Walking in Multiple Worlds.
Aboriginal Youths’ Work-life
Experiences
E. Anne Marshall, University of Victoria
Suzanne L. Stewart, OISE/University of Toronto
Jennifer Coverdale, University of Victoria
Cannexus 13
Ottawa, Ontario
30/01.2013
January 30, 2013
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Overview of Session
 Introductions and background of presenters
 The context – Work and Indigenous youth
 Our projects
 Common themes
 Practice implications
 Indigenous youths’ stories
 Story maps
 Possible Selves Mapping Process (PSMP)
 Summary and questions
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The Current Worklife Situation
 Globalization and the digital age have had a major
impact on the lives of adolescents and young adults in
the first decade of the 21st century.
 Social and economic changes have been linked to
reduced family incomes, escalating unemployment,
cutbacks in services, and increasing dependence on
social assistance – particularly for marginalized and
Indigenous populations.
 Resulting health and mental health problems include
stress-related illness, substance abuse, family
violence, and depression.
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 First introduced by Jeffrey Arnett (2004) as a “new
and historically unprecedented period of the life
course”
 Typically ages 18 to 28
 Five essential qualities:
 Identity Exploration
 Instability
 Self-Focused
 Feeling In-Between, In Transition
 Possibilities
Arnett, J.J. (2004). Emerging adulthood: The winding road from the late teens
through the twenties. New York: Oxford University Press.
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Indigenous population in Canada
 Indigenous or Aboriginal peoples (First Nations,
Metis, and Inuit) represent approximately 4% of
Canada’s population or about 1 million people
 The Aboriginal population is very young -- over
50% are under the age of 24
 40% are under the age of 16
 This population is growing faster than the nonAboriginal – birth rates are 2 to 3 times higher
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Youth
• All Canadian youth
under age 24:
10,243,518
• 562,936 Aboriginal
youth in Canada
under age 24
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The Challenge:
Employment rates for Indigenous youth
 In the 15-24 year old category, unemployment rates are 3
times higher for Aboriginal young people
 The rate of unemployment for First Nations living on
reserve is 23.1%; almost double compared to those living
off reserve at 12.3%
 In 2010, 45% of Aboriginal youth were attending school
 Mental health difficulties affect about one in five youth
and young adults (20%); the rate is higher for at-risk and
Indigenous populations (30 - 60%)
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Labour force characteristics of
population aged 15 to 24
70
60
50
40
2008
2009
2010
30
20
10
0
Aboriginal
population
Non-aboriginal
population
Employment Rate
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Aboriginal
population
Non-aboriginal
population
Unemployment Rate
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Employment Comparison Ages 15+
OR
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Our Projects
 Research and counselling with youth & young
adults
 Always contextual - “Every interaction is to some
extent a cross-cultural one”( Pedersen, 1991)
 Community partner agencies
 Ethical conduct is essential to success
 Acknowledge and address power differences,
assumptions, and biases
 We follow the 4 Rs principles (Kirkness &
Barnhardt, 1991)
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The Four Rs Principles
 Kirkness & Barnhardt, 1991
 Respect
 Relevance
 Responsibility
 Reciprocity
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Community Partners
 Engaged in all phases of the projects
 Practice goals guide our questions & interventions
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Theoretical Orientations
Relational Theory. Cultural (Indigenous) ways of knowing &
relating influence practice and research (Barton, 2004)
• Narrative methods
Social Constructionism (Blustein, 2006)


Social relationships have an influence on people’s construction of
knowledge and experience.
Knowledge is the product of our social interactions and processes
Social Cognitive Career theory (Lent, Brown, & Hackett,
2000)

Career behaviour is influenced by four variables: behaviours, selfefficacy beliefs, outcome expectations and goals
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Walking in Multiple Worlds
 Nationally funded research/development project
 Two sites: Toronto, ON and Victoria, BC
 Our question: “What are the supports, challenges,
and obstacles experienced by Aboriginal youth and
young adults in finding and keeping work?”
 Community partners
 Group and individual interviews
 Story maps and Possible Selves maps
 Community Workshops and knowledge sharing
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Interview questions
 We would like to hear your story or stories of finding
and keeping work
 We are particularly interested in how you view work
for Indigenous youth. How has this changed?
 What supports and obstacles have you
experienced?
 How does culture inform your story of Indigenous
work and career life, and your story of career
development?
 What is the role of community?
 What is needed to
better support Aboriginal youth?
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Group Interview Themes
 Four meta-themes
 Work Experience

“I handed out tons of resumes but I’ve only worked for my Band in the
summer student program...no one else called me back”
 Relations

“Yeah, my Uncle called me up, said, ‘I got a job for you’ and I took it.”
 Culture

“Our culture is nonstop. You’re hearing it, you’re seeing it, you’re
experiencing it.”
 Education

“the program had the cultural catch that I needed in order to feel really
sound and to really feel like I was here.”
 Mental health, confidence, and self-efficacy impacts
described throughout the interviews
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Individual Interview Themes
 Work experience
 Indigenous culture
 Family and relational support systems
 Community connections
 Discrimination and oppression
 Ignorance
 Mental health and well being
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Implications
 Support youth to transition from community based
student and/or band-supported employment
programs into the work world
 Teach young people to identify and translate skills
learned in community cultural service and volunteer
work into job skills for their resumes
 Recognize the relations who facilitate these young
peoples’ work life journey
 Offer education and career programming that is
grounded in Indigenous values, beliefs & practices
 EDUCATE non-Indigenous population
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Practical tools & approaches
 Talking circles
 Elders, mentors, and community champions
 Community events & training
 Story Maps
 Possible Selves Mapping Process (PSMP)
 Guiding Circles (McCormick et al)
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Story Maps – Toronto team
 Relational strategies and resources are
grounded in social values and life
contexts
 Historical and community focus
 Follow oral traditions
 Represent values & strengths
 Provide on-going records
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Toronto – 22 year old young man
 One young man described trouble in the regular school
system as a child. His mother took her kids to traditional
events and ceremonies - he would often be tired in school
and fall behind. He moved around a lot with his mother
and 7 kids and was diagnosed with a learning disability.
He's now finding his place in the world through his
engagement in traditional ways, and as he embraces
these traditional ways more and more, they seem to
embrace him back. He has had trouble finding work
outside of the Native community and prefers to stick to
work as Elder's helper and drummer/singer/performer. He
described the importance of “taking back” his culture. He
continues to have difficulty finding sustainable work.
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CULTURE EDUCATION OPPRESSION WORK EXPERIENCE IDENTITY SUPPORTS PAST Preserving culture Adaptation Importance of family Employment Instability Native/personal identity Characteristics – Resilience, Self determination PRESENT Caring for community Preserving culture Legacy Educational disruption Insecurity in life and environment Learning Issues (moving , changing schools, etc.) Rich cultural education Rich cultural education Education encouraged, funding available (pursuing college) Distrust in the establishment Insecurity in work Personal healing Limiting Circumstances (external locus of control) Meaningful Community work Volunteering Employment Instability Role Model ‐ brother Family Support Native Identity Attitude – Persistence Family Support Role Model – Elders, community members Characteristics‐ Resilience Mentorship ‐ Elders FUTURE Adaptation Desire for Community Funding available (pursuing college) Intention to have Meaningful community work Native identity Characteristics‐self‐
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Toronto – 28 year old young woman
 This young woman described growing up in very
challenging circumstances. Through the help of key
guides and mentors, she was able to discover the
strength that culture brings to her. She has had a
successful educational experience and high
achievements. She operates her own business. She
is able to combine business and the arts in order to
support herself and continues to engage in the
community as a strong role model for others.
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CULTURE EDUCATION OPPRESSION PAST Adaptation Importance of mentors Preserving culture (dance, sewing, teaching) Rich cultural education PRESENT Caring for community Preserving culture Importance of traditions Education & conflict (college programme not entirely suited to your needs) Insecurity in life and environment (moving homes, etc.) Intergenerational trauma Addictions (in people around her) Insecurity in work (trying to make it on your own) Personal healing FUTURE Caring for Community Healing WORK IDENTITY EXPERIENCE Native/personal Limited identity opportunities Characteristics – Resilience, Financial struggles Self determination, Family instability persistence Found meaningful community work Meaningful Native Identity Community work Attitude – Employment Persistence, Instability/ Being responsible, adaptations Openness Healing work Characteristics‐ Resilience, Success with Self‐reliance, own business/ High Self‐esteem well‐paid work Meaningful Native identity community work Characteristics‐
Success in self‐reliance, business Compassion for others SUPPORTS Was in need of
guidance & supp
Role Model – soc
worker Community supp
Guidance‐ socia
worker Networking Networking Guidance‐ Elders
community supp
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NCCT Youth forum – Jan. 2013
 Native Canadian Centre of Toronto
 “Youth Inspiring Youth” Forum
 SagKeeng’s Finest
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Possible Selves – Victoria team
 Possible Selves (Markus & Nurius, 1986) is a future-
oriented and personalized form of self-concept which
provides a link between self-concept and motivation
 Include positive hoped for and negative feared future
images of self
 Are based on a number of salient factors: family and
community, socio-cultural and historical experiences,
interests, abilities, and media influences
 Become important motivators for behaviours
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954 – 969.
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Possible Selves Mapping
 Generates hopes & fears for the future
 Develops understanding and appreciation of
personal values
 Connects current activities with hopes and fears for
the future
 Identifies factors that affect sense of self and
personal potential
 Increases motivation
 Provides a record
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Seven Steps in the Possible Selves
Mapping Process (PSMP)
1. Create a Possible Selves Brainstorm Map. Brainstorm
hoped for and feared possible selves (on a brainstorm
map or paper)
2. Group and name the hoped for and feared selves
3. Debrief the brainstorm map
4. Identify most wanted hoped for selves and feared selves,
plus most likely feared & hoped-for selves (if time)
5. Transfer brainstorm information to the overview map
6. “Things to do right now.” Explore and identify specific
steps to achieve hopes and avoid fears. Include others
7. Overall impressions and next steps
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Brainstorm Map
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Brainstorm Map
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Possible Selves Brainstorm Map (WIMW)
Hoped for Selves
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Feared Selves
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Possible Selves Map
Hopes
What I really
want
Most likely hope
Most likely fear
Things I can do right
now . . .
Fears
What I really fear
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Step 6. Things to do right now
 Connect or “anchor” hopes and fears to behaviors
and sources of support
 For hopes: What are some things you can do right
now to support these hopes? What can you do
next week? Next month? Next year? Who can
help with this?
 For Fears: What can you do to prevent these
fears from happening? What can you do next
week? Next month? Next year? Who can help?
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Most hoped
for....
Relations
Most likely. Feared self...
Most feared...
Most likely....
Victoria – 27 year old young man
 One man detailed his 10 year struggle to find stable and
meaningful work. He attributed his early work related
difficulties to trouble in school and an unstable home life. He
managed to connect with an uncle who supplied him with a
job, housing, and guidance. He noted that this turning point
was the first in a series of events that helped him towards
his current educational and occupational success. He
connected with Elders in his University and community, and
had the opportunity to engage in culturally relevant work.
Now, he feels proud of and strong in his traditional identity,
which he has reclaimed largely through his education and
employment. He describes his current work as fulfilling and
culturally relevant, but still strives for a way that he can give
back to his larger community in a long term capacity.
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Possible Selves Map (young man, 27)
Hoped for Selves
Feared Selves
PhD. –
Indigenous
Studies
Clinical Social
Worker / Related
helping field
Stuck in a dead
end job
Living and
working away
from the Island
Working with
children of
residential school
survivors
Working within
my own
community
No Indigenous
aspect to my
work
Homeless /
Broke
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Victoria – 23 year old young woman
One woman upgrading to prepare for college, shared her
ambition to find cultural work in her home community.
Following the birth of her daughter, she choose to return to
school so she can find work and support her family. After
dropping out of high school she was apprehensive about
adult education but identified the peer relations, teachers and
individual academic programs as supports. She also identified
her family's help with housing, transportation and childcare as
helpful to her finding work. Her hope is to become a family
counsellor and help her community heal and reconnect to her
culture. She has been taught cultural ways by Elders and
mentors during her life and feels honored and committed to
share those teachings with the next generation.
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Possible Selves Map (young woman, 23)
Hoped for Selves
Feared Selves
Work in home
community
Teach culture
and traditions
Being unable to
take care of my
family
Loosing culture
Family
Counsellor
Support
daughter
Not finishing
school
Having to leave
my community
for school
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Most hoped
for....
Relations
Most likely Hoped-for self....
Most likely Feared self...
Most feared...
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The Possible Selves Mapping Process (PSMP)
 DVD
 Manual
 Specific applications:
science education,
indigenous youth,
health & mental health
 Workshop for teachers and
community workers
The Logo for the process
shows a person with a
“kaleidoscope” of possibilities
for present and future.
Artist: Meghan Bell
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PSMP Manual
and DVD
cover
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Group Possible Selves Mapping
 Group applications are
effective and save time
 Can be used for present or
future events and goals
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Possible Selves Mapping and Aboriginal Youth
 Possible selves mapping encourages Aboriginal youth to




develop concrete representations/stories of their selves
Providing a macroscopic view of the self can be
beneficial as this follows the Indigenous worldview of
interconnectedness and the value of relationships
Provides an opportunity to identify perceived strengths
and barriers, which can help to develop strategies to
Community is part of the mapping process
Elders can be mentors and role models
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Voices of emerging adults:
Hopes & dreams
“What I really fear is not staying true to
myself, true to my goals and dreams”
“You know I still have my
dreams – it just seems a
lot more complicated now
to get there than when I
was in high school.”
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Thanks to our funders and
supporters
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Thank you!
 Hai’chka
 Gela ‘kesala
 Meegwich
 Masi cho
 Merci
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