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learn and grow, they are not separated from their culture and communities. Instead the student
experience of post-secondary education was integrated with culture and community which increased
their understanding and connection to traditions and culture.
Including courses on Aboriginal history, governance systems and culure has contributed to students
feelings of being valued and important and in the end this contributes to increasing their self-esteem.
This is important as Anonson et al. (2008) describe how Aboriginal students often have deficites in
one or more of Maslow’s five hierarchy of needs: physiological, safety, love, belonging and esteem
(279). The findings also underline the importance of peer and faculty support which contributes to
feelings of safety, belonging and esteem.
The students interviewed described how both their peers and their instructors gave them a lot of
advice and moral support. Hull (2009) cites that “students had more success in friendly and
cooperative post-secondary environments” (59). Each of the programs that these students are a part
of are small hence most often everyone knows everyone and their families. This point reflects what
Ball (2004) describes as a “community of learners” approach to community based programming that
evolves as the students, their families and community are made a part of the whole academic and
social environment.
Students also discussed the realization that they were now role models for their children, families
and communities. Some have been able to inspire new generations as most of them are first
generation post-secondary students and consequently this impacts future generations. As Pidgeon
(2008) asserts, “Aboriginal students do not necessarily have cultural capital of prior family
experience with higher education so their knowledge of negotiation is very different from a student
whose parents are university educated and are able to translate that form of capital to their children”
(345). Pidgeon (2008) goes on to link cultural integrity with the formation of cultural capital. An
example of cultural integrity would be when programs take into consideration the importance of
intergenerational aspects of retention that recognizes the role of family and community in
supporting the success of Aboriginal students (351).
Students appreciated the proximity to home of the programs they were enrolled in. A survey of
former applicants for post-secondary funding from a First Nation community was conducted to
examine post-secondary completion rates (Hull, 2009). There were a number of factors cited that
overlap with our findings. In terms of proximity to home, the survey showed, “those who attended
programs located on or near the reserve had a higher completion rate (64%) than those who
attended away from the reserve (46%)” (32). In the case of the University of Saskatchewan’s
community-based northern (Prince Albert) nursing program, they found that the retention rates of
Aboriginal students was 13% greater than the provincial norm (Anonson et al. 2008: 1). It has been
recognized that it is often important when attracting students into post-secondary education from
remote communities, to provide the option of taking the program to the student (Cappon, 2008: 65;
Holmes, 2006: 30). Providing the opportunity for students to complete a post-secondary degree in a
northern location was described by our students as a key factor in their success.
Simpkins & Bonnycastle