Effectiveness of a Science Outreach
Program on Aboriginal Youth in
Northern Ontario
Maryam Khan, Michelle Zenko,
Barbara Vanderhyden
Departments of Epidemiology and Community Medicine, and
Cellular and Molecular Medicine, and Science Travels
University of Ottawa
Background
• Persistent disparities exist between Indigenous
Canadians and the general Canadian population.1
• These disparities can be seen in all aspects of
societal life, including health status, education
and representation in the workforce. 1
• The numbers of Indigenous peoples with careers
in Science and Technology, Medicine and other
Health-related fields is far below that of the
general Canadian population. 1
Background
• Proportion of Canadian health professionals
with Aboriginal identity
– Aboriginal people comprise 4% of the Canadian
population, but represent less than 0.25% of the
physician workforce. 1
– In a 2004 survey for Canadian dental students,
0.4% were Aboriginal (overall response rate for
the survey was 42.4%). 3
Table 1: Proportion of teaching staff with Aboriginal identify in Ontario Universities4
University Name
Type of employment
position
Statistics
Algoma University College
Academic staff
2.5%
Carleton University
Academic staff
0.5%
University of Ottawa
Teaching staff
0.6%
Queen’s University
Faculty
0.7%
Ryerson University
Academic and nonacademic staff
Less than 2%
University of Toronto
Faculty and staff
Less than 1%
Trent University
Faculty and staff
8 Aboriginal tenure and tenure
track
3 aboriginal professor emiriti
University of Western Ontario
Academic staff
1%
Wilfred Laurier University
Academic staff
1.6%
University of Windsor
Academic staff
Less than 1%
York University
Academic staff
1.2%
Source: Holmes, D. Redressing the balance: Canadian university programs in support of Aboriginal students [report on the
internet]. Ottawa: Association of Universities and Colleges of Canada 2006 June 26 [updated 2008 April 4; cited 2009 Aug 19].
Available from: http://www.aucc.ca/_pdf/english/reports/2006/programs_aboriginal_students_e.pdf
Background
• Obstacles Aboriginal youth face to pursuing
scientific careers requiring post-secondary
education:
– Economic barriers 6,7
– Educational status of parents 6,7
– Social support 6
– Residence in rural location 6,7
– Specific academic support 6,7
Background
• Academic outreach programs for Aboriginal youth have
proven to be an effective strategy for encouraging careers in
science and technology, medicine and other health-related
careers. 6,7,10
• Components of successful outreach programs10:
Mentoring from
senior students
and faculty
Encouragement
from Aboriginal
Elders
Culturally specific
programming
Figure 2: Components of effective academic outreach programs for
Aboriginal youth
Objective
• To determine the effectiveness of a University
of Ottawa science outreach program on
Aboriginal youth in remote regions of
Northern Ontario where there is limited
access to science outreach programs.
Methods
• Science Travels is a University of Ottawa outreach
program that provides youth with innovative educational
activities to increase their appreciation of science and
enhance their opportunities to become future leaders in
science and technology.
• During a series of three day periods between 2008 –
2009, Aboriginal youth living in Moosonee and Moose
Factory, Ontario participated in interactive learning
activities.
Methods
• The topics of the activities included climate change,
northern ecosystems, waste water management,
Human Immunodeficiency Virus (HIV), the immune
system and astronomy.
• The content of the activities presented was
developed in consultation with the teachers and
community leaders to address the unique interests
of Aboriginal youth in Northern Ontario
• The activities were delivered by University of Ottawa
undergraduate and graduate students with expertise
in the subject areas covered in the activities.
• A sample of students answered a survey after
participation.
Figure 3: Map of Ontario including the towns of Moosonee,
Ottawa, and Kingston13. Source: Government of Ontario. Cities and towns
[map on the internet]. Toronto: government of Ontario; 2009 [updated 2009 Aug 5;
cited 2009 Aug 19] Available from:
http://www.ontario.ca/en/about_ontario/ONT03_020630?openNav=cities_and_towns
Methods
● Profile of the participating communities11,12 (see also, Figure 3)
: 2: Profile of Moosonee and Moose Factory, Ontario.
Table
Moosonee
Moose Factory
Location
Hudson Bay Lowlands, by the
Moose River
Moose Factory Island; location
is close to Moosonee, on the
Moose River
Transportation
Inaccessible by the Ontario
road system. Rail service is
provided by Ontario Northland
in Cochrane, and scheduled air
service is available from
Timmins
Access is provided through
Moosonee.
Population
Approximately 3000. 85% of
the population is Cree
Approximately 2700. The
majority of the population is
Cree
Education
2 elementary schools
(Kindergarten – gr 8); 1 high
school; Northern College has a
campus which provides some
post-secondary programs
1 public elementary school; 1
high school for on-reserve
students; students can attend
the Northern College campus
in Moosonee
Statistical Analyses
• We used survey responses to determine the
proportion of students whose interest in
science and technology improved in each of
four domains*:
– General interest in science
– Interest in science as an area of study
– Interest in science as a career choice
– Knowledge of research and innovation underway
in Ontario.
*Survey created by the Ministry of Research and Innovation,
Government of Ontario
Statistical Analyses
• For each of the domains, we used logistic regression
to determine whether various independent variables
predicted the likelihood of having a greater interest
in science and technology after participation in the
program.
• Models used
– Univariate logistic regression
– Multivariate logistic regression
• Variables considered
– Sex
– Education level
– Baseline interest in science
Statistical Analyses
• An example of the logistic model is given as follows:
 p 
L  ln(o)  ln
   0  1sex   2education  3baseline  
1  p 
• Where,
– p is the proportion of students with greater interest in the specific
domain of interest being measured
– o is the odds of the event (i.e. having a greater interest in the specific
domain of interest being measured)
– L is the ln(odds of event)
– β0 is the intercept
– β1, β2, β3 are the regression coefficients
– Sex, education and baseline represent the independent
variables
– Ɛ is the random error
Statistical Analyses
• Coding of variables
- Education
1 if students in grade 11 or 12
education  
0 if students in grade 10 or less
- Baseline interest in science
1 if very interested in science
baseline  
0 if somewhat or not at all interested in science
Results
• 881 students participated in the three day
outreach program.
• The survey was administered to 92
participants and 98.91% responded.
• Table 1 contains baseline characteristics
Results
Table 3: Baseline characteristics of Aboriginal participants in the Science Travels
outreach program
Sex , n (%)
Male
46 (50.55)
Education, n(%)
Less than grade 8
29 (31.87)
Grade 9
18 (19.78)
Grade 10
20 (21.98)
Grade 11
14 (15.38)
Grade 12
10 (10.99)
Baseline interest in science and technology
Not at all interested
3 (3.30)
Somewhat interested
48 (52.75)
Very interested
40 (43.96)
Results
• The effectiveness of the program in improving interest
in science and technology as measured by four
domains
Table 4: Proportion of students with greater interest, measured by four
domains, in science and technology after participating in the outreach
program.
Domain
Increased general interest in science
Proportion of Students (%) (95% CI)
43.96 (33.77, 54.14)
Increased interest in science as an area of 29.67 (20.26, 39.08)
study
Increased interest in science as a career
choice
25.27 (16.29, 34.25)
Increased knowledge of research and
innovation underway in Ontario
45.05 (34.86, 55.24)
Results
● Results of univariate logistic regression to determine the crude effect of each
candidate predictor on the odds of having an improved interest in science and
technology after participation in the Science Travels outreach program
Table 5: Unadjusted odds ratios for the effect of various predictors on interest in science and
technology after participation in the outreach program
Domain
Predictor
Crude Odds Ratio [95% CI]
General interest in science and
technology
Sex
1.49 [0.65, 3.41]
Class level
1.11 [0.43, 2.83]
Baseline interest
3.41 [1.43, 8.10]
Sex
2.19 [0.87, 5.50]
Class level
1.26 [0.46, 3.44]
Baseline interest
1.51 [0.61, 3.73]
Sex
1.46 [0.56, 3.79]
Class level
0.72 [0.23, 2.20]
Baseline interest
1.97 [0.75, 5.17]
Sex
1.63 [0.71, 3.74]
Class level
0.52 [0.19, 1.37]
Baseline interest
1.23 [0.54, 2.82]
Interest as an area of study
Interest as a career choice
Knowledge of research and
innovation underway in
Ontario
19
Results
● Results of the
multivariate logistic
regression analysis for
the influence of the
candidate predictors on
influencing the odds of
having a greater interest
in science and
technology after
participation in the
outreach program
Favours
Favours
decreased increased
interest
interest
OR =3.50
(1.45, 8.42)
Figure 4: Forest plot for the predictive effects of a set of
variables on interest in science and technology after
participation in the Science Travels outreach program
Limitations
• The study did not include a follow-up period,
and for this reason the program’s effect on the
students’ future commitment to the
biomedical and environmental sciences is
unknown.
• The statistical analyses of the surveys were
retrospective
– No information on other candidate predictors
– Lack of data did not allow for use of potentially
more suitable statistical methods
Conclusions
• Programs such as Science Travels
provide Aboriginal youth with positive
experiences that can greatly enhance
their interest in science and
consideration of future careers in
science.
• Students who have high levels of
interest in science and technology are
more likely to have an enhanced
interest in this field after participating
in this program, as compared to their
peers who do not have the same
interest in this subject area.
Acknowledgements
Science Travels is funded by a grant from the
Government of Ontario Ministry of Research
and Innovation’s Youth Science and Technology
Outreach Program, and the following units at
the University of Ottawa:
• Community Service Learning
• Aboriginal Resource Centre
• Faculties of Science, Engineering, and Medicine
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