuing a high schoolgeneral equivalency diploma.Focus groups ranged in size from two to 17 partici -pants, with an average of nine participants per group.Table 1 details the locations and respondent groupsfor the focus groups.Participants in focus groups of First Nations PSEstudents were grouped by different ages: separatefocus groups were undertaken with those whowere under 25 years of age and with those who were

6FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHTable 1: Focus GroupsSecondary Post- ProvincialProvince Group Type School Students Secondary Not in PSE TotalBritish ColumbiaFirst Nations 2 4 4General Population 1 1 113SaskatchewanManitobaFirst Nations 3 5 4General Population 1 1 1First Nations 2 4 413General Population – 1 1Total 9 16 15 4015between 25 and 30 years of age. Overall, 10 focusgroups were undertaken with PSE students whowere under 25 years old, and three with older PSEstudents.Focus group discussions were structured tocapture information related to the following topics:• What are the reasons that youth are accessingor not accessing financial assistance?• Are First Nations youth more “debt averse” thanother students?• Does the Indian & Northern Affairs Canada(INAC) PSE program model discourage studentsfrom applying for other forms of financial assistance(loans, scholarships, bursaries)?• Are participants aware of the availability of SFAand how to access it (e.g., do First Nations youthoften think they are not eligible for assistancewhen they in fact are)?• What types of financial aid products are participantspursuing (e.g., private loans, band funding,Foundation bursaries)?• Do participants find that the processes ofapplying for PSE financial assistance are“user-friendly”?• Are the eligibility criteria for obtaining financialassistance fair and equitable? Are the applicationassessment procedures fair?• Does the current array of loans and other financialaid mechanisms meet participants’ needs?• Are there ways in which funding agencies hinderstudent access to post-secondary studies?Focus groups were organized and participantsidentified through multiple methods. Many organizationshelped to publicize the focus groups, andsome provided venues for holding the groups.Assistance was provided through the following typesof organizations:• school boards and high schools;• Friendship Centres;• Aboriginal student associations and NativeCentres at universities and colleges;• community centres and recreation centres; and• First Nation Band offices.Further information on the specific locations andtypes of groups is provided in Appendix A of this report.Key Informant InterviewsBetween November 2007 and March 2008, 41 keyinformant interviews were completed in-person orby telephone with a variety of key informants.In British Columbia, 18 interviews were conducted;in Manitoba, 15 interviews were conducted; and inSaskatchewan, eight interviews were conducted. Key

SECTION 2: RESEARCH APPROACH AND METHODOLOGY 7Table 2: Number of Key Informant Interviews by OccupationOccupation# of Interviews CompletedFirst Nations support worker or counsellor at a college or university 8Director of Aboriginal Student Services at a college or university 7Government official 6First Nations Education Coordinator/Director of Education of a First Nation 5Representative from a First Nations organization 3Public school board representative 3Other stakeholders from high schools and PSE institutions 9Total 41informants represented a wide range of occupationsrelated to Aboriginal post-secondary education. Asample of over 100 key stakeholders and serviceproviders working in these occupations was developed,from which 41 interviews were completed.Potential key informants were mailed an invitationletter prior to contact by the Consultant. Keyinformant interviews were undertaken usingsemi-structured key informant guides.Literature ReviewThe research team conducted a literature reviewof issues pertaining to Aboriginal youth access tofinancial assistance for PSE. Drawing from existingresearch, the team addressed interdependenciesbetween cultural, social and psychological barriers aswell as access to financial assistance. The literaturereview also provides detailed information aboutexisting research gaps in the area. While theliterature review was largely completed prior tocommencement of primary data collection, it was a“living document” and was updated and revisedthroughout the course of the project as new sourcesof literature and documentation were identified.Environmental Scanand Inuit students) for PSE. 9 Information for each ofthese sources has been provided to the Foundationand the the Council of Ministers of Education,Canada (CMEC), which contributed financial tothe preparation of the literature review and theenvironmental scan, in an inventory in MicrosoftOffice Excel.Research ConsiderationsFirst Nations youth in Manitoba, Saskatchewan andBritish Columbia represent a wide variety ofgeographic areas, backgrounds and socio-economiccontexts. The perspectives and experiences of FirstNations youth can also vary according to theirmembership or level of connection with a FirstNation, including whether or not they are or havebeen living on-reserve.The extent to which the views of the youthconsulted for this study are representative of allFirst Nations youth in these three provinces is notknown. Interview and focus group findings representthe views of individual focus group and key informantparticipants only and should not be seen asnecessarily representative of the views of all FirstNations youth or stakeholders.The Consultant conducted a comprehensive reviewof all sources of financial assistance currentlytargeted to Aboriginal students (First Nations, Metis9 This review excluded sources of funding available to all Canadians and funding specific to individual post-secondary institutions.

8FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHReport StructureThe report has been structured to examine therelevant issues related to four specific areas. Whilethese areas provide a useful structure to organize thefindings, it should be noted that there are manyinstances in which these areas can overlap and affecteach other.Section 3 examines findings related to youthaspirations and overall perspectives of PSE.Section 4 discusses findings related to the levelof awareness and understanding among youth ofstudent funding options.Section 5 considers findings related to the accessthat First Nations youth have to the available formsof funding.Section 6 presents findings related to the perceivedadequacy of SFA for First Nations youth.Final observations are presented in Section 7.Figure 2: Categories of Research FindingsAwarenessAspirationsAdequacyAccess

9Section 3Aspirations for andPerspectives on PSEWhat are the plans that First Nations youth have for PSE? Who and what are influencing these plans?IntroductionPrevious research suggests that the PSE aspirationsof young Aboriginal people are similar to those ofCanadian youth overall. According to a survey of FirstNations people living on reserves, 70 percent ofrespondents between the ages of 16 and 24 hopeto complete some form of PSE. 10 These findingsmirror those of other Canadians within the same agegroup. 11 There is evidence to suggest that bothFirst Nations and non-First Nations parents alsoshare similar aspirations for their children in terms ofPSE attainment. 12The literature suggests that planning for PSE isstrengthened through a family tradition of attendingPSE. 13 Findings from the Survey of Secondary SchoolStudents confirm the influence of parents on youtheducational aspirations. This survey of general populationyouth found that 60 percent of students saidthat their parents had a very strong impact on theirdecisions after high school. 14 This is of particularrelevance for First Nations people, where the traditionof attending PSE is often less established.Other studies on the impact of rurality on postsecondaryaspirations suggest that because ofdifferences in rural and non-rural labour markets,students from rural communities have limitedexposure to a wide range of educational and careeropportunities. A pair of Statistics Canada studies onthe role of distance in affecting access to highereducation reveals the extent to which rural youth faceunique barriers to post-secondary education. Theauthor of the studies, Marc Frenette, suggests thatdistance may affect access in three ways: elevatedfinancial costs related to moving and living awayfrom home; emotional costs associated with leaving anetwork of family and friends; and a lower awarenessof the benefits of higher education due to the lack ofgeographic exposure to a post-secondary institution. 15In a study of the effects of community of residence onthe post-secondary aspirations of high school seniorsfrom five different demographic settings in southernOntario, O’Neill demonstrated that students fromrural areas and villages had the lowest levels ofpost-secondary educational aspirations of all geo -graphic groups. 16 This may have particular relevancyfor residents of First Nations communities in remoteand rural areas of the country.The sections below provide more detailed findingsrelated to aspirations and perspectives on PSE basedon the focus groups and key informant interviewsconducted for this study.10 Ekos Research Associates Inc. (2002), Fall 2002 Survey of First Nations People Living on Reserve, Toronto: Ekos Research Associates Inc.11 Statistics Canada (2000), At a Crossroads: First Results for the 18- to 20-Year-Old Cohort of the Youth in Transition Survey, Ottawa: HumanResources Development Canada, Statistics Canada Catalogue number 81-591-XIE.12 R.A. Malatest & Associates Ltd. (2007), The Class of 2003—High School Follow-Up Survey, Montreal: Canada Millennium Scholarship Foundation.13 Paul Anisef, Robert Sweet and Peggy Ng (2004), “Financial Planning for Post-Secondary Education in Canada: A Comparison of Savings and SavingsInstruments Employed across Aspiration Groups,” NASFAA Journal of Student Financial Aid, 34(2), 19-32.14 Prairie Research Associates (2005), Survey of Secondary School Students, Montreal: Canada Millennium Scholarship Foundation, 57-8.15 Statistics Canada (2004), “Distance as a Post-Secondary Access Issue,” Education Matters, Ottawa: Industry Canada, Statistics Canada Cataloguenumber 81-004-XIE.16 O’Neill, G.P. (1981), “Post-Secondary Aspirations of High School Seniors from Different Socio-Demographic Contexts,” The Canadian Journal ofHigher Education, 11(2), 49-66.

10FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHPrimary InfluencesYouth were asked to share their perspectives onwhich individuals in their lives they feel have had thebiggest influence on their decisions and plans afterhigh school, including plans related to PSE. Influenceagents identified in the research included familymembers, children, teachers, counsellors, friendsand self-motivation.FamilyAcross all focus groups, First Nations youth mostfrequently cited family members as having had thebiggest influences on their future plans. Specifically,in order of frequency, the following types of familymembers were listed as influences: parents, siblings,aunts and uncles, and grandparents. Family memberswere said to be influencing youth in both positive andnegative ways.Many youth discussed the positive influence offamily on their decision-making as it relates toeducation. Several said that family members hadverbally encouraged them to finish high school andattend college or university. This encouragementcame from both family members who had attendedPSE and those who had not. Youth were motivated toattend PSE because they would be the first in theirfamilies to do so or because they had positive rolemodels in their family who had attended themselves.One youth, for example, noted that her grandparentshad encouraged her to be the first member of theirfamily to finish high school. Another noted that hergrandmother “was one of the first Aboriginal womento graduate from UBC [University of BritishColumbia] in her program.”Several youth said that their family situationhad encouraged them to create a better life forthemselves. As one youth attending PSE said: “I haveseen my parents struggle and live in poverty, and Ididn’t want that for myself.” Others noted that theyfelt they had a responsibility to help their family andthat college or university would allow them to do so.One PSE student, for example, stated: “[I] wanted tobe a leader in my family.”Conversely, a number of youth noted that familyhad actually had a negative influence on theirdecision-making. In particular, a few youth notedthat they came from families with substance abuse oralcohol problems. Others said that their familymembers had introduced them to “partying” andother related negative influences, which had delayedtheir studies and led them “off track” for years.ChildrenMany First Nations youth noted that their ownchildren played an important role in shaping theireducation plans. While having young children wasoften said to make completing upgrading or pursuinghigher education more difficult, many youth feltthat it also served as further motivation to do so. Inparticular, several youth noted that they wanted to begood role models for their children. One youth said:“I don’t want my daughter growing up, being 13 andlooking at me and saying, ‘Hey mom, you don’t haveyour Grade 12—why do I need mine?’”Other youth noted that by completing college oruniversity, they would be better able to provide futurefinancial security for their children. One individual,for example, said that through completing furthereducation she would be better able to obtain ahigher-paying “9 to 5” job and, as a result, wouldbe able to see her child more than if she worked ashift-work position.Teachers, Counsellors, Academic AdvisersA number of high school students spoke of thepositive influence teachers or guidance counsellorshad played in their decision to pursue PSE. Manystudents said that there had been “lots of offers tohelp” and that teachers and counsellors hadapproached them about potential scholarshipopportunities. At one high school in particular,several students spoke enthusiastically about ane-mail program set up by their high school guidancecounsellor to inform graduating students ofupcoming scholarship deadlines, career fairs andPSE workshops.

SECTION 3: ASPIRATIONS FOR AND PERSPECTIVES ON PSE 11Some youth said that while the influence of teachersor guidance counsellors had been positive, it was notenough to increase their levels of motivation orpreparation. In particular, some youth noted thatwhile their teacher or guidance counsellors providedencouragement, the information they provided didnot give sufficient direction in terms of how theywould proceed with going on to college or university.For example, one youth recalled:“It would have been better if the informationwas broken down into how [the system of studentfunding] actually works and how you applyfor it. I had no idea how [applying for studentfunding] worked.”Where high school academic advisers are moreintegrated into the curriculum and school programming(and, consequently, develop relationships withstudents through spending considerable time withthem), they appeared to play a more significant rolein student decision-making processes.For example, youth who were enrolled in an adulthigh school mentioned that there were helpfulcounsellors and advisers at their school who hadhelped them to plan for further education. Severalyouth enrolled in adult high schools specificallycredited advisers with going out of their way toprovide students with information and assistance onhow to apply for and fund post-secondary students.These sentiments were also shared by high schoolstudents at an Aboriginal-focused high school inWinnipeg that had an employment adviser whoworked closely with graduating students.FriendsYouth sometimes said that friends had played arole in influencing their decisions and plans. Someyouth mentioned that seeing friends go on to PSEmade them feel that they could do the same. Inthe words of one PSE student youth: “I saw that[the application process] wasn’t that tough and theyhelped me through it.”In contrast, several youth who had not gone on toPSE stated that their friends had had a largely negativeinfluence on their plans after high school. Manymentioned that they had fallen in with the “wrongcrowd” of friends. Perhaps not surprisingly, youthwho had not gone on to PSE were more likely to seetheir friends as negative influences than those whohad attended college or university after high school.Self-MotivationWhile many noted that other individuals had had aninfluence on their plans and decisions, First Nationsyouth often stated that self-motivation was theprimary driver behind their decisions and plansrelated to attending PSE. As previously discussed, thisis related to the desire of some youth to be rolemodels for family and others. Examples of relatedcomments from youth currently attending PSEincluded:“I really wanted to show the people back homeon my reserve that people can change.”“People don’t expect much from you becauseyou’re a native woman. I wanted to show peoplethat I am not a stereotype.”Comparing the responses from youth in the non-First Nations focus groups, First Nations youth weremore likely to say that self-motivation was a primaryinfluence on their decisions around PSE.Plans and ExpectationsAfter High SchoolPlans of High School StudentsAlmost all First Nations high school students inthe focus groups expressed a desire or interest inattending PSE in the future. That said, while studentsoverwhelmingly stated that they planned to go on tocollege or university, youth were split between thosewho felt that they would immediately try to attendPSE after high school and those who felt that theywould take time off from school before going on toPSE. For example, one high school student noted that“I don’t want to rush into something that I mightnot like,” while, in contrast, another student said:“A whole year of not doing anything, of not learninganything? I want to keep my mind fresh.”

12FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHMany First Nations youth who were attendingPSE at the time of the focus groups did not enrollimmediately after high school. Unlike the moretraditional or conventional pathways of non-FirstNations PSE students, First Nations youth oftennoted that there had been a period between theirinitial attendance in high school and beginningcollege or university. Often this period had includedcaring for family members or children, working, oraddressing different personal issues.Plans and Expectations of Those WhoHad Not Pursued PSEYouth who had not pursued PSE discussed whatfactors had influenced their decisions and plans forafter high school. Many of these youth had droppedout of high school and often lacked the academicqualifications required to pursue college or universityeducations.Many youth with child dependants felt that schoolwas incompatible with being the parent of a youngchild. Lack of affordable or accessible childcare wasidentified as a major barrier for these youth. As oneyouth explained:“If you’re going to school you need to find someoneto watch your child, but you can’t really afforddaycare. That’s a really big problem for me.That’s why I am not in school right now.”Some youth who had not gone on to PSE notedsevere personal barriers, including substance abuseand involvement in criminal activities. Others felt thatPSE was not an option worth pursuing at that time.Non-First Nations youth who did not go on toPSE were more likely to say that they wanted toconcentrate on working and making money afterhigh school. In comparison, First Nations youth weremore likely to note that other personal issues hadbeen greater influences in their decision to notpursue PSE.Impact of System of Funding onYouth AspirationsKey informants were asked to what extent they feltthe current system and array of student funding hasan impact on high school students’ aspirations andexpectations of attending PSE.On the whole, opinions were mixed. Many keyinformants noted that they felt that the currentsystem was having a positive impact, as it generallyprovides the financial means for First Nations youthto attend PSE. In contrast, a similar number of keyinformants noted that the current system is verycomplicated, which may have a negative impact onyouth plans and expectations. In particular, becausefunding supports such as scholarships and loans mayseem unattainable, PSE itself may often seem out ofreach to First Nations youth. As one First Nationeducation coordinator said, the funding system“is designed in a way that is neither helpful norencouraging.”Other key informants noted that financial considerationsaround PSE are not the major factorsimpacting the plans and hopes of youth. Significant,and often systemic, social barriers were sometimesfelt to be larger obstacles to PSE than financialconsiderations alone. For example, since manyyouth need academic upgrading before they canpursue PSE, the funding options related to college oruniversity are often of secondary (or less immediate)importance. Academic and financial barriers can alsooften be linked, since youth often require upgradingto be eligible for financial assistance and are lesslikely to get funding from outside sources.Some key informants also noted that training forskilled trades is under-funded in the current fundingsystem, which may have a negative impact onthose youth who do not see themselves in academicPSE programs but may be inclined to pursue anapprenticeship or other type of trades program.

SECTION 3: ASPIRATIONS FOR AND PERSPECTIVES ON PSE 13Reasons for AttendingPost-Secondary EducationYouth were asked the reasons why they had decidedto attend PSE or intended to do so in future.Creating a better life for themselves and theirfamily was the most frequently cited reason for goingon to PSE. This theme was often coupled with thedesire to be a role model for younger siblings,members of their community or their own children.In particular, the theme of giving back to thecommunity through the achievement of personalgoals was common. In the words of one PSE student:“I wanted to be able to do something for my community,and getting an education was a way to do that.”Often reasons were explicitly linked to employmentgoals. As one First Nations PSE student noted:“Four years working in dead-end, minimum-wagejobs motivated me to go to university [and] make abetter life for myself.”First Nations youth were less likely than non-FirstNations youth to mention strictly employment orfinancial reasons, however. Many First Nations youthexpressed a strong desire to return to their communitiesonce they had finished their education in order toimprove the social and financial wellbeing of othercommunity members. Overall, stated goals forattending PSE related to community and familywere more common among First Nations youth thannon-First Nations youth. First Nations youth oftendemonstrated a strong motivation to use their educationto work to improve their community and family,whereas non-First Nations youth were more likelyto express individualistic goals.Challenges to AttendingPost-Secondary EducationMany current or potential challenges were notedamong youth who were planning to attend PSE orwere already in college or university. Financialreasons alone were not those that were mostfrequently discussed—financial challenges weregenerally felt to compound other challenges. Many ofthese challenges were related to:• The need to care for children or other familymembers.• The difficulties and stress of having to relocateoutside of their home community to take PSE.• Loneliness and a feeling of isolation, sometimesexacerbated by experiences of racism or “cultureshock” when leaving their communities. As oneFirst Nation PSE student noted, it “was verydemoralizing—sometimes you’re the only FirstNations person in the class.” This sense ofisolation is often more acute for those studentsfrom northern and remote communities whocannot easily travel home during the school year.• Insufficient academic preparation, including nothaving the prerequisite courses or sufficient highschool grades. Some youth felt that their schoolinghad not provided them with sufficient readingor writing skills. For at least one student, thiswas related to English not being the primarylanguage in her family. Others spoke of perceiveddeficiencies in the education system or theeducation they received.Several youth attending PSE noted that arrangingchildcare and housing was a significant challenge.This included not just finding the resources to pay fordaycare and housing but also being able to find andsecure appropriate options (including supplyingreferences, etc.). This was also an issue raised by a

14FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHnumber of key informants. For example, on the issueof childcare, one key informant in Manitoba noted:“Funding for daycare is a huge issue for FirstNations students. There are not a lot of vacancies[at most daycares], and there is not enough moneygiven out to help pay for childcare.”Some youth who had not taken any college oruniversity courses mentioned that it was the resultof not receiving band funding or believing that theywould not receive it if they did apply. These youthdid not appear to have pursued other forms of SFA.Key informants also noted significant challengesfor youth that included family responsibilities, insufficientacademic preparation and other issues.Some key informants noted that low expectationsfrom teachers limited youth aspirations for PSE.In the words of one participant:“Often First Nations youth are marginalizedby persistent low expectations from teachers.This creates a systemic barrier for students,diminishing their potential and hindering theirability to see opportunities for advancement.”Expectations of Costs of PSEFocus group discussions often demonstrated that thecosts of attending PSE are not well understood byhigh school students. Many high school studentslacked an understanding of tuition costs or the costsof books and living expenses.Many First Nations high school students appearedto believe that band funding would cover all of theirPSE-related expenses. As one PSE student explained:“I never really took the time to look into studentloans or scholarships. I thought that becauseband funding was my right the money wouldbe there for me…but it wasn’t like that.”Key informants also noted that often youth have alimited understanding of the costs of college anduniversity educations. For example, a Director ofEnrolment Services at a post-secondary institutionnoted: “It doesn’t always occur to many First Nationsyouth that there is a cost associated with pursuingPSE or how high that cost is.”Financial Challenges of Current PSE StudentsFinancial challenges were a frequent concern amongthose who were enrolled in college or university.Financial challenges were frequently related to thecosts of caring or supporting children, the high (andincreasing) costs of rent and food, and other costsof transportation to and from (often distant) FirstNations communities. The cost of housing was raisedin all focus groups, with students in Saskatchewanand British Columbia appearing to be especiallyconcerned about the costs and difficulties of findingappropriate housing in the province’s cities. The challengeof covering these costs was, in many cases,being faced without the support of family and friendsthat students had benefited from in their homecommunities. Many students mentioned that theyregularly struggled to meet their basic needs.Often these challenges forced PSE students tojuggle multiple priorities, including—in manycases—family, work and school. One First NationsPSE student wondered: ”How do I find a balance? Ineed to work so that I can afford to go to school, butat the same time I should be spending that timestudying…” Many students were raising children,which added to their financial challenges.Some students mentioned that they had had toreceive help from family members or resort to usingcredit cards to finance their day-to-day living. Oneyouth mentioned receiving help from a familymember who had moved to the city to help look afterthe student’s children during class time. Others notedthat they used food banks. While some studentsseemed resigned to some of the sacrifices they hadmade to pay for their PSE, others noted that theyhad had to make what they felt were unreasonablesacrifices. One student, for example, spoke abouthow she had had to send her children to live withdistant grandparents because she could not afford tolook after them while she was attending college.Some financial challenges were said to have beenthe result of administrative issues related to bandfunding. Many youth attending PSE mentioned thatthis had affected their studies at some point in time.Some youth spoke about receiving their bandfunding late in the registration process, for example,

SECTION 3: ASPIRATIONS FOR AND PERSPECTIVES ON PSE 15or not getting timely responses to questions abouttheir funding. Several key informants echoed thisconcern and pointed to inconsistencies in bandfunding. For example, one government official inBritish Columbia noted:“There is not a consistent level of expectation[for band funding]. The process of accessingfunds from your band can differ greatly fromone year to the next and from band to band.”Several students mentioned that they had takenlife skills or budgeting courses that had proven tobe useful in helping them to face their financialchallenges while in PSE.Barriers to Returning to PSEMany youth who had started but not completed PSEnoted that they faced financial barriers to returningto school. While finances were not generally givenas the primary or sole reason for leaving school, anumber of youth stated that a lack of financialresources was a significant barrier to returningto PSE.Several youth noted that it was more difficult to bechosen to receive band funding once an applicanthas already “stopped out” of school for a time. Somenoted that this was felt to be related to the fact thattheir First Nation may have seen them as a potentialdrop-out risk. Key informants echoed this sentiment:as one key informant in Saskatchewan noted, “thereare no second chances [with band funding]. If you failyour first time, you go to the bottom of the pile.”Other reasons for “stop-outs” included havingto look after children or dissatisfaction withthe program or with PSE generally. Financial reasonsappeared to be cited more often as a reason forleaving PSE by those youth who were lookingafter children.Summary of Major FindingsWhile the main theme of the focus group discussionswas financial issues, financial considerations wereoften shown to be linked to other areas.Overall, positive aspirations and perspectivessurrounding PSE were often shown to stem fromyouth wanting to be positive role models for theirfamily, children or other community members. Manyyouth enrolled in PSE or who had plans to attendPSE after high school noted that they would be thefirst in their family to attend college or university.Almost all First Nations high school students inthe focus groups expressed a desire or interest inattending PSE in the future. That said, many youthwho were attending PSE did not enroll immediatelyafter high school. Often the period or break prior toPSE included caring for family members or children,working, or “sorting out” personal issues.Financial challenges were a frequent concernamong those who were attending PSE as well as thoseseeking to return to school after a break or absence.Financial challenges (such as the high costs ofchildcare and housing costs) often compoundedpersonal challenges to attending PSE.

Section 4Awareness and Use ofStudent Financial AssistanceWhat forms of funding do First Nations youth know about and use?IntroductionAccording to INAC data for 2004-05, over 22,000First Nations students received band funding to helpA review of the literature undertaken for this researchproject revealed that there are limited data availableon how First Nations students are paying for PSE orabout levels of awareness of different types of SFA.Research with secondary students suggests thatthe general population of Canadian youth know verylittle about SFA such as bursaries and scholarshipsbut are more familiar with credit cards and studentloans. 17 The study also found that secondary studentswere likely to use formal channels of accessinginformation on PSE and financial assistance, such asgovernment websites or speaking with representativesof post-secondary institutions. Moreover, onlytwo-thirds of high school seniors were willingto guess the tuition rate in their province, and apay for their college or university education throughthe Post-Secondary Student Support Program(PSSSP). 19 A 2001 survey of former British Columbiacollege, university-college and institute studentsdemonstrated that band funding is one of thelargest sources of financial assistance for FirstNations students. According to the study, 35 percentof Aboriginal respondents selected “Indian BandFunding” as one of their top two sources of funding. 20In the British Columbia survey, Aboriginal respondentswere less likely than their non-Aboriginalcounterparts to cite personal savings, family supportand employment income as methods of payingfor PSE. Approximately 28 percent of Aboriginalrespondents claimed they had used governmentmajority of them overestimated by a factor of about student loans. 21 Moreover, the Canadian Collegetwo to one. Additional research confirms relativelylow levels of information about financing postsecondaryeducation among high school studentsStudent Survey found that Aboriginal college studentswere somewhat less likely to receive student loansthan all students, but somewhat more likely toand their parents. Though 84% of parents reported receive grants. 22 A survey of students two yearstalking to their kids about post-secondary education,only 58% discussed financial issues a few times,36% discussed how they would fund post-secondaryafter they had completed high school found thatAboriginal youth were less able to rely on non-loansupport from family members than non-Aboriginaleducation and only 13% discussed governmentyouth. 23 1717 Prairie Research Associates (2005), Survey of Secondary School Students, Montreal: Canada Millennium Scholarship Foundation.18 Canada Millennium Scholarship Foundation (2006), Closing the Access Gap: Does Information Matter? Millennium Research Note #3. Montreal.19 Indian and Northern Affairs Canada, Basic Departmental Data.20 British Columbia Ministry of Advanced Education, Outcomes Working Group and CEISS Research and IT Solutions (2002), 2001 B.C. College andInstitute Aboriginal Former Student Outcomes: Special Report on Aboriginal Former Students from the 1995, 1997, 1999 and 2001 B.C. Collegeand Institute Student Outcomes Surveys.21 Ibid.22 Sean Junor and Alex Usher (2004), The Price of Knowledge 2004: Access and Student Finance in Canada, Montreal: Canada Millennium ScholarshipFoundation, 171-2.23 R.A Malatest & Associates Ltd. (2007), The Class of 2003: High School Follow-Up Survey. Montreal: Canada Millennium Scholarship Foundation.

18FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHNeither the Canada Student Loans Program (atthe national level) nor the Foundation are able totrack the number of their student recipients who areFirst Nations. In Saskatchewan and Manitoba,millennium access bursaries are specifically allocatedto Aboriginal students in their first- or second-year ofstudy. The Millennium Aboriginal Access Bursary inSaskatchewan provides approximately $2,000 in nonrepayablefinancial assistance to over 600 Aboriginalstudents each year. 24An environmental scan undertaken for this projectdemonstrated a wide range of scholarships availableto First Nations students. For example, the NationalAboriginal Achievement Foundation has disbursedover $23.5 million in scholarships to Aboriginalstudents since its inception; it awarded $2.8 millionto 934 recipients across Canada during the 2005-2006fiscal year. 25The literature has suggested that cultural attitudesabout government responsibility for PSE fundingmay affect the degree to which Aboriginal people areaware of or using student loans and other forms ofstudent assistance. The Assembly of First Nationsasserts that PSE at all levels is a treaty right, whereasthe federal government sees the funding of FirstNations and Inuit PSE as a social program for whichit need not be the only funding source. 26 In a surveyof First Nations people undertaken for the Foundation,a majority (58 percent) said that governments havethe greatest responsibility for paying for PSE. 27The following section further explores FirstNations awareness and use of SFA in the interviewsand focus groups undertaken for this project.Where First Nations YouthAre Finding Out about StudentFunding OptionsBoth key informants and youth discussed how FirstNations youth are finding out about SFA. The mostcommon methods are detailed below.Family and Friends: Among First Nations highschool and PSE students, word of mouth was themost common way of obtaining informationabout student funding. A number of youth said thatconversations with friends and family were theprimary way they obtained information about theirfunding options. Often, youth noted that they werecomfortable getting information from relatives orfriends who had themselves been to university orcollege. One PSE student explained, “I prefer to asksomebody who is already there: ‘How did you get towhere you are at, and how do I get there?’” Someyouth mentioned having family members whoworked at high schools or band offices who theyfelt were well connected to the available informationon PSE funding options.Aboriginal Student Advisers: Most First Nationsyouth attending PSE knew about the Aboriginalstudent advisers at their college or university, andmany had visited an adviser to discuss financialissues. Nearly one-quarter of key informants alsonoted that Aboriginal student advisers were a source ofinformation that First Nations youth were accessing.High School Teachers and Counsellors: Youthmentioned high school guidance counsellors orteachers far less commonly as sources of information.In contrast, key informants most commonly notedhigh school guidance counsellors and teachers as asource of information, and family and friends as thesecond most common source of information.Band Education Coordinators: Youth and keyinformants noted that band offices and First Nations24 Canada Millennium Scholarship Foundation website (2005), “New access bursary for Aboriginal post-secondary students”(www.millenniumscholarships.ca/images/PressReleases/saskatchewan-en.pdf/).25 National Aboriginal Achievement Foundation website (2007), “Education Program” (www.naaf.ca/html/education_program_e.html).26 Indian and Northern Affairs Canada (2005), Evaluation of the Post-Secondary Education Program, Ottawa: Indian and Northern Affairs Canada.27 Canada Millennium Scholarship Foundation (2005), Changing Course: Improving Aboriginal Access to Post-Secondary Education in Canada:Millennium Research Note #2, Montreal: Canada Millennium Scholarship Foundation.

SECTION 4: AWARENESS AND USE OF STUDENT FINANCIAL ASSISTANCE 19education coordinators were a key source of infor -mation for youth with connections to their band.Key informants noted some differences betweenhow First Nations youth are getting information incomparison to non-First Nations youth. In particular,it was frequently stated that First Nations youth oftendo not have the same degree of parental involvementor support in obtaining information about PSE, sincemany youth are the first in their family to plan toattend college or university. Others noted that non-First Nations youth often come from a position of“entitlement” that gives them the confidence to feeldeserving of success and awards and motivates themto seek out merit-based funding like scholarships.A few key informants noted that First Nationsyouth have less access to and experience getting informationon the Internet, compared with non-FirstNations youth. For example, one key informant said:“The online connectivity of our band is horrible;we are not connected to the Internet, for themost part. A lot of people are living belowthe poverty line and therefore do not haveaccess to a computer.”Some First Nations PSE students, however, didspeak about obtaining SFA information through theInternet prior to starting college or university.Awareness and Use of BandFundingKey informants were asked to rate the level ofawareness among First Nations youth of differenttypes of financial assistance. The results, asillustrated in Figure 3, show that key informantsbelieve that First Nations youth are most aware ofband funding as a form of student funding.A high degree of awareness of band funding wasdemonstrated across all focus groups with FirstNations youth. Most First Nations high schoolstudents appeared to know about band fundingand the vast majority expected that they could use itto pay for their PSE. Despite hearing stories fromfamily or friends about the difficulties in obtainingthis funding, many demonstrated a high degree ofconfidence that they could receive it. As one highschool student noted: “My band pays for it. AllAboriginals get their education funded.” Some FirstNations high school students felt that because theywere living in urban centres they had a lower level ofinformation on how to access band fundingcompared to those living in First Nations communities.The majority of First Nations PSE students in thefocus groups were receiving band funding to helpFigure 3: Key Informants’ Opinions of First Nations Youth Awareness of PSE Funding MethodsFirst Nations Funding73%Very AwareAwareCanada/ProvincialStudent Loans27%Millennium Bursariesand Scholarships4%ScholarshipsAvailable for FirstNations StudentsBank Loans, BankLines of Credit19%22%0% 10% 20% 30% 40% 50% 60% 70% 80%Source: Key informant interviewsn=41

20FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHfinance their studies. In some cases, band fundingwas being combined with other types of funding orwith part-time employment. For example, someOlder First Nations PSE students had accessedstudent loans to supplement their band funding.Awareness and Use of OtherTypes of Student FinancialAssistanceAfter band funding, high school students were oftenmost aware of student loans as a potential source offinancial assistance for PSE. However, they oftenadmitted to knowing very little about how to applyfor student loans and, when compared with non-FirstNations youth, appeared to have a more limitedawareness and understanding of student loans.In contrast to the non-First Nations population,which has had extensive exposure to and use ofstudent loan programs, First Nations people have nothistorically accessed student loans in large numbers.As a result, there is a more limited ability for potentialor current First Nations PSE students to obtaininformation about loan programs through siblings,relatives or other community members.Many youth currently in PSE noted that while theywere aware of band funding in high school, they onlybecame aware of other methods of financing PSEonce they started attending college or university.As one youth in PSE said: “It wasn’t until I got touniversity that I found out about scholarships.”Another said: “I really didn’t know that much whenI started [university]. I just sort of learned along theway.” In some cases, this lack of information is aresult of misconceptions related to eligibility; someFirst Nations youth may believe that band fundingis the only method of funding available to FirstNations students, and only find out otherwiseonce attending PSE.A number of youth currently in PSE regretted thatthey did not have more information while they werein high school about the range of SFA options. OnePSE student noted: “Now I know that there are somany scholarships out there that I should haveapplied for. It should have been a no-brainer.”Another PSE student suggested that “especially onthe reserves, there should have been a book ofscholarships that are available.”Many First Nations youth living off reserve felt thatthey were in a “double-bind”: they were often notconnected to band funding processes, but becausethey lived in cities it was (incorrectly) assumed thatthey had information about other forms of SFA. OnePSE student noted:“On the reserve it is different. Here [in the city] itseems they expect you to already know aboutcertain things. But if you are the first person inyour family to graduate and try to go to university,where do you know these things from?”Not all youth felt that they did not have sufficientinformation in high school. For example, FirstNations youth currently attending adult high schooldemonstrated a greater degree of familiarity withdifferent SFA options, including student loans.Similarly, youth at an Aboriginal-focused high schoolin Winnipeg appeared to have access to informationabout SFA through an adviser who worked withstudents and teachers directly. Other studentsmentioned that their high school had provided themwith information—one student, for example,mentioned that the academic adviser at their bandhad spent time in their high school talking aboutSFA, walking students through application formsand doing significant follow-up with interestedstudents. Overall, students from high schools thatincluded integrated transitioning supports appearedto have a higher degree of familiarity with differentforms of student financial assistance and relatedinformation sources.Motivational FactorsA lack of knowledge about SFA did not always followfrom a lack of available information. Some youthadmitted that information about different forms ofSFA had been available while they were in highschool, but they had not been motivated to obtain it.

SECTION 4: AWARENESS AND USE OF STUDENT FINANCIAL ASSISTANCE 21Both youth who did not go on to PSE and some ofthose who did talked about the lack of drive theyhad felt in high school:“[Staff at my high school] told me about lotsof things I could look in to, but I never did.”“They put the options out there, but I neverdid the work.”“I didn’t have enough interest to actually go anddo the research. As soon as I was discouraged,I was discouraged—and I just didn’t bother.”Likewise, in one focus group it was noted that ahigh school program partnered with a local college toallow students to apply their high school creditstoward a trade. However, all four students in thisgroup noted that when they were given the four-pageform to fill out in order to apply for SFA, none ofthem had completed it because it seemed overlycomplicated and time-consuming.Many of these motivational factors may be linkedto issues of self-esteem. Many key informantsdiscussed how many First Nations youth lack selfconfidence.Often, this is a result of students feelingthat their grades are not adequate to be consideredfor scholarships or that scholarships are not “forthem.” They often assume they do not have thegrades for scholarships and, as a result, are notmotivated to apply.Assumption that Band Funding WillCover PSE CostsYouth currently taking PSE often said that they didnot get information about, or consider using, otherforms of SFA because they assumed that they couldrely on band funding alone to meet their financialneeds. In the words of one PSE student: “I never, everlooked into it because I knew I could get bandfunding.” The idea that band funding is virtually a“sure thing” can act as a disincentive to seeking outother forms of funding (such as scholarships) that areof less monetary value, are perceived to require moretime and effort during the application process, andare, at the same time, perceived to be less likely tomaterialize. Some PSE students in Saskatchewanargued that the “return on investment” in applyingfor different scholarships was too low given theperceived amount of time required to apply andthe other demands on their time.Many First Nations youth are often reluctant toexplore other forms of PSE (e.g., Canada StudentLoans, private lines of credit) as they prefer bandfunding, which is almost entirely grant-based, asopposed to other funding mechanisms that typicallyinvolve a loan component. Many First Nations PSEstudents talked about how they had only looked intoother ways of paying for their PSE costs after theydetermined whether and to what extent their bandfunding would cover their costs.Many key informants discussed misconceptionsabout band funding, stating that First Nations youthcommonly believe everyone will receive fundingfrom their band or that this funding alone will besufficient to cover all of their expenses. In particular,one key informant noted that “some youth justassume that they will receive band funding.” Anotherremarked that there was an “over-expectation of thelevel of funding that is going to be there.”In hindsight, several First Nations PSE studentssaid that they wished they had looked into other formsof SFA while in high school because band fundingwas either not available at all or not sufficient to meettheir financial needs. Furthermore, as many FirstNations youth return to PSE after having beenoutside the education system for significant periodsof time, they are often disconnected from informationon scholarships, bursaries and students loans (suchas teachers and guidance counsellors) available tothose moving directly from high school to collegeor university.Many youth were unclear about whether or notthey were eligible to receive other forms of SFA if theywere receiving band funding. A number of studentswith band funding who said they were strugglingfinancially also said they thought they were ineligibleto receive other sources of funding. A small numberof key informants also noted that they felt that someeducation counsellors in First Nations communitiesare reluctant to talk with youth about student loans.

22FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHUse of Student Loans among First NationsPSE StudentsUse of student loans among First Nations PSEstudents varied by focus group, but, overall, only aminority of First Nations students had receivedstudent loans to assist in funding their studies.Although some key informants noted thatinstances of First Nations students using studentloans had risen in recent years, in general studentswere said to be accessing them reluctantly, if at all.Other key informants felt that student loanswere still a “black box” for many youth. Several keyinformants specifically mentioned that many youthdid not understand the difference between bankloans and student loans or the concept of “good”versus “bad” debt. As previously noted, First Nationsyouth generally prefer the grant-based fundingavailable through band funding over repayable formsof SFA, particularly as they often see PSE funding astheir constitutional right.Many youth themselves noted that they understoodlittle about carrying debt or assumed that they wereineligible for student loans because they were receivingband funding. In some focus groups, there wasconsiderable discussion of whether or not a student’sband funding would be reduced if a youth receivedadditional forms of funding at the same time. Someyouth said that this was the case in their First Nation.As the amount that would be “clawed back” wouldthen become repayable, this was seen as a disincentiveto getting a student loan. Others mentioned that theygenerally did not tell their bands if they receivedother sources of funding due to the risk that theirband funding would be reduced.Other students planned to take periods of time offduring PSE in order to work. Often, they did not feelthat student loans were compatible with these plans,since there was the requirement to begin paying backloans once out of school. As a result, some FirstNations PSE students felt it was counter-productiveto take out a loan that they would have to begin topay back while they were working to save moneyfor school.Some First Nations PSE students in Saskatchewanmentioned that they had taken advantage of studentloans partly because they knew that when theyfinished their degree a portion of their loan wouldbe forgiven. Others in the same focus groups werenot aware of this policy and felt that knowing thismay have motivated them to consider taking out astudent loan.Use of ScholarshipsA limited number of First Nations PSE studentssaid that they had made use of scholarships to helpfund their PSE. Among these students, this fundingwas supplementary to others sources like bandfunding and student loans. Many students saidthey would be motivated to look into scholarships iftheir band funding was cut off or they were deniedband funding.Several key informants noted that awareness ofscholarships is affected by a common misconceptionamong First Nations youth that all scholarships arebased on academic performance alone. One studentadviser at a PSE institution noted that First Nationsyouth “are afraid of scholarships. They don’t thinkthey have the grades; they don’t think of themselvesas scholarly.”Youth often felt that the process of finding informationabout scholarships was complicated andintimidating. Many said they did not know where tolook for scholarships. Others said that the largenumber of available scholarships was overwhelming.Many mentioned that they had looked into scholarshipsbut had missed the deadlines for applying. Itshould be noted, however, that non-First Nations PSEstudents often made comments of a similar natureand were generally of the opinion that applying forscholarships involved a lot of work for something thatwas not a “sure thing.”Some First Nations youth mentioned that it wouldbe useful to have a sort of “one-stop shop” of scholarships(online, paper-based, or both), organized bycategories like field of study or type of student.Several youth commented on the success of an automatedsystem at their university; the school storedbasic student information into a database thatmatched student characteristics (such as year ofstudy, whether they are receiving student loans,program of study, etc.) with available scholarships,bursaries and grants.

24FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHDebt AversionA high degree of debt aversion was noted amongFirst Nations youth consulted in the focus groups.Debt aversion was specifically related to a wariness oftaking on student loans or bank loans. Youth oftenexplicitly linked the idea of taking out loans withstress and anxiety. They were generally concernedabout two aspects of student debt: the length of timethat they would be in debt and the difficulties theywould face in paying back their debt over that period.While First Nations youth generally felt that PSEwas important, they often felt it was not worth goingin to debt for. For example, one PSE studentexplained: “You’re done school and you’re startingyour life and you have all of this debt to pay back?I don’t know if that’s worth it.”Many youth and key informants noted that thereis often the fear that they will not earn enoughfollowing school to be able to pay back a loan. A fewyouth in focus groups specifically felt that the fieldsof employment that they would pursue (e.g., childcare)would not pay enough to support high levels ofdebt repayment. Key informants noted that debtaversion can also be compounded by the fact thatmany First Nations students have children tosupport, which adds to the associated risks oftaking on debt. It was also noted that the limitedemployment opportunities in some First Nationscommunities, even for PSE graduates, may compoundthis debt aversion.In a similar way, some youth said they were averseto repayable forms of SFA as they were not sure theywould succeed at college or university and haddoubts that they would be able to finish theirprogram. This aversion can often be linked toexpectations around band funding and the sense thata grant is a “safer” form of funding given this fearof failure. For example, one PSE student explainedthat he did not consider a student loan because“if I get a loan and fail...what am I here for? I need topay it back, plus I don’t get a degree or diploma oranything.” On the other hand, he said that if he failedon band funding, he can think “at least I tried.”Others spoke about how loans would be theirlast resort only, if band funding proved not to beavailable and part-time jobs or scholarships werenot available or sufficient.Exposure to the financial struggles of familymembers and friends who had taken out a studentloan was often a contributing factor to this debt aversion.For example, one PSE student said: “My sisterwent through it, and she still owes, so I wouldn’t evenconsider it.” Another student noted: “My mom had astudent loan and she is still paying it off. She alwaystells me never to get one.”Debt can also place a burden on the family andchildren of those in taking on debt. Given the strongfamily and community ties of many First Nationsyouth, and the large number of First Nations youthstarting their own families, this consideration wouldact as a further disincentive to repayable forms ofstudent financial assistance.A number of key informants similarly noted thateven if youth feel that a PSE is worth borrowingmoney for, they are often afraid of going into debt ordo not understand how to carry a debt. A majorreason given for this perceived debt aversion was thatdebt is often a relatively foreign idea to many FirstNations youth. As one key informant explained, debtis generally a middle-class concept and is new andunknown to many First Nations people. Several keyinformants noted that many First Nations youth donot understand the difference between student loansand bank loans or the concept of “good” versus “bad”debt. One key informant noted: “We need to helpFirst Nations youth to understand the meaning ofdebt—that it can be an investment.” Several youthattending PSE admitted that they felt that they lackedfinancial understanding and skills.While a high degree of debt aversion related tostudent or bank loans was in evidence, many FirstNations youth attending PSE noted that they hadborrowed or received money from family members tohelp pay for their education costs. It was often thecase that PSE students mentioned having to turnto the help of family during periods of financialemergency.

SECTION 4: AWARENESS AND USE OF STUDENT FINANCIAL ASSISTANCE 25Similarly, many First Nations youth mentionedthat they had had to rely on credit cards to help themthrough their periods of study. In one focus groupwith First Nations PSE students in Manitoba, half ofthe youth said they were using credit card debt topay for their living costs. Credit cards appear to beinitially used as short-term solutions, but often thisdebt was said to be compounding and becomingunmanageable.It should be noted that debt aversion was farfrom a universal attitude among First Nations youth.A significant number of youth felt that PSE was worthgoing into debt for, and a significant minority ofFirst Nations students had taken out student loansor would do so if necessary. Some First Nations PSEstudents in Saskatchewan mentioned that the factthat some student loan debt is forgiven if a studentcompletes their degree made student loans a moreattractive funding option.CreditSome key informants noted that students often havebad credit, which can result in their not being able toaccess bank loans. Furthermore, several key informantsnoted that students often had misconceptionsabout credit and noted that some students believethey are not eligible for student loans when they infact are. First Nations people living on reserve oftenhave more limited understanding of credit anddebt, as they generally have not had the same level ofexperience with mortgages and have had morelimited ability to secure loans for other assets such asvehicles than the non-First Nations population.The lack of familiarity with borrowing was said tosometimes result in students defaulting on loansthat they do get, rather than potentially resolvingfinancial problems through speaking with their bank,loan officer or a financial counsellor. As one keyinformant said: “They don’t ask the right questionsuntil it is too late.”Difference BetweenAwareness of StudentFunding and FinancialAssistance among FirstNations Compared toNon-First Nations YouthKey informants were asked how awareness of thestudent funding system is different among FirstNations youth compared with non-First Nationsyouth. Overall, responses were related to the followingmajor areas:• First Nations youth do not have the same senseof entitlement and connection to the systemthat would lead them to seek out information ontheir funding options. Some key informants notedthat First Nations youth are less assertive inseeking out information.• Parents of First Nations youth were generally lessheavily involved in their children’s planning forcollege or university. This was a result of severaldifferent factors. Many First Nations students’parents do not have experience with PSE, andmany have relatively low literacy, limiting theirability to help their children. Also, families areoften living far from the centres of information,particularly those who are in remote communities.One financial adviser at a PSE institution, forexample, said: “When non-First Nations youthcome to visit me, they come with their parents andthey are aggressive. They know what they want andthey are looking for specific information. FirstNations youth come to my office alone andthey don’t know what they need or what types ofquestions to ask.”• First Nations youth are primarily aware of bandfunding and do not have the same level offamiliarity as non-First Nations youth with otherforms of SFA. This often reflects their desire toaccess grant funding first and only utilize loansas a “last resort.”

26FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHKey Informants’ Suggestionsfor Improved Delivery ofInformationKey informants were asked to provide suggestionson how information about student funding could bebetter delivered to First Nations youth.Face-to-face, personal contact with First Nationsyouth: Key informants most often said that deliveryof information required more face-to-face, personalcontact with First Nations youth. Among relatedcomments, for example, one key informant noted that:“First Nations youth benefit from personal contactwith a counsellor or coordinator. The typicalavenues for delivering information don’t work.It takes a skilled, engaged counsellor to motivateyouth [and] to build their aspirations and thecapacity for them to access the information.”Another key informant similarly noted that:“Face-to-face interaction is the key. First Nationsyouth automatically tend to think they don’tqualify for funding outside of what their bandprovides. Personal interaction is important tobreak down that first barrier…”Several others noted that over-reliance on onlinedelivery of information would not be an effectiveway to disseminate information about PSE to FirstNations youth.Promotional materials specifically designed totarget First Nations youth: Key informants oftennoted that First Nations youth often do not “see”themselves in the mainstream promotional materialsfor SFA. One key informant noted that brochures,posters and pamphlets “need to be more inclusive ofAboriginal perspectives.” Several key informantsspecifically noted, for example, that the AboriginalPeoples Television Network would be an effectiveplace to advertise SFA. On a related note, some FirstNations youth in B.C. who had not attended PSEnoted that because a large number of First Nationsyouth in their area were under the care of theministry, more information on available forms ofSFA should be targeted to those who are wardsof the province.Better information and more training for highschool counsellors or band education coordinators:About one-quarter of key informants suggested thatmore training and information should be madeavailable to counsellors and coordinators. Theimportance of this issue has been recognized byFirst Nations; for example, there is not a First NationsEducation Coordinator’s Program offered throughthe Nicola Valley Institute of Technology in BC.One noted, for example, that there is a general lack ofawareness about Foundation bursaries.First Nations youth need to be given informationabout PSE at an early age: Some key informantsnoted that First Nations youth need to be giveninformation about PSE and ways of financing PSEearly on in their education. Providing informationearly in a student’s education will not only helpstudents who do finish Grade 12 to plan for theirfutures, but also help those students who drop outof school before graduating to know how to getinformation at some point in the future. One First

SECTION 4: AWARENESS AND USE OF STUDENT FINANCIAL ASSISTANCE 27Nations education coordinator, for example, said:“If we wait until Grade 12 to tell them about funding,it is often too late.” Another suggested that theinformation should begin in Grades 8, 9 and 10, andthat planning for PSE should be part of those years’curriculum. Some First Nations PSE studentscommented that information should be providedto youth again and again throughout high school, asstudents may have different questions at differentstages of their high school career.Use of First Nations role models: Some keyinformants noted that information delivery shouldmake use of role models. One key informant suggestedthat role modelling programs would be helpful whenproviding information, to inspire First Nations youthand to allow them to see themselves reflected inthe PSE system. Some First Nations PSE studentssimilarly suggested that First Nations universitystudents or graduates should be reaching out to FirstNations youth in the early high school years in orderto inspire them to continue on with their educationand begin to plan for PSE.To a much lesser extent, career fairs, workshopsand information presentations were suggested aseffective avenues for providing information.Summary of Major FindingsFirst Nations youth are finding out about studentfunding options primarily through family and friendsand, to a lesser extent, Aboriginal student advisers atcolleges and universities and high school teachersand counsellors. Overall, a range of different levelsof awareness and understanding of SFA was notedwithin and across the focus groups.Key informants interviewed for this study emphasizedthat there is a general lack of awarenessand understanding among First Nations youthabout student funding and financial assistance.Focus groups appear to confirm this, as few FirstNations high school students appeared to have asolid understanding of the available SFA and fundingoptions, beyond band funding. While many studentsacquire more information about available SFA afterbeginning PSE, many admitted that they did notactively seek out information about the full range ofavailable financial assistance while in high school.Often, this is a result of the assumption that theirband funding would cover their full PSE costs.Although a number of youth are choosing to accessstudent loans, many youth are averse to usingrepayable forms of student funding to help financetheir PSE.At the same time, awareness of student fundingoptions was felt by most key informants to have aneffect on First Nations youth plans for PSE. Themajority of key informants felt that increasingawareness among youth of available funding wouldlead to increasing PSE enrolment. Overall, keyinformants noted that promotion and awareness ofSFA would be improved by more extensive delivery ofinformation through face-to-face contact withstudents, by promotion strategies specifically gearedto First Nations youth and by the use of First Nationsrole models in the delivery of information.

29Section 5Access to Student FinancialAssistanceWhat are the issues related to access to funding?IntroductionThe literature review undertaken for this projectidentified some issues with respect to the access thatFirst Nations youth have to available forms of SFA.Studies by INAC and the Assembly of First Nationshave attempted to demonstrate the extent to whichfederal support through the PSSSP to First Nationsyouth has been insufficient to meet growing demand,given the relative decline (in inflation-adjustedterms) of the program’s funding envelope and theincreasing number of First Nations youth pursuingpost-secondary studies. This has resulted in aconsiderable share of applicants being put on waitinglists for funding. Furthermore, First Nations bandand tribal councils typically establish priorities forthe types of PSE applicants they will fund, based onlevels and types of post-secondary programs.Applicants who fall within a lower priority categoryare thus at a disadvantage.The literature review noted other issues withrespect to access to band funding. Previous researchreported that some educators felt that issues ofnepotism and favouritism can impact the process ofselecting which students are awarded band PSEfunding. 29 Moreover, First Nations people who do nothave significant or any contact with their Nation maybe less likely to apply to their bands for PSE fundingor are perceived to have a lower chance of beingselected. This group would, in some cases, include“Bill C-31 Indians,” who are less likely than otherFirst Nations people to have strong ties to a FirstNations community. 30Issues of access to SFA were further explored inthe interviews and focus groups conducted for thisstudy, as described in this section.Access to Band FundingMany PSE students noted that overall demandfor band funding exceeds what is available. Whileconsiderable variation between First Nations wasnoted, some PSE students claimed that their bandfunding had been interrupted or cut at some point intheir academic careers. It is not clear to what extentthese cuts or interruptions were justified in terms ofthe band council regulations for funded students(such as for students who were not attending classesor passing courses). PSE students and key informantsalso noted that bands often do not have sufficientfunding to support all potential students. This hasfrequently resulted in waiting lists for band funding.Several key informants noted that the amount ofmoney has been capped but the demand for fundingis higher than ever. One government official notedthat there were approximately 1,000 First Nationsstudents on waiting lists to receive PSSSP funding inSaskatchewan. It was frequently noted that theadequacy of PSSSP funding varied from First Nationto First Nation.29 R.A Malatest & Associates Ltd. (2004), Aboriginal Peoples and Post-Secondary Education—What Educators Have Learned, Ottawa: R.A. Malatest& Associates Ltd., 22.30 Ibid., 21.

30FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHFirst Nations youth who are non-status, or whosestatus is not accompanied by membership in a band(as a result of C-31), are not able to apply for bandfunding. Even among those who are associated with aFirst Nation, there are varying degrees of accessibilityto band funding. Both key informants and youthfrequently mentioned that First Nations youth livingon reserve have an easier time accessing bandfunding than those living off reserve. As previouslydiscussed, this is partly seen as a result of students onreserves having more information about bandfunding. It was also frequently mentioned thateligible youth living on reserve are more likely tobe selected to receive band funding, as they aremore personally connected to their band. One keyinformant explained that “on-reserve youth are moreknown to the education directors in their communities,so [they can] more easily access band funding.”One PSE student in Saskatchewan who hadobtained Indian Status under Bill C-31 said that ithad been more difficult to receive band sponsorshipfor PSE but was successful in the end.Some youth also indicated that certain FirstNations have a minimum on-reserve residencyrequirement prior to receiving band funding—anywhere from a six-month to two-year residencyperiod was mentioned. A few others mentioned that,as a condition of receiving band funding, they weretold that they had to pay back part of their funding orwork on the reserve after completing their education.Many youth claimed that nepotism or favoritismwas a factor in the funding selection process in theirband. While it was difficult to ascertain whetherstudents were speaking from experience or recountingstories they had heard from family and friends, manyof them believed that favouritism does exist:“If you know somebody in the band or if you’rerelated to somebody, then you’re going to getwhere you want to be…”“You need someone in there [the band] to fightfor you.”A few students felt that their First Nation hadunfairly discriminated against them because of afamily member’s poor academic performance in thepast, and that this influenced their band’s decisionnot to fund them. It was not clear, however, to whatextent this was a matter of student perceptionresulting from misunderstandings of band fundingdecisions or eligibility for band funding.Key informants also noted that real or perceivedfavouritism can result in some First Nations youthnot accessing this funding. Some key informantsvoiced their concerns over the lack of transparency ofband funding and the extent to which the fundingwas being appropriately managed within the bands.As one key informant noted: “Some [First Nationscommunities] abuse the process; others follow therules and regulations.”Youth also sometimes mentioned that, due to thelimited amount of band funding available, theirbands required funded students to maintain a certainacademic average and to remain as full-time studentsto receive band funding. Students who do notmeet the minimum average or who drop down topart-time study may risk having their funding cut sothat other students may be funded. Some studentssaid they would personally caution high schoolstudents to be ready and sure about their PSEprogram before accessing band funding, as it wasdifficult to secure funding once they stopped outof their program.Many key informants noted that the limitedamount of band funding for PSE can often result inmature students or students with children beingpassed over for funding in favour of students rightout of high school or without children. Furthermore, afew PSE students in their last years of undergraduatestudies noted that they were not likely to receiveband funding to pay for their graduate studies, as thepolicy of their band was to fund undergraduatestudents rather than graduate students.Some key informants also noted that therewas limited available funding from bands for highschool upgrading. As many youth require upgradingbefore they can attend PSE, this was felt to reduceaccess to university and college. A few studentsmentioned that band funding was not available forthose interested in studying at private institutions.

SECTION 5: ACCESS TO STUDENT FINANCIAL ASSISTANCE 31Application ProcessYouth and key informants were asked how userfriendlythe application process for band fundingwas.Youth had varied opinions about the process.In general, it appeared that living away from thecommunity in which the funding was being administeredmade the application process more difficult forapplicants. Some youth mentioned having had issueswith respect to getting information in a timelymanner and being able to reach administrators.Other youth said that sometimes they did not hearback about their funding until late in the university orcollege registration process, meaning that they oftenhad to begin making arrangements to start schoolprior to receiving confirmation that they would befunded. This is problematic, as one student noted:“It’s kind of rough going through the wholeprocess…I only found out a week before my classesstarted that I was going to get funded.” Others feltthat they had had to devote significant effort tocalling and “hassling” the administrator responsibleat their band for PSE funding. Some youthcommented that administrators were sometimes illpreparedor ill-suited for their position, althoughsome administrators were said to be effective. Onewoman mentioned that she had gathered signaturesfrom other band-funded students in a letter to herband council with complaints about how the bandfunding has been administered; this was said to haveresulted in positive changes.Generally, the process of applying for bandfunding was felt to be reasonably user-friendly by keyinformants. It was often said that there was sufficienthelp from band officers to assist youth living onreserve in the application process. In addition, manykey informants noted that youth are often gettingassistance from people they know, which can help tomake the process more user-friendly.In contrast, other key informants felt that theprocess of applying for band funding was notuser-friendly. Several key informants noted thatthe process was inconsistent and varies from band toband, as well as from year to year, which can beconfusing for applicants. A few key informants notedthat the ease of applying for band funding dependson whether or not the youth is living on or near a FirstNations community and can access the availablesupports of their band.Access to Student LoansWhile a comparatively low proportion of FirstNations PSE students had applied for or receiveda student loan, some issues were discussed in termsof access to these loans.Application ProcessSome First Nations PSE students felt that theapplication process for student loans had beenstraightforward, while others shared criticisms andfrustrations. In some cases, this frustration camefrom a perceived inability to track the status of theapplication through the system. Some students feltthat they were not given sufficient information aboutwhether their application had been received,whether the information was complete, and theoverall progress of their application through thesystem. One student, for example, felt that the lackof information on the status of the application madeit difficult for him to decide if he should plan to finda job for that school year.There was also felt to be a lack of face-to-faceassistance available for First Nations youth interestedin applying for student loans. As one PSE studentnoted: “It would have been nice to have a real personto talk to.” A few mentioned that the student loansprocess could be simplified through the developmentof an online application system (even thoughan online application system is currently available).Others had completed the application online andfelt that it was an effective method. A few studentswho had received student loans discussed how therequirement that their parent fill out a section ofthe application was not appropriate, as their parentwas apprehensive about or had difficulties fillingout the form.

32FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHA majority of key informants thought that theprocess of applying for student loans was notuser-friendly for First Nations youth. It was felt thatthe application was difficult to fill out and requireda lot of information. Several key informants notedthat the applications required financial, tax or bankaccount information that youth may not have ormay not feel comfortable sharing. A number of youthechoed this concern.A few key informants noted that student loanapplications require applicants to provide informationwith respect to budgets, which may be difficult todevelop for First Nations youth moving from a FirstNations community to a city to study, as they may becompletely unaware of the cost of living.Eligibility CriteriaKey informants were fairly evenly split about whetherthe eligibility criteria for student loans were appropriatefor First Nations youth. Some felt that becausethe disbursement of loans was determined bydemonstrated financial need, the system was fair.Others felt that the financial criteria were too “blackand white” and that some First Nations youth willfall into a “grey” category. In the words of one keyinformant: “…a married couple who together mightmake enough money to support themselves [maynot be able to] afford to send a spouse or dependantto school.”Access to Scholarshipsor BursariesOverall, access to scholarships by First Nations youthappeared to be limited by issues of awareness andaccess to information, as noted in the previoussection. Some First Nations PSE students did mentionthat they had applied for scholarships and not beenaccepted, although the reasons why they had not beenaccepted were generally not clear to them.Many students mentioned that they did not applyfor scholarships because their marks were nothigh enough. Others mentioned that they had lackedthe requisite community service or volunteeringexperience, with one youth mentioning that it wasdifficult to find the time to do volunteer work whenraising children and working. One PSE student whowas also a mother with a young child commented:“I have so many other demands on my time…”Others said that they did not feel their writingskills were sufficiently strong, in the case of scholarshipapplications that required samples of writing.This same comment was also raised by some ofthe non-First Nations PSE students. Some FirstNations students felt that too many of the availablescholarships were subject-specific and not availablefor their chosen fields of study.Some students also found the application formsintimidating and difficult to understand. One studentcommented: “You needed so much information[that] I couldn’t believe it. There was...ten pages ofstuff you had to fill out.”The majority of key informants felt that scholarshipswere not user-friendly. Many key informants indicatedthat many of the scholarships had inappropriateeligibility criteria that did not take into account thedifferent culture and circumstances of First Nationspeople. For example, some scholarships are awardedbased on volunteer experience, and many are notawarded to part-time students. A minority of keyinformants said that the process was user-friendly asthe applications were generally short and decisionsfactored in more than just grades.Some youth noted that scholarships appear tobe primarily geared to those entering college oruniversity straight out of high school, which isfrequently not the case for First Nations students.One key informant noted that First Nations youthoften come from a culture that values being humbleand thus may not be comfortable talking aboutthemselves in the self-confident way that issometimes required for scholarships. Severaldisagreed with this, however, and noted that scholarshipstargeted to First Nations youth were oftenappropriate, as they may factor in other criteriabeyond Grade Point Averages. One key informantspecifically noted that applications for scholarships

35Section 6Adequacy of StudentFinancial AssistanceDo students receive enough money when they are funded through student financial assistance?IntroductionThe literature review undertaken for this studyidentified issues with respect to the adequacy ofavailable forms of SFA for First Nations youth.Available data have demonstrated that the costof a Canadian PSE has risen considerably over thepast two decades, with undergraduate tuition feesincreasing by 99 percent in a span of less thanten years. During the same period, federal PSEfunding for Aboriginal students increased by just23 percent and average federal CSLP disbursementsincreased by 45 percent. Research on the adequacyof the Canada Student Loans Program suggeststhat per-student funding allocations are often notappropriate for First Nations students, given the higherassociated costs of attending PSE for these individuals(due to travel, presence of dependants, etc).This section looks at the perceived adequacy ofdifferent forms of SFA, based on key informantinterviews and focus groups.Adequacy of Band FundingAll but a few key informants felt that the bandfunding available through the Post-SecondaryStudent Support Program (PSSSP) was not adequateto meet the demand among First Nations youth. Asnoted in the previous section, the number of youthwho apply each year to receive PSSSP fundingthrough their band exceeded the funding availableand, as a result, many First Nations have waiting lists.Insufficient funding was felt to have resulted infunded students sometimes receiving individualfunding allocations that are too small to cover the fullcosts of their expenses while studying. Throughoutthe focus groups with First Nations PSE students,many participants talked about the struggle to makeends meet even with band funding. Studentsfrequently said that it was a misconception that bandfunding was sufficient by itself to cover expenses.Indeed, many of the PSE students consulted forthis study who were receiving band funding hadused other sources of funding or had taken onemployment to supplement their band funding.While students generally used band funding as theirprimary source of funding, students were alsofrequently working, using savings from summerjobs or receiving money from family or spouses tosupplement it. One university student had lookedfor additional sources of money like part-time jobsor bursaries after securing band funding; only ifthese additional sources were insufficient wouldthis individual consider taking a loan. Some studentsdiscussed how they had made use of a soup kitchenor food bank while receiving band funding.Some PSE students mentioned that althoughband funding was sometimes not sufficient to coverall their expenses, they felt reluctant to pursueother financial sources, such as employment andscholarships or loans. Many students said that if theirband was aware of these other sources, they woulddeduct an equivalent amount from their bandfunding, although it was argued that this policyvaried by band. Others said that they avoided thisissue by simply not notifying their band of anyadditional sources they had received.

36FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHSeveral students mentioned that their bands hadactually told them that their band funding would beenough to cover their total costs, which later provedincorrect. Several PSE students agreed that someof the bands were, in the words of one student, “outof touch with the realities of paying for school.” Afew PSE students wished that their band fundingallocations would have been flexible enough toaccount for housing costs and other expenses. A fewstudents mentioned that the way that their bandfunding was allocated made it difficult to pay forlarger, up-front costs such as the first and lastmonth’s rent for apartments. Another studentmentioned that band funding was not sufficient tocover some of the additional expenses incurred bystudents with disabilities. Some PSE students felt thatproviding band funding through bi-weekly chequeswas more appropriate than monthly cheques, as itwas easier for students to budget their money withsmaller but more frequent allocations of funding.PSE students sometimes noted that they wishedthey had had more information about the “hiddencosts” of attending PSE before starting their college oruniversity studies. Many were surprised at the costsassociated with living on their own, such as utilities,bus passes and even groceries. Furthermore,program costs such as tools and equipment and evenseat reservations were seen as largely unexpectedand costly. One student remarked: “It cost me $200to save a seat [in my program]. Nobody told meabout that [beforehand].” Another student, who wastaking trades training, mentioned that his bandfunding had not covered the costs of the materialshe needed for his program, including weldinggloves and other materials.Many key informants felt that the current allocationsare insufficient to cover the cost of living,including expenses like books and childcare. One keyinformant noted that students must often takeout loans in addition to receiving band funding. InB.C., several key informants felt that the cost of livingin the Lower Mainland was impacting the adequacyof current allocations, as band funding does notfactor in the cost of living in different areas ofthe country.Many PSE students noted that they had experiencedinterruptions in their band funding. For example, ifstudents drop down to part-time status or do notmaintain a certain average, they can risk losingband funding. This was said by a few youth to pose adilemma, as either option may result in their losingsome or all of their band funding.Adequacy of Student LoansAmong those First Nations PSE students who hadreceived a student loan, some felt that the amountthey had received had not been sufficient. Thiswas sometimes expressed by students who werethe parents of more than one child. According toone former PSE student: “With [a] $900-a-monthallowance, you will have a place to live, but realisticallyyou won’t have any food, any furniture, and soon.” Some non-First Nations PSE students alsoargued that the amount they had received throughtheir student loan had not been adequate, particularlyfor students living in cities with higher costsof living, like Vancouver.Students also made mention of the loan repaymentrequirements for part-time studies. According to onestudent, students are required to pay interest on theirpart-time loan (unlike full-time loans) while theyare in school. Given that most bands do not fundpart-time PSE programs, youth who may haveconsidered a loan as a last resort could be deterred bythe lack of interest subsidy for these loans.While many key informants noted that First Nationsstudents are generally not accessing student loans topay for their PSE, many echoed the sentiments madeby First Nations youth related to the inadequacyof loan amounts for those who do access them. Inparticular, key informants noted that funding wasoften insufficient to cover living and transportationcosts, as well as the costs borne by students withmore than one child.A minority of key informants did feel that thefunding allocations from student loans were adequateand that First Nations youth generally receive enoughmoney to support themselves.

SECTION 6: ADEQUACY OF STUDENT FINANCIAL ASSISTANCE 37Adequacy of ScholarshipsStudents and key informants generally felt that therewere a lot of scholarship opportunities availablefor First Nations youth. However, these were, bythemselves, not adequate forms of PSE funding forseveral reasons. First, many First Nations youth arenot aware of these opportunities. As one PSE counsellorsaid: “The problem is that the students are notaccessing the money.” Similarly, another remarked:“A lot of scholarships are under-subscribed.” Second,scholarship amounts are generally too small to be aprimary method of funding PSE and are largelyviewed as supplemental sources of funding support.In addition, many students claimed to operatefinancially on a day-to-day basis, and scholarships donot address their immediate financial needs. Thesetypes of assistance require students to assess theirfinancial situation and apply in advance. Many youthclaimed that by the time they had found out aboutavailable scholarships, it was too late to apply.A few key informants commented on the fact thatthere are a lot of First Nations-specific scholarshipsavailable. One individual noted that high-achievingstudents can receive a large amount of fundingthrough scholarships.Transportation andChildcare CostsMany First Nations students are attending collegeor university at a considerable distance from theirhome communities. A large number of youthcommented on the lack of adequate funding topay for transportation costs to return home for theholidays or after their school year. As many PSEstudents are leaving behind spouses or close familyrelatives in order to attend school, transportationwas an especially important issue for them. Hightravel costs are a particular problem for studentsfrom northern and remote communities. In addition,those from fly-in communities cannot easily transporttheir furniture and other belongings for school andmust purchase many new items when startingcollege or university.Many key informants noted that the available formsof student funding do not take into considerationthe costs of caring for children. This is a particulardisincentive for attending PSE, as many youth willhave to leave networks of support such as family andspouses if they wish to attend school. The costs ofdaycare and taking care of families generally were feltto be high, compared with the funding allocations.One key informant noted: “The system is not setup well to support students with families.” As manyFirst Nations PSE students are mature studentswith children, this was felt to be a particular concernfor them. At the same time, many key informantsalso mentioned that mature students were generallybetter equipped with the life experience and motivationto succeed in university and college.Summary of Major FindingsOverall, both students and key informants stated thatthe demand for band funding exceeds availabilityand that the current per-student disbursements arefrequently insufficient to cover actual tuition andliving expenses. Furthermore, discussions withstudents and key informants confirmed previousresearch findings that loans are not being accessedby First Nations students nearly as readily as they areby their non-First Nations counterparts.Key informants generally felt that there were alot of scholarship opportunities available for FirstNations youth. However, these were, by themselves,not adequate forms of PSE funding. Students and keyinformants both felt that the presence of someoneto guide them through the application process wouldprove instrumental in applying for SFA.Finally, PSE students sometimes noted that theywished they had had more information about the“hidden costs” of attending PSE such as textbooks,seat reservations and equipment costs.

39Section 7Final Observations andRecommendationsFinal ObservationsFrom the outset, this project posed an importantquestion that informed the methodology and scopeof the research: To what extent are First Nationsyouths’ attitudes and behaviours related to PSEfunding distinctive from those of other youth fromsimilar geographic regions and socio-economicbackgrounds? Simply put, are there attitudes andbehaviors related to PSE funding that appear to beunique to First Nations youth? Based on the researchundertaken for this project, it appears that there arein fact unique cultural, social and economic factorsthat differentiate First Nations use of SFA from that oftheir non-First Nations peers.While First Nations students often have similarchallenges as the general youth population, theresearch points to several distinct circumstancesand factors that are influencing First Nationsyouths’ perceptions and decisions around PSEfunding. These include:• cultural perceptions around the purpose of PSEand the extent to which First Nations youthsee PSE as a means of improving the lives oftheir families and communities;• the extent to which PSE is often a relatively newand “foreign” concept to many First Nationsfamilies. As a result, many First Nations studentsdo not have access to family members and otherswho can help them through the process ofplanning for, and funding, PSE. Further, FirstNations youth do not have the same sense ofconfidence and entitlement related to the PSEsystem, which can inhibit their access to forms offinancial assistance such as scholarships;• the non-linear learner pathways for First Nationsyouth (the current array of SFA options is based ona “traditional” linear progression through thesecondary and post-secondary school systems,but First Nations students often enter and re-enterthe system at different stages of their life, leavingthem with weaker ties to education counsellorsand other available networks of support andinformation about SFA);• the historical sense of distrust toward or disconnectionfrom government and other bureaucraciesamong First Nations people;• often weak or inadequate infrastructural support(both physical and human) connecting FirstNations communities with outside sources ofinformation about PSE;• the sense of debt aversion among many FirstNations people that limits their interest and accessto repayable forms of student financial assistance.This debt aversion is often a direct result of themore limited economic opportunities in FirstNations communities, for example;• the assertion among First Nations people that PSEfunding is a treaty right and, at the same time, theapparent inadequacy of federal PSE funding tofulfill its expected role as the major source of PSEfunding for First Nations people;• the existence of band funding resulting in FirstNations youth being less likely to explore otheroptions (i.e., develop a “plan B”), even though bandfunding is often unavailable or insufficient; and• the extent to which First Nations people are morelikely to attend PSE as mature students, often withchildren, and the consequently higher costs facedby these students.

40FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHAt the same time, the research emphasized thatFirst Nations youth are not a homogeneous group.Any attempt to isolate particular perceptions orbehaviours that are unique to First Nations will becomplicated by the many differences within the FirstNations youth communities of Manitoba, Saskatche -wan and B.C. Besides the many differences resultingfrom geography and economics across and withinthese provinces, First Nations youth face differentchoices and come from different circumstances,depending on their proximity and connection withFirst Nations communities and their bands. Whilemany First Nations youth growing up in large urbancentres have the same experiences and perceptionsas their non-First Nations peers, those from remoteFirst Nations communities often feel that the worldof PSE is far-removed from their experiences. Thisreport has attempted to tease out some of the particularissues faced by these different groups of FirstNations youth, while recognizing that there are manydifferences among individuals and communities.Analysis of the focus groups and interviewsattempted to uncover whether there were anydistinctly provincial differences. Some differenceswere noted, although perhaps fewer than might beexpected. First, the costs of living varied across andwithin provinces, but were more often noted as aparticular issue in B.C. and Saskatchewan. The cost ofliving in the Lower Mainland of B.C. is a significantbarrier to many First Nations youth attending PSE inthat area; also, that province appears to face the mostdramatic difference between the costs of living inrural or remote areas compared to its southern urbanareas. In Saskatchewan, the rising cost of living anddifficulties in finding affordable housing in thatprovince’s cities appeared to be a relatively new butgrowing concern.The research set out to look more deeply atspecific circumstances of First Nations people inthree provinces of Western Canada. These provincesshare the fact that they all have large First Nationspopulations and a variety of established FirstNations supports and institutions to support thesepopulations. The applicability of these researchfindings to First Nations youth in other areas ofCanada is not known and would be a usefulsubject for further research. Further research couldsimilarly examine the factors affecting the use ofSFA by Metis, Inuit and First Nations youth livingin northern communities.Recommendationsfor Improving StudentFinancial Assistance forFirst Nations YouthKey informants were asked to suggest ways thatthe student funding and financial assistance systemcould be made more effective. While they gave manydifferent suggestions, in general their recommendationfell into the following five major areas:More human resources or better trained supportstaff dedicated to educating First Nations youthabout PSE funding: Many key informants notedthat those who are providing advice and informationto First Nations students need to be better trainedand supported.Courses on career and education planning aspart of the school curriculum: Students should beeducated about PSE as early as elementary school,so that PSE will become an entrenched part of theirfuture aspirations and plans.More funding opportunities for First Nationsstudents: Some key informants felt that morescholarships and bursaries should be targetedspecifically to First Nations youth.Programs that involve role models: Some keyinformants felt that programs that involve the useof role modeling with First Nations youth wouldbe beneficial, so that First Nations youth can seethemselves reflected in the PSE system. For example,one key informant suggested that strings could beattached to some forms of funding that would requirerecipients of funding to mentor youth in theircommunity.More funding and support to increase Internetaccess and connectivity: It was suggested that ensuringthat First Nations youth had access to the Internetwould facilitate increased attendance in PSE.Focus group discussions with youth confirmedthe importance of these areas to improving theawareness and effectiveness of SFA options for First

SECTION 7: FINAL OBSERVATIONS AND RECOMMENDATIONS 41Nations youth. The research also emphasized theneed to target information to specific groups ofFirst Nations youth, including on-reserve youth andthose living in cities.The findings of the research also suggest thatconsideration should be given to alternative fundingmodels to support First Nations PSE students.Given that First Nations youth generally view PSEfunding as a treaty right, many do not explore otherfunding models due to the “loan” componentgenerally associated with existing provincial andfederal financial assistance programs. In this context,many Aboriginal students are deferring theireducation in the hope that they will eventuallyqualify for and receive band funding. To encourageFirst Nations youth to consider alternative fundingsources, the federal government (e.g., the CanadaStudent Loans Program) and provincial governmentsshould consider establishing an Aboriginal SFAprogram that would primarily utilize grant-basedfunding to encourage further participation in PSE.While the design of this type of program would facechallenges in terms of defining eligibility criteria andother parameters, it would promote post-secondaryeducation among many Aboriginal youth who wouldotherwise not attend college or university.Major Factors Impacting First Nations Youth Access and Use of Student Financial Assistance for PSEPersonal FactorsInstitutional/Program FactorsFamily members and friendsare major influencesIssues of self-esteemFrequent lack of familyexperience with PSE systemFamily responsibilities,social barriersAspirationsDrop-out rates mean students oftendo not get PSE information availableat high schoolComplicated SFA funding systemInsufficient or incomplete academicpreparationLack of family knowledgeof SFA and costs of PSEYouth see PSE as a treaty rightIssues of self-esteem—youththink they won’t qualify,so they don’t investigatemerit-based awardsYouth often averse to takingon debt—little previousexperience with debt, fear theywill be unable to pay backAwarenessYouth living off reserve are removedfrom band funding processesYouth assume they will receive bandfunding and don’t look into other formsof SFABelief that government has a fiduciaryresponsibility to fund their PSEBand coordinators and guidancecounsellors may lack informationabout SFAAccessBand funding insufficient to meet demandPerception that favouritism can affectband funding selection processPart-time, trades and graduate studiesnot priority for band fundingApplication process for SFA isnot user-friendlyTransportation and childcarecosts often highAdequacyDisbursements for loans andband funding not sufficient givensocio-economic circumstances

43Appendix AFocus Group Locationsand Types of GroupsBritish ColumbiaCity Type of Group LocationVancouver First Nations (FN) University of British Columbia (UBC)Post-secondary Students (PSE)under 25 years of age (< 25)FN PSE > 25UBCFN High School student s (HS) Vancouver Technical High SchoolGEN NON PSEBroadway Youth Resource CentreFN NON PSEVancouver Aboriginal Friendship Centre (VAFC)FN NON PSEVAFCKamloops FN PSE (

44FACTORS AFFECTING THE USE OF STUDENT FINANCIAL ASSISTANCE BY FIRST NATIONS YOUTHManitobaCity Type of Group LocationBrandon First Nations (FN) Brandon UniversityPost-secondary Students (PSE)under 25 years of age (< 25)FN NON PSEBrandon Friendship CentreWinnipeg FN NON PSE Centre for Aboriginal HumanResource Development (CAHRD)FN NON PSECAHRDGEN NON PSERamada InnFN PSE < 25University of ManitobaFN PSE > 25University of ManitobaFN HS**Children of the Earth High SchoolThe Pas FN NON PSE Opaskwayak Cree NationFN HSJoe A. RossFN PSE < 25University College of the NorthGEN PSEUniversity College of the North