Supporting Native American Students with Traditional Spirituality Dr. Jean-Paul Restoule Leadership, Higher and Adult Education Ontario Institute for Studies in Education Of the University of Toronto Exploring spaces for learning HETL Conference Orlando, Florida January 14, 2013

Overview This study examined barriers and supports to Aboriginal students within an Anishinaabe methodological framework (Restoule & Chacaby, 2008). We integrated institutional ethnography, looking at the everyday experiences of Aboriginal people interfacing with university organizational practices (Smith, 1987, 2006; Wilson & Pence, 2006). ERIN Relevance to adult ed: given that Aboriginal people are underrepresented in PSIs, and more likely to seek admission later in life, this study offers important insight into how institutions can improve enrollment and retention rates of Aboriginal students. It also raises relevant questions for the field of adult education related to the importance of traditional spirituality for mature adult Aboriginal students in post-secondary institutions

Aboriginal people and PSIs Rae report (2005) found Aboriginal people (First Nations, Métis, and Inuit) were among several underrepresented groups in post-secondary education institutions. Our study looked at the barriers that Aboriginal people face in accessing PSE & how PSIs can better support Aboriginal students once they enrol. ERIN Aboriginal people are still significantly under-represented at colleges, universities and other post-secondary institutions in Canada. Only 39% of those between the ages of 25 and 64 have graduated from some form of post-secondary education. This is far below the aspirations that Aboriginal youth and their families have for higher education, and also well below the overall Canadian post-secondary attainment level of 54%

An Anishinaabe Research Framework JP An Indigenous-led research team at the University of Toronto set out to research how Aboriginal people experience and engage with PSI’s and how Aboriginal applicants and students are “interpreted” and understood by post-secondary institutions. Source: http://www.ammsa.com/buffalospirit/June-2000/medicinewheel.

Methods Combine Anishinaabe methodology with Institutional Ethnography Phase One: Literature review and online survey Phase Two: Follow-up interviews Phase Three: Interviews and textual analysis with university admin staff JP The online survey reached over 250 Aboriginal students across Ontario. For the second phase of the study, survey respondents who indicated their willingness to be contacted for an interview were telephoned. In total there were six telephone interviews completed with two men and four women. While the participants’ experiences in education were diverse, all of the participants were mature students at some point in their post-secondary education and all participants were parents while attending PSIs.

Who are Aboriginal Students? Our survey backs up the literature: Majority are mature female All interviewees were mature students Interviewees reported their mature status as a strength Many have family and community responsibilities Child care affects participation and attendance Many interviewees reported working while studying ERIN

Barriers to Success at PSIs inadequate financial resources poor academic preparation lack of self-confidence and motivation absence of role models who have PSE lack of understanding of Aboriginal culture on campus racism on campus legacy of mistrust re: residential schools ERIN Important to note that these are the barriers AT PSI’s. There were many barriers prior to attending that are not reported in this presentation.

Family and Community Supports Mentors and role models Family members who complete Aboriginal teachers in high school and PSE Feeling of belonging on campus crucial Community ties strengthened by PSE Strong traditional spirituality linked to retention and completion

Spirituality & Student Retention Survey found spirituality linked to PSE retention and completion Participants highlighted the need to balance their education with spiritual supports: Elders traditional teachings ceremonies JP

Spirituality & Student Retention Survey found spirituality linked to PSE retention and completion Participants highlighted the need to balance their PSE with spiritual supports: Elders traditional teachings ceremonies JP

Learning in Balance Most participants interviewed emphasized the value of the interconnected and holistic nature of Aboriginal ways of knowing. Aboriginal students tended not to separate their learning into compartmentalized areas like mind, emotion and spirit JP students demonstrated resiliency in finding ways to bring together different ways of learning (western and Indigenous) to create a more balanced learning experience.

“I didn’t get what I needed spiritually from the academic system – I had to seek that out in other places.” JP the majority of the students interviewed were reluctant to directly attribute the strengthening of their sense of spirituality to post-secondary institutions There were different, sometimes contradicting, ideas expressed about the role of spirituality in PSIs. For example, one student felt that his sense of Aboriginal spirituality was informed more by living and hunting on the land, and was less interested in seeking out Aboriginal spirituality and worldview in the university. Another student stated that gaining a stronger spiritual understanding was the catalyst for applying [to PSE] in the first place

Aboriginal students in Eurocentric academic settings tended to embrace Aboriginal spirituality Aboriginal spirituality provides: cultural pride strength in affirming one’s identity, and a solid base from which to express worldview, knowledge and conduct research in a bicultural world. JP

Making a place for Aboriginal students Students interviewed emphasized need to foster spirituality at all levels of institution: Infuse Aboriginal perspectives: need for PSIs to hire more Aboriginal staff, faculty and Elders Enhance Aboriginal student services: create a sense of place Value traditional knowledge: acknowledgment and support Build community: importance of community and events ERIN

References Rae, B. (2005). Ontario: A leader in learning. Toronto: Queen’s Printer for Ontario. Restoule, JP & Chacaby, M. (2008). Bringing together Anishinaabe methodology and Institutional Ethnography to study access to post-secondary education for Aboriginal people in Ontario. Smith, D.E. (1987). The everyday world as problematic: A feminist sociology. Northeastern University Press. Smith, D.E. (Ed.). (2005). Institutional Ethnography: A sociology for people. Toronto: AltaMira Press. Wilson, A. & Pence, E. (2006). US Legal interventions in the lives of battered women: An Indigenous assessment. In Institutional Ethnography as Practice, D.E. Smith (Ed.), pp. 199-226. Lanham, MD: Rowman and Littlefield.

Supporting Native American Students with Traditional Spirituality Contact: Jeanpaul.restoule@utoronto.ca