ABORIGINAL HIGHER LEARNER SUCCESS FACTORS
AT VANCOUVER COMMUNITY COLLEGE
by
Laara Elena Mixon
A Major Project Report submitted in partial fulfillment of
the requirements for the degree of
MASTER OF ARTS
In
LEADERSHIP
We accept this Report as conforming
to the required standard
………………………………………………………
Kathy Kinloch, MA, Project Sponsor
……………………………………………………….
Anne Schultz, MEd, Faculty Project Supervisor
……………………………………………………….
Niels Agger-Gupta, PhD., Committee Chair
ROYAL ROADS UNIVERSITY
December 2010
 Laara Mixon, 2010
Aboriginal Higher Learner Success ii
ABSTRACT
Vancouver has the largest population of Aboriginal peoples in British Columbia, who represent
“the largest untapped labour force in the country” (BC Stats, 2008, p. 3). However, when 70% of
all future job openings require post-secondary education (Government of British Columbia,
Ministry of Advanced Education and Labour Market Development, 2010) and Aboriginal
peoples remain underserved in post-secondary education (Vancouver Community College
[VCC], 2006, p. 1) the imperative to support Aboriginal higher learner success is clear. This
action research project explored what factors contribute to the success of Aboriginal higher
learners at VCC. This project adhered to all Royal Roads University (2007) ethical
considerations and Aboriginal cultural protocols. Findings from this research demonstrate a need
to institutionalize inclusive excellence and undertake associated systems changes that support the
increased participation and authority of Aboriginal people within the VCC system to support the
success of Aboriginal learners.
Aboriginal Higher Learner Success iii
ACKNOWLEDGEMENTS
“Leadership is not an affair of the head. Leadership is an affair of the heart” (Kouzes &
Posner, 2007, p. 351). The circle of people who have supported me to write this paper with love
and kindness starts with my husband, Jake Mixon, whose faith in us and me was always enough
for both of us when my faith faltered. My children, Justin and Kira, who have made me want to
better myself beyond anything I ever thought possible and have patiently endured losing precious
time together. My sister, Anastasia, and my niece and nephew, Danielle and Jack, whose
countless hours of sleep overs and visits allowed me the time to do this research. My dear
friends, Verna Billy-Minnabarriet and Tawney Lem, who believed in me, encouraged me, and
inspired me. Florence Lockyer for her unwavering support. My father, whose heavenly love has
had a hand in creating the many coincidences in my life that have led me on this higher path.
Thank you from the bottom of my heart.
My deepest gratitude to my respected friends from the Consortium, who extended me the
support to do this research with the support of their communities. To my research participants,
each of whose journey is miraculous, each of whom generously trusted me with their stories and
allowed me to serve them and those who come after them with this research. To my amazing
project supervisor, Anne Schultz, whose wisdom, insight, and support made this paper possible.
To Barb Ash, who opened the doors of VCC to me and whose leadership opened many doors
within VCC for myself and our Aboriginal learners. To Kathy Kinloch, whose generous heart,
dedicated leadership, and kind support allowed this research to be completed. To Karen Graham,
my brilliant editor. To all the indigenous academics who I cited in this paper whose works are
creating a paradigm shift globally. Thank you all for recognizing that by lifting each other up, we
are all raised higher.
Aboriginal Higher Learner Success iv
TABLE OF CONTENTS
ABSTRACT .................................................................................................................................... ii
ACKNOWLEGEMENTS .............................................................. Error! Bookmark not defined.
LIST OF TABLES ........................................................................................................................ vii
LIST OF FIGURES ..................................................................................................................... viii
CHAPTER ONE: FOCUS AND FRAMING ..................................................................................1
Introduction ................................................................................................................................1
The Opportunity and its Significance ........................................................................................3
Systems Analysis of the Opportunity ........................................................................................6
Organizational Context ..............................................................................................................9
Summary ..................................................................................................................................13
CHAPTER TWO: LITERATURE REVIEW ................................................................................15
Introduction ..............................................................................................................................15
Educational Systems and Culture ............................................................................................16
First Nations Traditional Education System ......................................................................16
Colonialism ........................................................................................................................20
Post-Secondary Systems ....................................................................................................22
Indigenous Education Models............................................................................................24
Currently Known Success Factors ...........................................................................................26
Indicators of Success..........................................................................................................26
Barriers to Post-Secondary Education ...............................................................................28
Aboriginal Funding ............................................................................................................29
Geographic Barriers ...........................................................................................................31
Lack of Aboriginal Leaders within Post Secondary Institutes...........................................31
Systemic Racism ................................................................................................................32
Aboriginal Employees Underrepresented ..........................................................................33
Human Resource Integration Strategies.............................................................................36
Summary .................................................................................................................................40
CHAPTER THREE: CONDUCT OF ACTION RESEARCH PROJECT ....................................41
Research Approach ..................................................................................................................41
Participants ...............................................................................................................................43
Research Methods and Tools ...................................................................................................45
Tools ..................................................................................................................................46
Focus Groups ...............................................................................................................46
Interviews .....................................................................................................................47
Study Conduct ....................................................................................................................48
Data Analysis .....................................................................................................................49
Ethical Issues ...........................................................................................................................50
Aboriginal Higher Learner Success v
Respect for Human Dignity ...............................................................................................50
Justice and Inclusiveness ...................................................................................................51
Free and Informed Consent ................................................................................................51
Respect for Privacy and Confidentiality ............................................................................52
Conflict of Interest .............................................................................................................53
Balancing Harms and Benefits...........................................................................................53
Minimizing Harm...............................................................................................................54
Maximizing Benefits ..........................................................................................................54
Summary ..................................................................................................................................54
CHAPTER FOUR: ACTION RESEARCH PROJECT RESULTS AND CONCLUSIONS ........56
Introduction ..............................................................................................................................56
Study Findings .........................................................................................................................56
Finding 1: Aboriginal Learners Support Systems ..............................................................57
Finding 2: Cultural Integration within Programs ...............................................................57
Finding 3: What Students Identified as Factors for Success in Post-Secondary
Education .....................................................................................................................59
Finding 4: What is Currently Working well to Support Aboriginal Learners at
VCC .............................................................................................................................59
Finding 5: What Would Work Well in the Future to Support the Success of
Aboriginal Learners at VCC ........................................................................................61
Need for More Aboriginal Employees at all Levels within the College ......................61
Peer Racism .................................................................................................................64
Aboriginal Teaching Methodologies ...........................................................................64
Aboriginal Cultural Services........................................................................................66
Understanding of Aboriginal peoples with VCC Employees ......................................67
Study Conclusions ...................................................................................................................68
Conclusion 1: Aboriginal People Drive Cultural Integration .......................................69
Conclusion 2: Foundational Cultural Shift ........................................................................70
Conclusion 3: Peer Racism within Higher Learning .....................................................71
Scope and Limitations of the Research ....................................................................................71
Summary .................................................................................................................................72
CHAPTER FIVE: RESEARCH IMPLICATIONS ...................................................................74
Study Recommendation .........................................................................................................74
Recommendation 1: Identify Aboriginal Post-Secondary Education Performance
Measures ......................................................................................................................75
Recommendation 2: Senior Leadership Commitment .......................................................76
Ensure Aboriginal Representation on the VCC Board ................................................77
Continue VCC’s Aboriginal Education Council..........................................................77
Establish a Standing Position for an Aboriginal Student Leader .................................77
Enhance Staffing Levels of the AES Department........................................................78
Enhance the Authority of the AES Director ................................................................78
Recommendation 3: Commitment to Inclusive Excellence ...............................................79
Recommendation 4: Student Body Citizenship .................................................................81
Organizational Implications .....................................................................................................83
Aboriginal Higher Learner Success vi
Aboriginal Education Council Terms of Reference...........................................................84
Leadership ..........................................................................................................................84
Inclusive Excellence ..........................................................................................................84
Student Body Citizenship ..................................................................................................85
Implications for Future Research .............................................................................................85
Summary .................................................................................................................................86
CHAPTER SIX: LESSONS LEARNED....................................................................................88
Provide a Title for Your First Lesson ......................................................................................88
Impact of Research on Researcher ...........................................................................................89
Provide Title of this Third Lesson ...........................................................................................89
Leadership Training .................................................................................................................90
REFERENCES ..............................................................................................................................91
APPENDIX A: ACTION RESEARCH TEAM MEMBER LETTER OF AGREEMENT ........100
APPENDIX B: LETTER OF INVITATION FOR STUDENTS (FOCUS GROUPS) ...............102
APPENDIX C: INFORMED CONSENT FOR FOCUS GROUPS ............................................104
APPENDIX D: LETTER OF INVITATION WITH SENIOR LEADERS (INTERVIEWS) ....106
APPENDIX E: QUESTIONS FOR INTERVIEWS ....................................................................108
APPENDIX F: INFORMED CONSENT FOR INTERVIEWS ..................................................109
APPENDIX G: QUESTIONS FOR FOCUS GROUPS ..............................................................111
Aboriginal Higher Learner Success vii
LIST OF TABLES
Table 1 Key Measures of Aboriginal Life Long Learning ........................................................... 27
Table 2 Indigenous Institutes of Higher Learning Measures of Success ...................................... 27
Table 3 Consortium Aboriginal Learners’ Indicators of Success ................................................. 28
Table 4 Aboriginal Higher Learner Barriers ................................................................................. 29
Aboriginal Higher Learner Success viii
LIST OF FIGURES
Figure 1. Consortium Aboriginal learner research. ...................................................................... 12
Aboriginal Higher Learner Success 1
CHAPTER ONE: FOCUS AND FRAMING
Introduction
Vancouver Community College (VCC) is British Columbia’s (BC) oldest and largest
community college and continues to serve a diverse urban population (Legg, as cited in VCC,
2009, p. ii). The mandate of VCC is “to provide relevant educational programming for students
so they are job ready. One of the ways it does so is by working with industry, including the urban
Vancouver community” (K. Kinloch, personal communication, October 26, 2010). VCC receives
its mandate from the College and Institute Act (1996) with policy and significant funding from
the Government of BC, Ministry of Advanced Education and Labour Market Development
(ALMD). In 2007, ALMD developed a proactive and comprehensive Aboriginal strategy to
guide the provincial post-secondary sector and
for institutions and communities to come together as partners and actively engage in the
transformative change of Aboriginal post-secondary education. It calls for a new focus on
opportunities for the future and a commitment to collaboration and change . . . [and] close
the educational gap for Aboriginal learners. (pp. 12)
Despite the intention expressed in the 2007 ALMD Aboriginal Post-Secondary Education
Strategy and Action Plan (hereafter referred to as the Aboriginal Strategy Plan), the ALMD
(2010a) Aboriginal Service Plan, and the VCC First Nations Education Policy and Procedures
(VCC, 1994), the growing population of Aboriginal peoples in the VCC catchment area
continues to be underserved (VCC, 2009, p. 1). In order for VCC to fulfill its mandate (K.
Kinloch, personal communication, October 26, 2010) substantial systems and organizational
changes will need to be made with respect to serving Aboriginal people, now and into the
coming decade.
Aboriginal Higher Learner Success 2
According to the 2006 census, Vancouver is home to the largest Aboriginal population in
BC (e.g., 40,310 or 21%), which is growing three times as fast as the non-Aboriginal population
(Metro Vancouver, 2008, p. 1). This growing population is “also much younger than nonAboriginals, with about 25% of the Aboriginal population in metro under the age of 15, about 10
points higher than the overall population” (VCC, 2009, p. 5). The Aboriginal population baby
boom represents a primarily young population where there is a critical need for skills and
training. This need is compounded when 35% of Aboriginal people locally have not graduated
from high school and the reported 2006 unemployment rate for Aboriginal peoples was nearly
22% (p. 5).
The ALMD (2007) Aboriginal Strategy Plan is a direct response to the fast growing
Aboriginal population growth rate, which also presents an avenue to address the untapped labour
pool with skills and training can mitigate labour and skills shortages projected into 2019
(ALMD, 2010b). Indeed, the Canadian Chamber of Commerce (n.d.) stated that “the Aboriginal
population represents the largest untapped labour force in the country” (p. 1). Despite this
population growth rate and the potential labour force benefit to the region, VCC reported an
Aboriginal student participation rate of 2.29% and a graduation rate of 2% for 2008/09 (Mixon,
2010, p. 6), which is 3% lower than the VCC Aboriginal Education & Services Department’s
(AES) participation rate goal (p. 14). The AES department’s participation goal of 5% is
consistent with ALMD’s (2010c) goal of 5.33% by 2015 (p. 4).
As a First Nations consultant, I became interested in this area of research when I had the
opportunity to provide technical support for the local Aboriginal Service Plan (ALMD, 2010a)
roll out intended to support Aboriginal higher learners in the greater Vancouver region. I quickly
became passionate about this issue, which I originally undertook so I could be of service to my
Aboriginal Higher Learner Success 3
community. As the research slowly unfolded, I came to realize that it also allowed me to deeply
consider questions about myself, improve my understandings, and overcome the trauma effects
resulting from inter-generational residential school that I inherited from my mother. This
understanding has allowed me to achieve long sought after state of grace with myself, others, and
my community. Within this paper I use an Aboriginal paradigm and vernacular that is derived
from a lifetimes of experiential learning that includes Aboriginal teaching.
The focus of this major research project has examined: What factors contribute to the
success of Aboriginal learners at VCC? Sub-questions that contributed to a deeper understanding
of the research question included:
1. Who are Aboriginal learners at VCC and how are they supported?
2. How does the traditional Aboriginal education system contrast with contemporary
educational systems?
3. What are Aboriginal defined indicators of success in post-secondary education?
4. What currently works well to support Aboriginal learner success and what are the
current barriers?
5. What would work well in the future to meet the needs of Aboriginal learners to
succeed at VCC?
The Opportunity and its Significance
The mission of VCC is to serve a diverse urban community by providing post-secondary
programs and services that prepare learners for ongoing education, direct entry into employment,
career advancement, and greater participation in the community (VCC, 2009, p. 10). The
opportunity for VCC is to better understand the factors that contribute to Aboriginal learner
success and improved participation, graduation rates, and community partnerships. The
Aboriginal Higher Learner Success 4
timeliness of this research was excellent in consideration of the relatively new interest to support
Aboriginal learners generated from The Transformative Change Accord (Government of BC,
Ministry of Aboriginal Relations and Reconciliation, 2005), the ALMD (2007) Aboriginal
Strategy Plan, and the VCC strategic planning process for 2011-2013 that is currently being
launched.
In 2007, ALMD launched an Aboriginal service plan pilot (as cited in ALMD, n.d.,
2007), for which VCC played a “leadership role in the sector as one of three post-secondary
partners in the Coastal Corridor Consortium in collaboration with community partners” (VCC,
2009, p. 5), with the goal to meet the ALMD (2007) objective:
Increase the access, retention, completion and transitions opportunities for Aboriginal
learners; increase the receptivity and relevance of post-secondary institutions and
programs for Aboriginal learners, including providing support for initiatives that address
systemic barriers; and strengthen partnerships and collaboration in Aboriginal postsecondary education. It is intended that this process will provide the opportunity for
Aboriginal communities to participate in shaping programs and services that address the
academic, social, emotional, and cultural needs of learners. (p. 1)
The Coastal Corridor Consortium (Consortium) was formalized as an unincorporated
society in 2008 with the vision of achieving parity in educational participation and graduation
rates, informed by qualitative and quantitative research that I undertook between 2007 and 2009.
In 2009, I was asked to fill in as VCC Interim Director of Aboriginal Education and continued to
undertake research to inform department and college planning. One final piece of research I
completed for the Consortium in 2009 was the development of a comprehensive qualitative
Aboriginal learner’s survey (Dipuma, 2009). The survey findings only provided a partial picture
of the understandings necessary to support localized solutions to support Aboriginal learners.
This qualitative research has informed the prior Consortium research and provided VCC an
Aboriginal Higher Learner Success 5
opportunity to undertake systems changes that can not only enhance the success of Aboriginal
learners, but also improve the capacity of the institutions for the benefit of all learners.
VCC’s (2009) mission is to serve “a diverse urban community by providing excellent
programs and services that prepare learners for ongoing education, direct entry into employment,
career advancement, and greater participation in the community.”1 In recognizing this
opportunity to support local labour market development, it is important to recognize that,
according to the BC Progress Board (2007) and ALMD (2010b), the majority of job growth in
the next decade will be increasingly stressed by an aging population, labour market shortages of
80,000 workers, and skills shortages that will negatively impact labour force growth, economic
growth, and tax revenue. For most job openings projected to 2019, post-secondary education will
be required. VCC has a unique opportunity to meet the needs of the fast-growing local
Aboriginal population, who more than non-Aboriginal peoples participate at local colleges
(Dipuma, 2009; Government of BC, 2009, p. 34). Such a strategy would support the goals of
ALMD (2007) and the mission of VCC, by developing the skills and knowledge of the young
and growing Aboriginal population who represent an
underutilized pool of labour in anticipation of the next economic surge . . . [with]
improved market knowledge of the local consumer base. . . . [when] much of the
Aboriginal/non-Aboriginal labour market disparity is linked to education and the unique
cultural, social and structural characteristics that distinguish Aboriginal people from the
population at large. (Canadian Chamber of Commerce, n.d., p. 1)
The research recommendations arising from this study if implemented well could
substantially enable VCC to not only fulfill its ALMD mandate and achieve the ASP strategic
goals and objectives (ALMD, 2007), but to also serve as a leader in BC. If this research were not
1
From 2009/10–2011/12 Institutional Accountability Plan and Report (p. 10), by Vancouver Community
College, 2009, Vancouver, BC, Canada: Author. Copyrighted 2009 by Vancouver Community College. Reprinted
with permission.
Aboriginal Higher Learner Success 6
undertaken, ALMD, VCC, and the Consortium may not fully realize their goals of achieving
parity in educational outcomes between Aboriginal and non-Aboriginal peoples in the local area.
On-going disparity would likely result in increased rates of Aboriginal unemployment for a
young and growing population, skills and labour shortages will increase, economic recovery and
growth will be negatively impacted, and there will be increased social costs for remedial health
and social support programs and, ultimately, increased tax burdens on all Canadians (Canadian
Chamber of Commerce, n.d., p. 1).
Systems Analysis of the Opportunity
In examining the systems that affect Aboriginal learner outcomes, it is important to
understand the inconsistencies between the traditional education system of First Nations and
contemporary education systems in BC and Canada, including the values that are imbedded
within the respective institutions structures, systems, objectives, priorities, policies, process, and
people. It is also important to recognize the role that the federal and provincial governments have
played and the absence of an Aboriginal role in jurisdictional control of Aboriginal education.
Traditional Aboriginal ways of knowing, teaching, and learning came to an end when the
Indian Act (1876) was passed, which placed complete control of Aboriginal politics,
ethnoculture, education, and personal lives in the hands of the federal government (Mixon,
2008a, p. 11). Religious institutions were contracted by the federal government to establish
residential schools and, as reported in 1971 by the House of Commons Standing Committee on
Indian Affairs report on Indian education, “the missionaries and governments had failed in three
hundred years to administer an effective educational program for Indians” (Indian Tribes of
Manitoba, as cited in Kirkness, 1999, p. 7). Today, “residential schools are the main reason why
Aboriginal people in Canada do not value higher education the way main stream Canadian
Aboriginal Higher Learner Success 7
society has” (Aisaican, 2001, p. 14). The legacy of this history is one of distrust within
Aboriginal communities across Canada, which negatively impacts participation and graduation
rates in post-secondary education for “many children [who] would have gone on to College or
University if not for the residential schools” (p. 24).
Today, Canada’s post-secondary education system and institutions were developed by,
and remain predominantly comprised of the dominant culture whose values are institutionalized
within its structures, systems, objectives, priorities, policies, process, and people. The cultural
shift required to integrate Aboriginal values within main stream post-secondary education in
Canada and indigenize the culture requires the direct involvement of Aboriginal people
themselves. As noted by Aisaican (2001), many Aboriginal researchers, including Battiste
(2002), Cajete (1999), Stonechild (2006), and Wilson (2008), have believed that “Aboriginal
people are a part of a foreign education system that trains them to become a part of a society that
tends not to include them” (p. 2).
For the 62% of First Nations who comprise the Aboriginal student body of learners at
VCC and all Aboriginal learners in the region, the jurisdictional responsibility for Aboriginal
post-secondary education remains that of the provincial and territorial governments, which
operate with no coordinated effort with the federal government. As put forward by Mayes
(2007),
Education of Aboriginal learners is a matter of divided constitutional responsibility . . .
[and] although education is, generally speaking, an area of provincial responsibility under
the Constitution Act, 1867 (section 93), “Indians, and Lands reserved for the Indians” fall
under federal jurisdiction (subsection 91(24)). The Indian Act, the principal vehicle for
the exercise of this federal power, thus provides for the education of primary and
secondary First Nations students who reside on reserve lands, whether the schooling
takes place on- or off-reserve. (p. 23)
Aboriginal Higher Learner Success 8
Therefore, nationally, Indian and Northern Affairs Canada, in part through First Nation
administration of funding, still provides most of the supports for First Nations learners, while
provincially, ALMD is broadly responsible for higher education for Aboriginal learners,
including non-status, Métis, and Inuit learners. ALMD “develops educational, professional and
economic opportunities for BC’s learners by providing and supporting a wide range of postsecondary programs and encouraging relationships between educational institutions, business,
and industry” (Canadian Information Centre for International Credentials, 2010, para. 3). Within
ALMD, “The Post-Secondary Education Division establishes the mandate for VCC and is
responsible for the “overall funding and program co-ordination for the public post-secondary
education system” (Canadian Federation for the Humanities and Social Sciences, 2010, para. 5).
Within the delivery systems of post-secondary education, the Board of Governors (the
Board) governs VCC on behalf of the Government of BC. The Board determines policy and
reviews the college’s performance as outlined in the College and Institute Act (1996), Part 4,
Section 19, where currently there is no Aboriginal representation. Recognizing the need for an
Aboriginal voice in the delivery of post-secondary education, Merkel (2006) asserted that
Aboriginal Board representation “should be worked into each institution’s policies with
assistance and/or support from the Ministry of Advanced Education, . . . . [where] we need a
fundamental change in understanding of Aboriginal leadership at the institution level” (p. 5).
Within all of these overlapping jurisdictions for educational control, funding, and
implementation, the authority of Aboriginal peoples remains marginalized within post-secondary
education systems, despite the call three decades ago for Indian Control of Indian Education
(Assembly of First Nations [AFN], 2010a), which stated,
Aboriginal Higher Learner Success 9
Those educators who have had authority in all that pertained to Indian education have,
over the years, tried various ways of providing education for Indian people. The answer
to providing a successful educational experience has not been found. There is one
alternative which has not been tried before: in the future, let Indian people control Indian
education. (p. 13)
This experience is not unique to Aboriginal peoples in Canada, or even the United States of
America, but indeed all colonized countries around the world. Arnove (1980) posited,
To date, most macro studies of education have taken the nation-state as the basic unit of
analysis. An examination of the international forces impinging upon education systems is
not less essential than an examination of the international economic order would be to an
understanding of the dynamics of economic development or under-development in any
one country or set of countries. The relative neglect of this international dimension is
rather surprising. Historically, the present education systems in many of the countries of
Africa, Asia, Latin America, and Oceania are the products of past colonial penetration.
Their present endeavours in education represent, in many cases, heroic efforts to come to
grips with this colonial heritage: they struggle to find educational systems that will
enhance national self-identity and cultural autonomy, while contributing to sustained
economic growth. (p. 48)
In order to understand how these systems affect the success of Aboriginal learners at VCC, it is
important to consider the specific organizational context of VCC.
Organizational Context
In examining the influences that affect Aboriginal learner success at VCC, it is important
to understand: (a) the college’s history, (b) the objectives of the organization, (c) the local and
global environment within which it operates, and (d) the opportunity that is the central focus of
this research project. VCC is BC’s oldest college, established in 1965 by the Vancouver School
Board, gaining independence from the school board in 1974, and achieving its designation in
1978 (VCC, 2009, p. 4). Currently, VCC employs 1,200 staff, who serve “roughly 25,000
students a year” (p. ii), across eleven schools and centres of instruction.
In 1994, a series of First Nations policies were developed to improve access to achieve
parity with non-Aboriginal learners in Canada. These policies include access, establishing an
Aboriginal Higher Learner Success 10
Aboriginal Education Council with a relationship to the Board, enhanced learner support
mechanisms, and First Nations employment equity. The only policy that has been partially
activated is the Aboriginal Enrolment Policy (VCC, 2008), supported by a BC Human Rights
Tribunal exemption.
VCC is currently in significant transition, with a new leadership model and emerging
strategic plan that is expected to be completed in the late fall of 2010 or early 2011. Therefore,
organizational context will be set in the existing strategy. Within the existing strategy, the VCC
(2009) vision and mission are:
Vision:
As B.C.’s No. 1 college, the graduates of our Schools and Centres will be candidates of
choice for job entry, career advancement, or further education. (p. 8)
The mission of VCC is to serve the local community by providing excellent programs and
services that prepare learners for ongoing education, direct entry into employment, career
advancement, and greater participation in the community.2 VCC’s values currently are: access,
environment, fiscal responsibility, high quality, improvement, leadership, participation in
decision making, personal and professional growth, respect, and cooperation (p. 8). Internally,
the VCC goals are to maintain financial viability and improve organizational effectiveness (p. 2).
Within the current strategic plan goals and objectives, the college has recognized within
the VCC (2008) VCC Strategic Plan Update 2005-08 that a distinct opportunity exists with the
“large urban Aboriginal population underserved” (p. 1). Within this same plan, VCC’s
commitment to Aboriginal learners is articulated through the goal to improve learning
opportunities and the objective to “increase the number of aboriginal learners” (p. 2). VCC is
2
From 2009/10–2011/12 Institutional Accountability Plan and Report (p. 8), by Vancouver Community
College, 2009, Vancouver, BC, Canada: Author. Copyrighted 2009 by Vancouver Community College. Reprinted
with permission.
Aboriginal Higher Learner Success 11
also committed to the goal of building alliances in key sectors, with the objective to strengthen
partnerships with other educational institutions, industry associations, Aboriginal organizations,
and community groups (p. 2).
This research project followed the action research work undertaken in 2008 and 2009
with the Consortium, which started with local, regional, and national research of Exemplary
Practices in Accessibility for Aboriginal Learners (Mixon, 2008a). The goal of that research was
to identify barriers and studies of promising practices that could inform planning. Following the
completion of the2008 research, the Consortium undertook research on the Aboriginal
Community Post-Secondary Education Needs Framework (Mixon, 2009), which resulted in the
identification of educational programs that were requested by individual learners, those aligned
with labour market needs, and those that were identified by communities to support community
development. In 2009, the Consortium decided to undertake further study of individual learner
experiences with their institutional partners and developed a comprehensive Aboriginal learners’
survey with VCC and Capilano University (Dipuma, 2009). This qualitative research provided a
greater understanding of financial barriers, personal supports needed, and the role of instructors,
Elders, and Aboriginal advisors in supporting the success of learners. My research project has
been intended to provide the qualitative data that will enhance the Consortium’s understanding
of individual learner needs, expectations, and aspirations. The phases of Consortium action
research are outlined in Figure 1.
Aboriginal Higher Learner Success 12
Figure 1. Consortium Aboriginal learner research.
AES is the department of VCC that is directly engaged with Aboriginal communities and
organizations to achieve mutually beneficial outcomes for VCC that take the next step in the
evolution of customer loyalty to integration (Briscoe, 2002, p. ii). A critical component of the
VCC Aboriginal Education Strategy 2010–2013 (Mixon, 2010) is establishing mechanisms to
support the sustainability of the Consortium and community integration, which has been a
catalyst for the VCC AES department’s work and outcomes.
The VCC Aboriginal Education Strategy 2010–2013 (Mixon, 2010) echoed the vision,
mission, values, and strategic plan of VCC (2006) and built upon the strategic initiatives of the
Consortium (VCC, 2007). The focus of the VCC AES strategic plan is to sustain the Consortium
and community integration activities, sustain Elders’ representation and cultural workshops, and
establish an Aboriginal bursary in perpetuity. Other components within the AES strategic plan
for 20102013 are intended to enhance or fill gaps including: increasing awareness and access to
VCC throughout the region through VCC workshops and community presentations, mailings,
web presence, and an on-line college readiness video, while, at the same time, enhancing student
Aboriginal Higher Learner Success 13
services. Of critical importance to the AES department, the strategy identifies developing
Aboriginal programs in strategic program areas that meet Aboriginal community and labour
market needs. Finally, the VCC AES strategy contributes to the organizational development of
the college through on-going Teaching Aboriginal Higher Learners Workbook (Mixon, 2008c)
and subsequent emergent VCC strategies that support Aboriginal learners.
Currently, although the VCC First Nations Employment Equity Policy (as cited in VCC,
1994) exists, it has not been activated. At the present time, there are only six (0.005%)
Aboriginal people of the 1,200 VCC employees who serve more than 600 Aboriginal learners at
VCC, with only three being teaching faculty. Recognition of the need for more Aboriginal
instructors at post-secondary institutes in Canada was articulated by the Association of Canadian
Community Colleges (ACCC) who, in 2005, specifically recommended “hiring Aboriginal
faculty who are knowledgeable about and experienced with Aboriginal communities” (p. 80).
Researchers have agreed that Aboriginal employees can help to “resolve the systemic issues
affecting students’ dissatisfaction with education” (Battiste & McLean, 2005, p. 8) in postsecondary institutes, where “long-established practices, norms, and policies are typically seen as
serving the values and cultural norms of the dominant non-Aboriginal society” (Malatest, 2002,
p. 18).
Summary
In summary, it is recognized that VCC will continue to operate in an increasingly
complex environment, within the local and global marketplace, and will need to build capacity
and maintain a competitive advantage. In order to fulfill the college mandate to serve the
community (K. Kinloch, personal communication, October 26, 2010), this includes meeting the
needs of the currently underserved Aboriginal population that is growing rapidly and will
Aboriginal Higher Learner Success 14
increasingly become important for the long-term viability of the college. Currently, Aboriginal
voice and decision-making has been marginalized within the jurisdiction, control, and
implementation of post-secondary education, compounding historical injustices that have
negatively impacted Aboriginal learner participation at VCC.
The opportunity to fully serve the needs of the Aboriginal population who reside in the
VCC region would support a growing labour pool that can meaningfully contribute to the
development of the region, while also meeting the goals of the Transformative Change Accord
(Government of BC, Ministry of Aboriginal Relations and Reconciliation, 2005), the Aboriginal
Strategy Plan (ALMD, 2007), the Aboriginal Service Plan (2010a), the VCC (2006) vision and
mission, and the Consortium (VCC, 2007). Enhancing the relationship with Consortium partners
is a priority, as is the planning required to and proactively recruit more Aboriginal employees
within the college to increase the cultural integration and relevancy of the college through
strategies, systems, policies, and process that institutionalize indigenization of the college’s
programs and services to support the success of Aboriginal learners.
This chapter provided a focus and framing of the research project outlining the
opportunity and its significance, examining the systems affecting VCC, and providing the
organizational context to understand the factors that contribute to the success of Aboriginal
higher learners. The next chapter includes a review of literature relevant to this research
question.
Aboriginal Higher Learner Success 15
CHAPTER TWO: LITERATURE REVIEW
Introduction
The intent of this literature review is to identify key areas of information that inform the
overall research. The research question was: What factors contribute to the success of Aboriginal
learners at VCC? In the view of Battiste (2002), it is important to consider that in the context of
Indigenous knowledge,
a literature review is an oxymoron because Indigenous knowledge is typically embedded
in the cumulative experiences and teachings of Ingenious peoples rather than in library.
The second point is that conducting a literature review on Indigenous knowledge implies
that Eurocentric research can reveal an understanding of Indigenous knowledge. The
problem with this approach is that Indigenous knowledge does not mirror classic
Eurocentric orders of life. It is a knowledge system within its own right and with its own
internal consistency and ways of knowing, and there are limits to how far it can be
comprehended from a Eurocentric point of view. Having said that, literature on the topic
of Indigenous knowledge and pedagogy does exist, although it is limited in scope and
depth, particularly in the Canadian context. (p. 1)
Within this research question there are three thematic research areas. The first research
area is an examination of educational systems as it affects Aboriginal learners, with subtopics
that include traditional Aboriginal teaching, learning and values, residential schools, the current
tertiary education system and models of Aboriginal education in Canada. The second research
area is a description of current research and related inquiry of factors that contribute to
Aboriginal higher learner success from academic and institutional literature, and the barriers
external and internal to the post-secondary education system. This research is critiqued to reveal
the underlying assumptions and their relevance to the success of Aboriginal higher learners. The
third research area examines current integration strategies that support greater representation of
Aboriginal peoples in VCC.
Aboriginal Higher Learner Success 16
Educational Systems and Culture
This section compares and contrasts the traditional education system with imbedded First
Nation values and the existing post-secondary system in Canada. It is important to recognize that
within BC, it is particularly important to recognize that within the 203 First Nations we have the
highest rates of Aboriginal diversity in the country, as demonstrated by the high representation of
Canada’s Aboriginal languages (32/50), and 59 dialects (First Peoples’ Heritage, Language and
Culture Council, 2010, p. 4). In this section, I will attempt to identify a common foundational
axiology.
First Nations Traditional Education System
In examining the educational systems of Canada and the traditional education system of
Aboriginal peoples it is important to understand that educational systems, and indeed all systems
and organizations are built according to the dominant culture’s values (Hofstede, 1984, p. 81).
According to Hofstede, the culture becomes crystalized in the institutions (p. 82). In BC the
foremost leading researcher on First Nations education is Dr. Lorna Williams (as cited in
Geraldine Bob, Marcuse, Nyce, & Williams, 1993), who has stated that since time immemorial,
the traditional First Nations education system was a sophisticated system of information
intergenerationally transmitted knowledge both declarative and procedural processes. The
education processes were embedded in their social institutions, both formal and informal,
occurring over a person’s lifetime. The education always focused on all aspects of the
task including cognitive, emotional, physical and spiritual components. (pp. 40–41)
Traditional education systems were delivered largely through oral narratives that were
relayed over thousands of year and contained axiology, ontology, and epistemology of each
culturally distinct nation. Within oral narratives were each nation’s distinct foundational values
within their creation story, which still today “explains what the group considers significant . . .
[and] offers the foundational values for good living (Harmon, 2003). These education goals,
Aboriginal Higher Learner Success 17
morals and values were clearly understood by the community and in particular Elders who were
the teachers and traditional knowledge keepers.
When examining these foundational values, Saunders, Redwing, and Hill (2007) cited a
deep level of respect, relevance, and reciprocative learning common in Aboriginal teaching and
learning. The theory of Tswalk (Atleo, 2004) is rooted in a sacred understanding of connection,
also known as hershook-ish tsawalk, which is translated to mean everything physical and
metaphysical in our reality is one (p. xi). This includes a sense of belonging through
connectedness to their extended family, culture, and nature as a natural support system
(Bowman, as cited in Marchant, 2002, p. 9). First Nations values include “sharing, noncompetitiveness, politeness, not putting oneself forward in a group, allowing others to go first,
being reluctant to speak out, present rather than future orientation, and norms of noninterference” (Whitbeck, Hoyt, Stubben, & LaFramboise, 2001, p. 50). Perhaps the most
important value that is common to indigenous peoples in BC is the deep respect and relationship
we hold with the land, demonstrated by many origin stories and oral narratives that form the
basis of our traditional education system and identity.
In examining these values that have changed little over time and still apply to First
Nations students, Battiste and Henderson (2000) recommended constructivist teaching methods
that support Aboriginal traditional learning methods. Constructivist teaching methods include:
harmony and unity, holistic perspectives, expressive creativity, and non-verbal communication
(Pewewardy, 2002, p. 38), which are motivated by cooperation rather than competition, prefer
shared decision-making processes, defer authority, and do not want to be perceived as being
either above or below the status of others (Kawagley & Barnhardt, 1998). Aboriginal learners
also benefit from integrating the values of community responsibility and relational accountability
Aboriginal Higher Learner Success 18
(Mixon, 2008a). The value of listening more than talking is widely acknowledged for all First
Nations peoples, but was beautifully articulated by Walter Wright, who was a Tsimshian
hereditary chief from the community of Kitselas. Wright was known for describing peaceful
listening as a predominant state wherein one moves beyond deep, active listening with a peaceful
heart (Robinson, 2003, p. 11). According to Battiste (2002),
The first principle of Aboriginal learning is a preference for experiential knowledge.
Indigenous pedagogy values a person’s ability to learn independently by observing,
listening, and participating with a minimum of intervention or instruction. This pattern of
direct learning by seeing and doing, without asking questions, makes Aboriginal children
diverse learners. The do not have a single homogenous learning style as generalized in
some teaching literature from the 1970s and 1980s. (p. 15)
In summarizing Williams and Tanaka’s (2007) findings on traditional teaching and
learning methods that still work well for Aboriginal learners they recommend: mentorship and
apprenticeship learning, learning by doing, learning by deeply observing, learning through
listening, telling stories and singing songs, learning in a community, and learning by sharing and
providing service to the community. Facilitating sharing knowledge in relationship, sharing
classroom control and responsibility, negotiating timelines, using humour in addition to
metaphor, stories, sharing circles, deep observation, designing space for reflective learning,
providing positive expectations and supporting achievement of these expectations, learning
through role models and role modelling, and experiential and situated learning and through local
protocols are also important (Mixon, 2008c). An excellent example within Canada of this kind of
integrated teaching exists within the University of Victoria’s Masters of Education in
Counselling for Aboriginal Communities and Schools where graduates receive training in: the
History of First Nations, Métis, and Inuit Education in Canada; Indigenous Epistemologies; EI
TELNIWT and Aboriginal Education; Learning and Teaching in an Indigenous World; and
Aboriginal Higher Learner Success 19
Researching with Aboriginal Peoples: Aboriginalizing Research (University of Victoria, 2010).
This training has included traditional projects such as totem pole carving, weaving, and
traditional songs. “Graduates of this program will have the necessary background to provide
culturally responsive counselling to Aboriginal communities and in schools. This program is
community-based and developed with the support and guidance of local Aboriginal
communities” (para. 1). Consistent with the traditional knowledge transmission that is heavily
incorporated into the program, this program is known through community awareness rather than
literature documenting its success.
The University of Victoria M.Ed. Program and most Indigenous Institutes of Higher
Learning in BC utilize the power of traditional knowledge and respect protocols that empower
learners through building upon, deepening, or celebrating their own cultural knowledge, beliefs
and values, thus allowing them to “build cultural strengths thus enhancing self-concept”
(Battiste, 2002, p. 15). Within this program and within Indigenous Institutes, there is a sacred
respect for the role of Elders in teaching and a deep understanding of localized social cues
(Mixon, 2008c) that support learners. One example derived from the traditional hul’qumi’num
people from the Coast Salish Nations on Vancouver Island and the Gulf Islands is the practice of
deep listening while looking down as a sign of respect, which can be easily perceived according
to western values as not listening. In addition, alternative evaluations that allow for group
learning, assignments, and grading are critical (P. Brownlee Baker, personal communication,
January 23, 2009). Battiste (2002) supported this approach:
As teachers begin to confront new pedagogical schemes of learning, they will need to
decolonize education, a process that includes raising the collective voice of Indigenous
peoples, exposing the injustices in our colonial history, legitimating the voices and
experiences of Aboriginal peoples in the curriculum, recognizing it as a dynamic context
Aboriginal Higher Learner Success 20
of knowledge and knowing, and communicating the commotional journey that such
explorations will generate. (p. 20)
Because of the complexity and depth of knowledge one must accumulate to teach
Aboriginal peoples effectively, First Nations have negotiated shared authority of education for
Aboriginal students in grades K-12 through Aboriginal education enhancement agreements
established in 1999 (Government of BC, Ministry of Education, 1999). This kind of shared
decision making has not yet been negotiated with institutes of higher learning, but the Assembly
of First Nations and many Aboriginal academics (Battiste, 2002; Cajete, 1999; Stonechild, 2006;
Wilson, 2008) and First Nations in Canada have long advocated for enhanced control and
authority in post-secondary education that is built upon a cultural foundation, traditional
Aboriginal education practices that align with innovative new practices such as constructivism.
Colonialism
Colonialism is an important consideration in moving forward to understand the literature
on Aboriginal education because of the profoundly negative impact and distrust it has
established. Harper (as cited in Government of Canada, 2008) described residential schools as “a
sad chapter in [Canada’s] history” (para. 1) that started in 1870 with the establishment of the first
missionary/residential schools. AFN (2010b) noted the intent as:
The clear objective of both missionaries and government was to assimilate Aboriginal
children into the lower fringes of mainstream society where children were ripped apart
from their families, forcibly removed by priests, Indian Agents, and police offers to
receive a sub-standard education. (para. 2)
The residential schools were administered by religious groups who had little or no training in
education and whose legacy was physical and sexual abuse, emotional abuse, and the death of
many innocent children.
Aboriginal Higher Learner Success 21
As cited in Stonechild (2006), justification for residential schools was stated by Sir John
A. Macdonald on May 9, 1883, in his statement to Parliament:
When the school is on the reserve, the child lives with his parents who are savages; he is
surrounded by savages; and though he may learn to read and write, his habits and training
mode of thought are Indian. He is simply a save who can read and write. It has been
strongly pressed upon myself, as head of the Department [of Indian Affairs], that Indian
children should be withdrawn as much as possible from the parental influence. . . . where
they will acquire the habits and modes of thought of white men. (p. 9)
Stonechild noted that when Member of Parliament Mr. Charlton asked, “The evolution, I
understand is a very gradual one. Has the Hon. Gentleman any information as to the number of
generations it will take? Macdonald retorted, “I am not sufficiently Darwinian to tell that” (p. 9).
It is important to understand how Social Darwanism influenced Canada’s policies with regard to
the treatment of Aboriginal peoples, which Stonechild noted was “a pseudo-scientific belief that
some peoples, including Aboriginal peoples, were inherently defective in biological, intellectual,
and emotional composition [which] was the prevailing ideology among Canadian elite at the
time of confederation” (p. 7). This ideology, which has asserted racial superiority, is applied to
the development of man wherein darker skinned peoples were considered savages who were not
fully human. As noted by Leonard (2004), during this time,
the progressive social scientists were especially attracted to eugenic ideas. Scholars like
Irving Fisher, Francis Amasa Walker, Henry Rogers Seager, Edward Alsworth Ross,
John R. Commons, Sidney Webb, Charles Richmond Henderson, and Charlotte Perkins
Gilman, and journalists like Paul Kellogg of the Survey and the New Republic’s Herbert
Croly, all invoked eugenic ideas. (p. 1)
These eugenic ideas were used to justify economic development policies that are the
foundational beliefs that institutions in the United States, Canada, and around the world were
built upon, and they remain a legacy within our institutional systems. During this time this
pseudo-science laid the foundation to justify horrific actions against indigenous peoples around
the world, including the legacy of residential schools. Sir John A. Macdonald’s role is also
Aboriginal Higher Learner Success 22
important to note as the first Head of Indian Affairs who oversaw the development of the Indian
Act (1876) from within which residential schools were established.
Residential schools were one of many very powerful tools that crippled the social,
cultural, and educational development of Aboriginal people in Canada. The last residential
school closed in 1996, ending this chapter in Canadian history. However, the trauma and legacy
of these actions are now known as intergenerational residential school syndrome and have
resulted in distrust of educational systems.
Post-Secondary Systems
The post-secondary education system in Canada, like those around the world, is modelled
from the European system with imbedded European culture, values and worldviews. Meek,
Teichler, and Kearney (2009) posited that this system expanded exponentially when
massification radically changed the traditional patterns of knowledge production,
diffusion and application over the past two decades. In the wake of burgeoning
enrolments from the 1970s to 1990s, demand has continued to rise and the world’s
student population could reach an estimated 150 million by 2025. (p. 13)
According to Dr. John Henry (personal communication, May 5, 2010) the current tertiary
education system is based upon the idealized ‘individualistic’ paradigm of education that
conflicts with Aboriginal peoples ‘group motivated’ paradigm. Hendy described this
individualistic paradigm to be situated upon the structural framework of
educational codes that insulate practices, relationships and knowledge; a psychological
model where learners are judged as educative according to deficit based ranking criteria
of mental ability and capacity that are structured by the psychometric model of
psychology; a style of institutional practice that is strongly hierarchical and managerial;
assessments and evaluation practice that is rationalistic, externally oriented and explicit
and strives to be comparative and standardized via the application of limited objective
criteria; where separation of school and community is maintained; with educational
practices that are relatively isolates from colleagues and privatized, relatively invisible,
and where sharing is not encouraged; where knowledge forms are objectives, seen as
products, individual and instrumental knowledge; where characteristics of relationships
Aboriginal Higher Learner Success 23
are characterized by an imbalance of power where coercion and dependency can occur;
where dominant roles are characterized by transmitter/ receiver, expert/novice,
manager/operative, producer/consumer, professional/client; and where students are
socialized toward competitiveness and individualisation.
In this individualistic system, many Aboriginal researchers have agreed that “the present school
system is culturally alien to native students” (AFN, 2010a, p. 31). According to Battiste (2004),
there is a fundamental
rethinking [of] the conceptual, institutional, cultural, legal, and other boundaries that are
taken for granted and assumed universal, but act as structural barriers to many, including
Aboriginal people, women, visible minorities, and others. In these spaces, these groups
are silenced societies in knowledge making, talking, and writing takes place but they are
not heard in the production of knowledge because such knowledge is managed by others.
The instruments of this hegemony and domination are cultivated in language, discourses,
disciplinary knowledge, and institutional policy and practice. (para. 2)
“Change is difficult in higher education. . . [where] the values and organizational
dynamics of higher education are unique and especially problematic for making foundational and
cultural change” (Williams, Berger, & McClendon, 2005, p. 2). At their core, higher education
institutions do not function like other organizations. Educational organizations are built upon
“irrational systems, nebulous and multiple goal structures, complex and differentiated campus
functions, conflicts between espoused and enacted values, and loosely coupled systems of
organization and governance” (p. 3). Where many argue against affirmative action measures,
Williams et al. have posited,
The perceived conflict between inclusion and excellence is asserted with no evidence,
based on a dominant, industrial model of organizational values that defines excellence in
terms of student inputs without consideration of value-added organizational processes.
This narrow notion of excellence limits both the expansion of student educational
opportunities and the transformation of educational environments. As a result, too few
people from historically underrepresented groups enter into higher education, and those
who do may be pressed to assimilate into the dominant organizational cultures of colleges
and universities. (p. 9)
Aboriginal Higher Learner Success 24
Recognizing that “knowledge generated by research is the basis of sustainable social
development” (Meek et al., 2009, p. 10), Meek et al. asserted that “despite global uniformity in
many areas of society, there exists no single answer as to what constitute the most appropriate
systems, structures or policies for higher education, research and innovation” (p. 10). Rather,
these critical iterative processes should be developed at the local, regional, and national level in
the historical, social, economic, political, and cultural contexts necessary, based upon research
and knowledge using strategies derived from socially inclusive research and oriented toward the
developmental priorities of local stakeholders, regional, and national authorities (p. 8).
Indigenous Education Models
The most commonly agreed-upon models of Aboriginal education were summarized by
Barnhardt (as cited in Stonechild, 2006) into four models of Aboriginal higher education. The
first model is the assimilationist model, “in which programs for Indigenous peoples are
controlled by the university system, and are designed with the premise that the goal of education
is to assimilate Indigenous people into society” (p. 104). The second model Barnhardt described
is the independent model. Local examples of this model in BC are the Indigenous Institutes of
Higher Learning, which are fully controlled and operated Aboriginal post-secondary institutes. A
third model is the federated model. An example of this model is the First Nations University at
the University of Saskatchewan, which is “financially and administratively separate from the
University of Saskatchewan proper, yet benefits from having access to the resources and
expertise of a mainstream university” (p. 105). The fourth model is described as the integrated
model, “where success is possible when there is mutual respect and recognition” (p. 105). Within
this model, Aboriginal authority and jurisdiction is designed into the system where there is
responsibility for the identification, design, development, and implementation of programs and
Aboriginal Higher Learner Success 25
services. This model affirms that “whenever Aboriginals are given control over their own
programs or institutions, there have been higher rates of success in Aboriginal enrolment and
graduation” (Malatest, 2002, p. 45).
An example of this integrated model is what Dr. John Henry, Professor, Deakin
University, Australia, described as the “enclave model” (personal communication, May 6, 2010).
Within this model, Indigenous education joint authority and joint management have been
negotiated by the Institute of Koorie Education at Deakin University, which is jointly governed,
funded by core regional and federal transfers, and is “purposefully designed to be within the
academic domain of the University organizational structure” (J. Henry, personal communication,
May 6, 2010). As explained at the Institute of Koorie Education Web site of Deakin University
(2007),
The Institute of Koorie Education and its Board are the means by which the partnership
between the University and the Victorian Koorie community takes its formal structure.
The other formal structure cementing the joint involvement of the University with the
Victorian Koorie community is the Victorian Aboriginal Education Association Inc.
(V.A.E.A.I.) - Deakin Higher Education Agreement. This Agreement was signed on 1
September 1992 by the Chairperson of the VAEAI, Mrs. Mary Atkinson, and the Vice
Chancellor, Professor John Hay, establishing the joint-management principles by which
the equity work of the Institute of Koorie Education, the Faculties and the University
Secretariat can continue. (para. 2)
The Institute of Koorie Education (Institute) is fully staffed to deliver faculty courses,
jointly appoints academic staff, and develops cohort curricula that integrate developmental
programming, indigenize content by Institute academic staff, students, and community Elders.
Institute teaching practices are relational, revitalize culture, and are taught in blended (incommunity/ in-campus) settings, with assessments relevant to indigenized curricula. The
Institute also designed purpose-built Aboriginal student accommodation provided on-campus
Aboriginal Higher Learner Success 26
and features an Aboriginal cultural space on campus (J. Henry, personal communication, May 6,
2010).
Currently Known Success Factors
The scope of current culturally relevant indicators of success, the seemingly unrelated
themes of barriers and challenges to higher learning identified from existing literature, and the
associated underlying assumptions are examined in this section.
Indicators of Success
Indicators or measures of success are dependent on what Aboriginal peoples have defined
as post-secondary education success. Once articulated and agreed upon, these indicators or
measures of success can be used to measure outcomes, establish empirical data, and shared as
proven best practices. To date, the only articulation of the measures of success for Aboriginal
education has been derived from AFN (2010a), ALMD (2008), the First Nations Education
Steering Committee (2008), and what Consortium students have locally identified.
Current performance measures for VCC are meant to increase participation rates of
Aboriginal learners, the percentage of learners who report knowledge and skills that are useful in
employment, and the number of people served by labour market measures (ALMD, 2010b,
p. 11). Interestingly, the success factors for employment that are now built into regional and
national systems also support joint authority and management with Aboriginal community and
organization through employment and skills training agreements with Service Canada.
According to the AFN (2010a) the key measures of Aboriginal-defined lifelong learning and
education are consistent with an integrated model and include (see Table 1). The indicators or
measures of success articulated by the Indigenous Institutes of Higher Learning (as cited in
Tindall Consulting & Juniper Consulting [Tindall & Juniper], 2010, p. iv) are presented in Table 2.
Aboriginal Higher Learner Success 27
Table 1
Key Measures of Aboriginal Life Long Learning
Assembly of First Nations Measures of Success
Language immersion
Holistic and culturally relevant curricula
Well-trained educators
Focused leadership
Parental involvement and accountability and /
Safe and healthy facilities founded on principles that respect First Nations jurisdiction over
education.
Compiled from AFN (2010a, p. 4).
Table 2
Indigenous Institutes of Higher Learning Measures of Success
IAHLA Measures of Success
Personal development
Leadership development
Cultural development
Wisdom development
Student satisfaction
Compiled from Tindall and Juniper (2010, p. iv).
Finally, I facilitated the development of the Aboriginal learners focus groups in 2009 for
the design of the 2009 Consortium Aboriginal learners’ survey. Within the development of this
survey, VCC and Capilano University research departments recommended removing the
measures of success from the survey for ease of data collection, with final findings compiled by
Capilano University Research Director Frank Dipuma in 2009. Although these measures were
removed from the final survey, they are important as they articulate educational, personal,
Aboriginal Higher Learner Success 28
cultural, leadership development, and satisfaction that move well beyond current public postsecondary measures of success measures of success (see Table 3).
Table 3
Consortium Aboriginal Learners’ Indicators of Success
Consortium Learners Measures of Success
Increased knowledge of self, individual learning style, and learning goals
Improved self-concept, self-esteem, and pride in oneself
Increased knowledge of traditional practices
Stable adult friendships
Clear career aspirations
Improved understanding of community needs
Increased skills to contribute to my community
Improved intercultural understanding
Improvement of institutional attitudes to students
Increased feeling of student safety with institution
Increased interest in the curriculum
Increased attendance
Improved participation in school
Improved student performance, grades, and completion rates
Increased university preparation
Increased interest and enthusiasm in life-long learning.
Barriers to Post-Secondary Education
Despite the data limitations of research, a great deal of research has been undertaken to
examine and try to understand the circumstances, issues, barriers, and challenges Aboriginal
learners face in post-secondary education. Research in the past decade has primarily been deficit
based, and unfortunately, the vast majority of researchers have not been Aboriginal. These
barriers and challenges have been unanimously agreed upon (see Table 4).
Aboriginal Higher Learner Success 29
Table 4
Aboriginal Higher Learner Barriers
Identified Barriers
Lack of leadership commitment within institutions;
Insufficient number of Aboriginal leaders involved at all levels within mainstream institutions;
Insufficient number of Aboriginal teaching faculty;
Assessments that are not culturally relevant;
Lack of Aboriginal culture in curricula;
Lack of flexibility in program delivery that is blended, work placed, or includes upgrading;
Lack of culturally relevant course materials and resources;
Lack of mentors and role models;
Lack of indigenized academic counselling;
Insufficient numbers of Aboriginal Advisors;
Insufficient numbers of Elders in residence, who share traditional knowledge and cultural
activities;
Lack of culturally relevant services;
Lack of culturally relevant personal and financial counselling;
Insensitivity and lack of support for referrals for housing and daycare;
Weak relationships and partnerships with the Aboriginal community;
Lack of awareness within Aboriginal communities to support learner readiness and transition;
and
Lack of awareness of Aboriginal culture with faculty and staff that can mitigate racism.
Compiled from ACCC (2005), Battiste and McLean (2005), Human Capital Strategies (2005),
Katenies Research and Chignecto Consulting (2006), Malatest (2002, 2004), and Mixon (2008a).
Aboriginal Funding
Perhaps one of the most prevalent themes identified as barriers for Aboriginal people’s
participation in higher learning is financial. Indeed, Aboriginal peoples in Canada are a
marginalized population with severe barriers to access education. According to Malatest (2002),
significant barriers exist with respect to Aboriginal participation in postsecondary
education, including: a legacy of distrust in the Aboriginal community of the education
Aboriginal Higher Learner Success 30
system due to residential schools and other historic practices seen as having a negative
and assimilative effect on Aboriginal communities; lack of preparation for university or
College at the secondary education level; feelings of social discrimination, isolation, and
loneliness at postsecondary institutions; unemployment and poverty in Aboriginal
communities, which can make the financial obligations of postsecondary education
difficult to meet; a lack of respect for Aboriginal cultural and cultural differences at the
postsecondary level; significant family demands that act as financial and time restraints to
postsecondary education. (p. 1)
These barriers are compounded by: (a) the freezing of funding since 1996 by INAC (First
Nations Education Council, 2008, p. 9); (b) increased education costs that have risen 74% for the
typical undergraduate program since 2002 (First Nations Education Steering Committee, 2008,
p. 5); and (c) the population growth rate of Aboriginal peoples participating in post-secondary,
making funding an increasingly significant barrier to Aboriginal student participation (ALMD,
2010a, p. 4)
From the respondents of the VCC 2009 Aboriginal Learners Survey (Dipuma, 2009),
financial barriers were evident, with the majority (64.6%) of learners not receiving any financial
support to attend post-secondary, and of those who did, 52.9% reported having challenges
obtaining support (p. 34). Funding was also one of the key components outlined in the AFN
(1972) Indian Control of Indian Education policy and remains a key issue for the AFN (2010b)
as a fiduciary responsibility of the Federal Government as articulated within treaties. Funding
was also cited by 50% of non-status and Métis students as one of the top reasons for not finishing
post-secondary studies (ACCC, 2005, p. 8). These statistics underline the fact that the majority of
Aboriginal families do not have adequate employment incomes to provide funds for themselves
or their children to attend post-secondary education institutions (Williams, 2008).
Aboriginal Higher Learner Success 31
Geographic Barriers
Interrelated to the financial barriers are geographic barriers where Aboriginal people in
rural and remote communities need to access education in their communities and not leave for
extended periods of study (ALMD, 2010a, p. 3). For example, nationally, Indigenous Institutes
of Higher Learning have flexible delivery models that include 83% of their programs as
community-based, which has proven particularly effective for Aboriginal learners (ACCC,
2005), and have been identified as a priority for Consortium partner communities to support
community development (Mixon, 2008c, p. 14). For Indigenous Institutes of Higher Learning
nationally, almost 83% of programs that are delivered on-campus are offered in member
communities (Katenies Research and Management Services and Chignecto Consulting Group,
2006, p. 25). Community-based program delivery also allows VCC to indirectly enhance
Aboriginal education supports that are delivered through the community, recognizing that “a key
component to providing effective learner resources and support services is building partnerships
and integrating services with Aboriginal organizations and service providers” (ACCC, 2005,
p. 64).
Lack of Aboriginal Leaders within Post Secondary Institutes
Control of education was established in the AFN (1972) position paper, Indian Control of
Indian Education, and by Malatest (2002), who asserted that “where Aboriginals have exercised
control of education, there has been markedly higher success rates” (p. 37). Nationally, it is
understood at a broad level by colleges and institutions that Aboriginal control is imperative to
ensuring the goals and aspirations of Aboriginal people are maintained (ACCC, 2005).
Regionally, ALMD (2010a) recognized that “success in Aboriginal post-secondary education is
greatly influenced by the role that Aboriginal communities and organizations play in the
Aboriginal Higher Learner Success 32
transitioning and bridging of students into public post-secondary institutions and the workforce”
(p. 3).
A great deal of research has recognized that mainstream post-secondary institutions have
long-established practices, norms, and policies that are typically seen as serving the values and
cultural norms of the dominant non-Aboriginal society (Malatest, 2002). This is perpetuated
when there is a lack of Aboriginal people with authority or decision-making responsibility, at all
levels within post-secondary institutions, thus negatively impacting the capacity of postsecondary institutes’ ability to support the success of Aboriginal learners.
Systemic Racism
There is a still a palatable legacy of distrust in the Aboriginal community of the education
system due to residential schools and other historic practices seen as having a negative and
assimilative effect on Aboriginal communities (Malatest, 2002, p. 1). Sadly, the culture of
mainstream public post-secondary institutions are recognized among researcher as lacking
respect for Aboriginal cultural and cultural differences at the post-secondary level (p. 1). This
social, cultural, and racial discrimination continues to persist in the education system, resulting in
Aboriginal learners feeling alienated, excluded (ALMD, 2010a, p. 3), and discriminated,
isolated, and lonely at postsecondary institutions (Malatest, 2002, p. 1). Indeed, Battiste and
McLean (2005) asserted that systemic racism “continues to be the biggest barrier for FN [First
Nations] learning” (p. 14). To mitigate this racism, it must first be acknowledged, then mitigated
through systems changes, policies, and “formal strategies and support initiatives and programs to
specifically address racism in the classroom and at program and institutional levels” (Human
Capital Strategies, 2005, p. 86).
Aboriginal Higher Learner Success 33
Aboriginal Employees Underrepresented
Post-secondary institutions are primarily comprised of non-Aboriginal faculty and staff,
many of whom have a limited understanding of Aboriginal needs (ALMD, 2010a, p. 3).
Therefore, they lack the understandings of basic values and beliefs that support Aboriginal
learners academically with culturally relevant teaching and services.
Within post-secondary institutes, Aboriginal employees are severely underrepresented
and have been since the recommendation by the Royal Commission on Aboriginal People (1996)
to hire more “Aboriginal people in administrative and leadership positions” (p. 441). For
example, at VCC, there are currently only three Aboriginal teaching faculty who possess the
necessary understandings or motivation to develop and deliver or incorporate culturally relevant
curricula and course materials, evaluations, assessments, and delivery models and provide
indigenized academic counselling. Smith (2003) recommended developing and employing more
Aboriginal instructors as leaders that are representative of the communities, First Nations, and
populations they serve, and who have a “consciousness about their indigenous roots and
responsibilities” (p. 6). Echoing this recommendation, ACCC (2005) has specifically
recommended hiring Aboriginal faculty who are knowledgeable about and experienced with
Aboriginal communities. This is in addition to training Aboriginal instructors with “the specific
cultural methodologies and sensitivities required to resolve the systemic issues affecting
students’ disaffection with education” (Battiste & McLean, 2005, p. 8).
Having more Aboriginal teaching faculty will create supports to create and deliver more
culturally relevant programs. Currently, there are “insufficient programs and courses at postsecondary institutions that are developed for Aboriginal learners or that incorporate aboriginal
worldview in teaching pedagogies or curriculum” (ALMD, 2010a, p. 3). Within this literature
Aboriginal Higher Learner Success 34
review, researchers agreed that curriculum should be developed for and by Aboriginal peoples,
based upon local Aboriginal community needs, interests, local labour market needs/trends, and
traditional knowledge (Battiste, 2002; Cajete, 1999; Smith, 2003; Wilson, 2008). These same
researchers also agreed that teaching should utilize andragogy that meets the unique needs of
Aboriginal learners. Additionally, Aboriginal programs should be relevant, accredited,
transferable, and strategically ladder into industry-relevant programs that support long-term
Aboriginal learner success.
Despite these researchers’ recommendations, non-Aboriginal Canadians continue to set
traditional curriculum, guidelines, and testing: “Overall, conventional indicators and metrics
used to measure education levels are not in line with attributes of Aboriginal learning, and are
thus, for the most part, inapplicable” (Battiste & McLean, 2005, p. 2). Battiste and McLean
asserted,
Learning, selecting and legitimating curricular knowledge in education are issues of
power, voice, and agency and questions of whose knowledge is included in the
curriculum, whose languages are considered as legitimate vehicles for carrying the
knowledge, and who is to decide on this knowledge are legitimate questions for
curriculum development. (p. 14)
Interestingly, despite the consistency of voice in the research across all areas of need,
Malatest (2002) asserted that “Aboriginal control of curriculum would seem to be only indirectly
related to the issue of increasing Aboriginal enrolment and success rates” (p. 37), which
contradicted the current research of all Aboriginal researchers (AFN, 2010a; Battiste, 2002;
Malatest, 2002; Stonechild, 2006; Wilson, 2008).
Overall, “there are considerable gaps in culturally appropriate services for Aboriginal
post-secondary learners, which inversely correlate to Aboriginal participation, retention and
overall success” (ALMD, 2010a, p. 3). Aboriginal advisors play a critical role in supporting
Aboriginal Higher Learner Success 35
Aboriginal learners to succeed at all levels in the school system and fulfill many roles that
facilitate the retention, transition and graduation practices of Aboriginal students. The culturally
relevant and holistic supports Aboriginal advisors, advocates, counsellors, and resident Elders
provide support the personal development of the learner. Unrah (as cited in Malatest, 2002)
noted this is important when
more students drop out of the programs for personal reasons than all other reasons
combined. (In fact, academic failure comes last as a reason for leaving.) The most
common challenges Aboriginal learners face include: culturally relevant personal and
financial counselling; sensitivity and support for referrals for housing and daycare;
enhancing relationships and partnerships with the Aboriginal community; enhancing
learner readiness and transition through Aboriginal community. Indeed, Aboriginal
learners face discrimination, loneliness, and an alien environment [that] come to
overwhelm students. (p. 20)
According to Toulouse (2010),
The Native Education Counsellor is the point person at an institution for Aboriginal
students. It is so important this role be maintained and maximized (with adequate space)
for relevancy in educational services to occur. Aboriginal students require culturally
competent counselling services that meet their educational, mental, cultural, emotional
and spiritual needs. They need to feel that they belong and are valued and this is provided
by the Native Education Counsellor. (p. 6)
It is important to note that our Elders, who are Aboriginal peoples’ traditional knowledge
keepers and traditionally were the only recognized teachers, are still a well-respected key
element in ensuring the success of Aboriginal learners. This depends upon the degree of
meaningful involvement Elders are afforded. Elders teach Aboriginal learners feelings of
competence, belonging, and a sense of identity. Elders, along with parents and teaching staff,
play a key role in communicating positive expectations that challenge and motivate learners. The
role of Elders is foundational to the success of Aboriginal learners. As such, Elders are often
included on Aboriginal institute boards and as faculty, and they are invited to participate in a
range of courses and activities (First Nations Education Steering Committee, 2008). The
Aboriginal Higher Learner Success 36
underlying assumption within the literature review findings was that all of these barriers that are
imbedded within mainstream public post-secondary organizational cultures (i.e., values and
beliefs) and systems can be slightly modified or supplemented through add-on programs or
services, but not changed.
Human Resource Integration Strategies
In this section, I examine current integration strategies that support greater representation
of Aboriginal peoples in post-secondary education. If these integration strategies were
sufficiently represented, they could eliminate or mitigate all of the barriers identified above, with
the exception of access to funding and geographic isolation. Integration strategies are not specific
to Aboriginal peoples; rather, it is a strategic response to unprecedented levels of diversity in the
Vancouver area. Indeed, projected demographics, emerging economic imperatives, and
increasingly turbulent political and legal challenges have converged to an extent that inclusion
and diversity will be among the most critical issues facing higher education in the twenty-first
century (Williams et al., 2005, p. 2).
Williams et al. (2005) argued that affirmative action hiring policies have limited success
due to shifting demographics, political and legal dynamics, social inequalities, and workforce
needs. Therefore, a more sophisticated matrix of inclusive second level excellence strategies are
required that are “essential to ensure higher education’s continuing relevance in the twenty-first
century” (p. 3). Williams et al. defined inclusive excellence as
a key component of a comprehensive strategy for achieving institutional excellence—
which includes, but is not limited to, the academic excellence of all students in attendance
and concerted efforts to educate all students to succeed in a diverse society and equip
them with sophisticated intercultural skills. (p. 3)
Aboriginal Higher Learner Success 37
First-level strategies are short-term tactics that establish new programs and enhanced services,
but do not address systems change. Second-level strategies are those that create organizational
learning that deeply affects long-term systemic change that includes addressing key elements of
organizational change. Organizational change includes the mission, vision, values, traditions, and
norms, which radiate out to espoused values related behaviours, traditions, myths and symbols,
and visible campus infrastructure and marketing that transform the organization. Williams et al.
asserted that this kind of change also requires purposeful strategies that support leadership
capacity development to coordinate and integrate efforts toward inclusive excellence through an
integrated multidimensional framework of organizational behaviour: systemic, bureaucratic/
structural, collegial, political, and symbolic (pp. 1218). Williams et al. recommended
establishing multi-year measures of progress through an inclusive excellence scorecard for
access, equity, campus climate, diversity in the information and formal curriculum, and student
learning and development.
Although affirmative action hiring policies alone do not support the broad level of
organizational transformation required for inclusive excellence, it is an important
component. One identified best practice that can support the increased representation of
Aboriginal peoples within VCC can be derived from the York University (2001) Affirmative
Action Plan, which is intended to “increase[e] the number of women, members of
racial/visible minorities, aboriginal people and persons with disabilities in tenure-stream
positions and to attracting the most highly qualified candidates” (p. 2). This practice
recognizes that with the large number of retiring baby boomers, increasingly, “demand
greatly exceeds supply, and it is a sellers' market when it comes to recruitment of faculty at
all levels” (pp. 34). The processes utilized to recruit are to hire from within the existing
Aboriginal Higher Learner Success 38
pool of faculty with a priority included in the aim to “strongly encourage women,
racial/visible minorities, persons with disabilities and Aboriginal people to apply” (pp. 56).
The processes include soliciting candidates from graduate schools with a cover letter
identifying this priority for hiring, networks from existing staff who fit within the hiring
criteria, and regular advertising in print and at conferences highlighting the above priority
hiring statement. For senior leadership functions, creative processes can be utilized
including establishing a
search committee will ensure that: the search is proactive; unbiased criteria are
established; women candidates are identified; members of racial/visible minorities,
aboriginal people and persons with disabilities who self-identify are identified;
racial/visible minorities, aboriginal people, persons with disabilities and women
interviewed are made to feel comfortable and that substantial equality requirements are
followed. The committee will then recommend a candidate to the Dean and Operating
Committee. (York University, 2001, p. 10)
The York University hiring process is similar to VCC’s, where each school is
responsible for identifying candidates who are then interviewed by a operating committee
who in turn provides their recommendations. However, at York University (2001), “in an
effort to conduct a more affirmative search, the School’s Affirmative Action Representative
identifies a person to act as an Affirmative Action Advocate” (p. 10). The role of the
Advocate is to ensure that the Area’s or Program’s hiring process follows the affirmative
action guidelines and to participate in meetings relevant to the hiring process, thus
complementing the Operating Committee’s adherence to the Affirmative Action Plan and
supporting the Joint Implementation Committee. A critical component to the York
University Affirmative Action Plan is the evaluation of representation at the institute in
relation to practices and targets resulting in an increase of tenure-track women from 3% in
1986/87 to 25% as of 2000.
Aboriginal Higher Learner Success 39
This would complement ACCC (2005) recommendations to increase the number of
Aboriginal staff and faculty at colleges and institutes (p. 64) and would ensure that “students
feel understood and supported in the challenges they are facing while attending colleges and
institutes” (p. 71). Consistent with the inclusive excellence model proposed by Williams et
al. (2005), within this plan, annual measures should be established that support diversity
targets, including supporting the development of diversity within leadership at VCC. This
plan should also include education and training for all existing employees and new
employees that could be modified from the Teaching Aboriginal Higher Learners
Professional Development Workshop (Mixon, 2008c) to mitigate racism within VCC. This
plan would also
enhance the capacity of faculty and staff to work with Aboriginal learners by: Ensuring
faculty and staff have a better understanding of Aboriginal culture by offering mandatory
diversity training for faculty and staff; increasing staff sensitivity to issues of systemic
racism and poverty facing many Aboriginal learners; and increase professional
development for faculty in Aboriginal institutions. (ACCC, 2005, p. 64)
Within this professional development capacity, development of all teaching faculty is important
when
many administrators assume Aboriginal teachers are richly endowed with Aboriginal
knowledge, language, and relationships, but the reality is that Aboriginal teachers feel
equally as unprepared as their non-Aboriginal teachers who are required to build
Aboriginal content into their classrooms. All teachers have been educated in Eurocentric
systems that have dismissed Indigenous knowledge and pedagogy. (Battiste, 2002, p. 25)
Therefore, this latter training should be developed in partnership with the Aboriginal
Education Council and the VCC Centre for Instructional Design, to support regular
professional development for teaching faculty.
Aboriginal Higher Learner Success 40
Summary
This chapter examined the existing literature regarding educational systems as it affects
Aboriginal learners, the factors and barriers that impact Aboriginal higher learner success current
integration strategies that support greater representation of Aboriginal peoples in VCC. This
literature informed the research approach, methods, tools, and ethics outlined in the next chapter
to examine what factors contribute to the success of Aboriginal higher learners.
Aboriginal Higher Learner Success 41
CHAPTER THREE: CONDUCT OF ACTION RESEARCH PROJECT
Research Approach
The research methodology and approach for this research are reviewed in this section,
which includes identifying the participants who were involved in my research, the methods and
tools that were used to collect data, and analysis of the data. The methodology and approach for
this research were planned to effectively examine: What factors contribute to the success of
Aboriginal learners at VCC? Secondary questions that contributed to a deeper understanding of
the research included:
1. Who are Aboriginal learners at VCC and how are they supported?
2. How does the traditional Aboriginal education system contrast with contemporary
educational systems?
3. What are Aboriginal defined indicators of success in post-secondary education?
4. What currently works well to support Aboriginal learner success and what are the
current barriers?
5. What would work well in the future to meet the needs of Aboriginal learners to
succeed at VCC?
The indigenous research methodology I have chosen for this research is based upon the
theory of Tsawalk, which has been described by Atleo (2004) as: “In the Nuu-chah-nulth
language, hershook-ish tsawalk means everything is one that includes all reality, both physical
and metaphysical” (p. xi). Consistent with the theory of Tsawalk, this research was guided by
several Indigenous research principles, including understanding of local Indigenous community
ontology and axiology, which includes relationality, respect, and connection with the physical
and metaphysical world. These principles also included ensuring Aboriginal people themselves
Aboriginal Higher Learner Success 42
and Aboriginal communities approved the research and research methods. Participation of Elders
as traditional knowledge keepers and respect for customary laws was also ensured as part of the
research process. These principles are based upon a the foundational value of listening and
observing self and others in relationship and in community, acting with humility, demonstrating
peaceful listening, deep observation, and genuine non-judgemental interest to understand
research participants. Finally, these principles included respecting that gained knowledge for the
purpose of understanding is a timeless process experienced in relationship.
This methodology has been consistent with the cyclical four-step process of action
research outlined by Coghlan and Brannick (2007): “consciously and deliberately: planning;
taking action; evaluating the action; leading to further planning, and so on” (p. 4). This
methodology was also consistent with action research, which Stringer (2007) defined as “a
systematic approach to investigation that enables people to find effective solutions” (p. 1) that
includes directly involving subject and stakeholder in the research (p. 6). Such involvement
allows participants to “construct and use their own knowledge” (Coghlan & Brannick, 2007,
p. 15), using an Indigenous methodology that “cannot undermine the integrity of indigenous
persons or communities because it is grounded in that integrity” (Wilson, 2008, p. 60). This
ensures that the shared aspects of relationality and relational accountability are put into practice
through “choice of research topic, methods of data collection, form of analysis and presentation
of information” (p. 7).
The objective of this action research project was to develop specific localized solutions
(Stringer, 2007, p. 1) that would ultimately result in “the flourishing of the individual person and
their communities (Reason & Bradbury, as cited in Coghlan & Brannick, 2007, p. 1). This
complements the indigenous research methodology important for VCC and the Consortium
Aboriginal Higher Learner Success 43
because “action research is central to theory and practice of organizational development”
(Coghlan & Brannick, 2007, p. 14) to “resolve issues within the dynamic complexity of
organizational systems “multiple causes and effects over time” (Senge, 2006, p. 71).
A secondary methodology of appreciative inquiry used was to “focus on what already
works in a system, rather than a focus on what is deficient” (Cooperrider & Srivastva, as cited in
Coghlan & Brannick, 2007, p. 18). “[Appreciative inquiry] involves, in a central way, the art and
practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and
heighten positive potential” (Steinbach, 2005, para. 16). This approach was also consistent with
the Harvard Project on American Indian Economic Development founded by Cornell and Kalt in
1987 (Cornell & Kalt, 2010), which is a theoretical model of First Nation’s social and economic
development that includes cultural revitalization as a core element. The Harvard Nation Building
model also utilizes a strengths-based, appreciative inquiry methodology.
Participants
As the research lead, I worked with a research team, which included my project sponsor,
my academic supervisor, and the Consortium Manager of Operations. The research team also
included the VP Human Resources and Student Affairs, who has since left VCC, with the
replacing project sponsor being the President of VCC, who continues to support this project.
Research team members signed a letter of agreement prior to commencing our research process
(see Appendix A).
To obtain a representative sampling, research participants included Aboriginal learners
who were invited from existing Aboriginal programs currently being offered at VCC and where
there was an above average participation rate by Aboriginal students in other program areas. The
intent of using a representative sampling was to “minimize sampling error” (Palys & Atchison,
Aboriginal Higher Learner Success 44
2008, p. 111). According to Patton (as cited in Glesne, 2006), “The logic and power of
purposeful sampling . . . leads to selecting information rich cases for study in depth . . . from
which one can learn a great deal about issues of central importance” (p. 24). Participants were
selected from the VCC Aboriginal Gateways to Health Program, Aboriginal Culinary Arts and
Culinary Arts Programs, Aboriginal learners in Adult Basic Education, and other courses where
a high percentage of Aboriginal learners are currently enrolled. For each of these program areas,
four focus groups were conducted with an average of four learners participating at each session,
with a total of fifteen participants.
Participants were informed about the scheduled focus groups through a letter of invitation
(see Appendix B). At the same time, consent forms were provided, which included the
background of the focus group session intent, session meeting details, Elder participation, and
ethical considerations (see Appendix C). The ethical considerations included volunteer consent,
the ability to withdraw from the session at any time, and the respect that was afforded to
participants for individual privacy and confidentiality. Instructors were advised about the
planned focus groups, purpose, and intended outcomes. The focus groups had on average four to
six participants each, and consistent with Aboriginal protocol, a meal was provided.
As a secondary phase in the design and delivery of the process used for this research,
three senior leaders from the college were invited to participate in interviews (see Appendix D).
They were asked to review findings from the focus groups, to finalize data themes, and
collectively determine how the college can commit to supporting the success of Aboriginal
learners.
Aboriginal Higher Learner Success 45
Research Methods and Tools
The research inquiry methods used were focus groups with learners and interviews with
key college stakeholders from senior leadership. The findings from the focus groups and
interviews were informed by the literature review. The intent of using mixed methods was to
include more than one source of information. This use of more than one source of information is
called triangulation, which, according to Glesne (2006), contributes to the trustworthiness of the
data. In addition, Glesne has stated,
Although multiple data-collection methods is the most common form of triangulation in
qualitative research, triangulation in order to increase confidence in research findings
may also involve the incorporation of multiple kinds of data sources (i.e., not just
teachers, but students and parents as well), multiple investigators, and multiple theoretical
perspectives. (p. 36)
Combined, these research tools and multiple data sources provided a greater understanding of
how to support the success of Aboriginal higher learners. This included the feedback from senior
leaders who contributed to the recommendations that consider “the complexities of the
democratic decision making process, the allocation of power and authority, the development of
coalitions the trade-offs with interest groups, profession guilds and salient publics” (Weiss, as
cited in Palys & Atchison, 2008, p. 302).
In order to ensure the validity and trustworthiness of the data, verification procedures
were inherent in the research process and included: prolonged engagement and persistent
observation, triangulation, peer review and debriefing, clarification of researcher bias, member
checking, and rich, thick description (Palys & Atchison, 2008, pp. 37–38). Participants who
contributed to these validity measures included: (a) the research participants to ensure that they
and their ideas were represented accurately (p. 38); (b) peer review, including the Manager of
Operations of the Consortium; and (c) my research team. Subjectivity that contributed to the
Aboriginal Higher Learner Success 46
validity and trustworthiness of the data was monitored through a field journal, with reflections on
my own personal education path, the significant challenges I have faced, the success I am now
realizing, and how my understandings may contribute to improving others’ lives. Ultimately,
however, the goal of the research conduct was
from an Indigenous paradigm [is] to be authentic or credible. By that I mean that the
research must accurately reflect and build upon the relationships between the ideas and
the participants. The analysis must be true to the voices of all the participants and reflect
and understandings of the topic that is shared by researcher and participants alike. In
other words it has to hold to relational accountability. . . .. It has to benefit the
community. (Wilson, 2008, pp. 101102)
Tools
Focus Groups
The first phase of research was conducting four focus groups with fifteen Aboriginal
learners. Focus groups have an advantage over interviews to place “opinions ‘on the table’ where
differences between perspectives can be highlighted and negotiated. This process allows
participants to embellish upon positions, discuss related dynamics, and articulate the rationale(s)
underlying their perspective” (Morgan, as cited in Palys & Atchison, 2008, p. 159). This process
also enables participants to express their experience and perspective in their own terms, without
the constraints of interpretive frameworks derived from researcher perspectives, professional or
technical language, or theoretical constructs (Stringer, 2007, pp. 73–74). The second major
advantage Morgan identified is “the opportunity to ‘witness’ (as opposed to influence) extensive
interaction on a topic within a relatively limited time frame” (p. 159). Focus groups also support
indigenous methodology “because when you’re relating a personal narrative, then you’re getting
into a relationship with someone” (Wilson, 2008, p. 115) and minimize any power imbalances.
Aboriginal Higher Learner Success 47
My role was “more facilitative and less directive” (p. 160) than in interview settings, which
further protected participants from undue influence.
There are, however, limitations to focus groups, where power dynamics inherent within
individual participants can limit open communication. This was mitigated by establishing
common demographic groups where learners had a shared understanding or perspective and
where safety was more likely achieved, resulting in approximately five focus groups. A sharing
circle was used as a method to establish trust and to ensure all participants had a shared voice in
the group. This provided an additional advantage to the research by minimizing “[the] common
mistake in interviewing, [which] is to ask questions about a topic before promoting a level of
trust that allows respondents to be open and expansive” (Glesne, 2006, p. 84). Using a sharing
circle format also satisfied Morgan’s recommendations (as cited in Palys & Atchison, 2008) to
begin with an experiential question that “allows everyone to take turns in answering and thus
gets everyone feeling comfortable talking” (p. 103).
Interviews
Three interview participants from VCC senior leadership were invited by email, at which
time they were provided the interview questions (see Appendix E) and consent form (see
Appendix F), which they were asked to sign and return at the time of the interview. Interview
questions were designed using an appreciative inquiry discovery method. Interview participants
were also provided a review of focus group feedback and themes. They discussed the focus
group findings that informed finalizing data themes and explored an emergent collaborative path
for how the college could commit to supporting Aboriginal learner success. The process for these
meetings included “presenting research, possible futures, gain acceptance, and flesh out
propositions” (N. Agger-Gupta, personal communication, February 23, 2010). Finally, these
Aboriginal Higher Learner Success 48
interviews included a discussion on recommendations and areas for further research that may
arise from the iterative cycles of action research.
Study Conduct
Prior to initiating research, I completed a literature review to update understandings from
the Consortium research on Exemplary Practices in Accessibility for Aboriginal Higher Learners
(Mixon, 2008a) to generate new thoughts and understandings and to inform the research design
process and effectiveness of the research, focus group, and interviews. Team members were
carefully chosen to have a deep level of understanding of the issues and challenges informed by
their experience with the Aboriginal learners and phenomena of the research topic. This
approach helped to ensure that their feedback in the development of the questions were
appropriately anchored in the learner’s cultural reality, revealed new insights, expanded
understandings, and offered insight (Glesne, 2006, p. 85). The focus group questions were pilot
tested with VCC Aboriginal students, Elders, and the Manager of Operations, who critically
analyzed the process and focus group questions (see Appendix G). Focus group and interview
processes were revised accordingly in preparation for the research to be initiated, emphasizing
the “emancipator qualities if the topic is such that the discussion gives voice to silenced
experiences” (Morgan, as cited in Glesne, 2006, p. 104).
The focus group sessions were scheduled at times convenient for Aboriginal learners.
They were approximately one hour long and held in the VCC Aboriginal Gathering Spaces,
where participants were asked questions that were designed to allow them to engage in a
dialogue to explore the factors that contribute to their success at VCC and detail their vision of
achieving the education goals (see Appendix G). The findings were recorded with a digital
recording device that was used to check accuracy during the transcription process, which I
Aboriginal Higher Learner Success 49
undertook. Participants discussed a wide range of issues, informed by the findings of the
literature review that were shared when relevant issues were discussed, where “themes are only
visible (and thus discoverable) through the manifestation of expressions in data. And conversely,
expressions are meaningless without some reference to themes” (Opler, as cited in Ryan &
Bernard, 2003, p. 87). Participants also discussed their feedback and priorities, wherein common
themes were identified throughout the four focus groups that helped to validate the overall focus
group findings. Once all data were analyzed and written up in draft form, focus group
participants were asked to review the data to validate the information.
Interviews with senior leaders were scheduled for approximately one hour, at times
convenient to their schedule, and in leaders’ offices to ensure comfort, safety, and
confidentiality. Interviewees signed a consent form prior to commencing the interview (see
Appendix F). The interviews were recorded with a digital recording device that was used to
check accuracy during the transcription process. Interview participants were provided with a
copy of the interview questions (see Appendix E) and a background of the focus group and
literature review findings. Interview participants also discussed themed findings, priorities, and
their recommendations of what VCC could do to support Aboriginal learner success.
Data Analysis
The most serious and central difficulty in the use of qualitative data is that methods of
analysis are not well formulated. For quantitative data, there are clear conventions the
researcher can use. But the analyst faced with a bank of qualitative data has very few
guidelines for protection against self-delusion, let alone the presentation of unreliable or
invalid conclusions. (Miles & Huberman, 1994, p. 2)
Using a blended phenomenological, priori knowledge, and collaborative social research
approach, focus groups participants contributed to initiating data reduction, drawing conclusions,
and theming data findings to ensure validity and “theoretical sensitivity” (Ryan & Bernard, 2003.
Aboriginal Higher Learner Success 50
p. 88). In preparation for this draft report, focus group and interview data was then input into
matrices based upon focus group participant identified themes and those identified by repetition
within the literature review to develop generalizations “that cover the consistencies discerned”
(Miles & Huberman, 1994, p. 9).
Focus group data was shared with key stakeholders in senior leadership during
interviews, with the goal of finalizing themes and engaging leadership into the important
decision of identifying what the college can do to support learners and mitigating resistance. The
draft report was also shared with a sampling of focus group participants and both interview
participants to validate findings prior to submission. As noted by Wilson (2008),
[One way] authenticity or credibility may be ensured is through continuous feedback with
all the research participants. This allows each person in the research to not only check the
accuracy of the analysis but also to give back the ideas they presented to review . . . [and]
get the opportunity to listen and to interpret concepts presented by others. (p. 121)
Ethical Issues
The principles for this ethical research were taken from the Tri-Council Policy Statement:
Ethical Conduct for Research Involving Humans (Interagency Advisory Panel on Research
Ethics, 2009; see also Royal Roads University [RRU], 2007). These principles include: respect
for human dignity, justice and inclusiveness, free and informed consent, respect for privacy and
confidentiality, conflict of interest, balancing harms and benefits, minimizing harms, and
maximizing benefits (RRU, 2007, Section D, para. 2).
Respect for Human Dignity
As a researcher, I was placed in a position of trust with the participants. As such, it was
imperative that I created and maintained an environment that was sensitive to the inherent worth
of all human beings, respectful, and concern for welfare and justice was present. Consistent with
Aboriginal Higher Learner Success 51
the social value of community responsibility inherent within Aboriginal peoples, respect for
human dignity was expressed through concern for the welfare of others (e.g., physical, social,
economic, and cultural environments). The scope of research undertaken and finalized was
shared with senior leaders who participated in interviews and VCC Consortium partners to
support community capacity development, authority and decision making, and facilitate
Aboriginal learner success.
Justice and Inclusiveness
Justice and inclusiveness was supported by ensuring culturally appropriate protocols that
included the participation of Consortium partners and Elders “to diffuse the power relations
inherent in the production and dissemination of knowledge” (Evans, McDonald, & Nyce, 2000,
p. 2). Culturally appropriate methodology was also followed by including participation of a
community Elder, who was involved in each of the focus groups to maintain cultural protocols.
Finally, traditional knowledge was valued and respected through adherence to the Consortium’s
Intellectual Property Protocol Agreement (Mixon, 2008b). Together, these planning
considerations enhanced mutual trust and communication that supported mutually beneficial
research goals and, ultimately, the success of Aboriginal higher learners at VCC. These strategies
also supported the respect for vulnerable peoples through culturally appropriate methodology,
intentional actions, and behaviours.
Free and Informed Consent
Respect for human dignity was expressed through maintaining the free and informed
consent of Consortium partners and research participants for the focus groups. I ensured that the
sessions were conducted in a culturally sensitive manner, respecting Elders, women, children,
and the intellectual property of Aboriginal peoples. Interview participants were also afforded this
Aboriginal Higher Learner Success 52
same respect for human dignity through respectful communication throughout the research
project and comprehensive informed consent forms that were reviewed prior to each interview
and focus group (see Appendices C and F). This major project utilized the process as identified
by Evans et al. (2000):
Participatory [research] methods [that] are based on the notion that not only the product
but the process of research must benefit the community. They attempt to involve the
community in all phases of the research process from: the conception of what is urgent;
to how a problem is defined; to how it is researched; to the final product of the research;
and to the use of these results. Such methods are intended to move the power inherent in
the production of knowledge into the hands of the community. From this, a number of
potential benefits result, not the least of which is an informed and empowered
community. (p. 2)
Respect for Privacy and Confidentiality
Respect for privacy and confidentiality was achieved through ensuring that the access,
control, and dissemination of personal information of research subjects was protected by
securing all handwritten notes in a locked cabinet in my office and all data compiled are
password and fingerprint protected on my laptop. To protect the identifiable personal
information, the privacy and confidentiality of focus group and interview participants’ feedback
has been presented in an anonymous format. In a preamble, informed consent was presented to
focus group and interview participants through their consent forms (see Appendices C and F).
This preamble was also read aloud at the outset of each focus group session and interview, where
it has been recognized that “the easiest way to protect the confidentiality of respondents is
simply never to obtain or record participants’ names in the first place” (Palys & Atchison, 2008,
p. 92). All participants of the focus groups and interviews were anonymous, and all names were
omitted in the transcription of the data, do not appear anywhere in the manuscript, and will not
be referred to at any time in the future. By using anonymous feedback, the confidentiality of
Aboriginal Higher Learner Success 53
focus group and interview participants was protected. No modes of observation (e.g.,
photographs or videos) were used in the research, which might have allowed identification of
focus group or interview subjects. The research did not include any secondary uses of
identifiable data. I have also conformed to the requirements to protect privacy and confidentiality
by securing Research Ethics Board approval from VCC and Royal Roads University, which
included Tri-Council criteria (Interagency Advisory Panel on Research Ethics, 2009).
Conflict of Interest
Recognizing that “science was and is not culture-free”(Glesne, 2006, p. 9) and that all
research contains researcher bias, I recognize that I also have a First Nations researcher bias, a
bias as a consultant for the VCC AES Department, and a bias as student myself. Institutional bias
wherein this work is being done for VCC, with benefits that may result in increased participation
and graduation rates of Aboriginal learners was mitigated through the control and authority
provided to the Consortium partners by the college, with the intent of maintaining public trust
and institutional and personal conflict of interest. I also mitigated my own bias as a consultant
for the VCC AES Department by providing the Consortium on-going, direct reporting and
through the Consortium Manager of Operations. I accepted their recommendations, recognizing
their authority in supporting their community members’ interests as Aboriginal learners. Finally,
as a student, I mitigated this conflict by journaling to ensure that my interests as a student did not
bias my research.
Balancing Harms and Benefits
The participatory research approach used with the Consortium partners supported the
respect and authority of Aboriginal peoples. Controlling research information, as it applies to
use, is one of the most important principles to this research. Balancing harms and benefits was
Aboriginal Higher Learner Success 54
undertaken by including an Elder in the focus groups and providing on-going reports to the
Consortium, recognizing that most of the focus group participants are also Aboriginal
community members. All known ethical considerations and cultural considerations have been
methodically reviewed and analyzed to provide a framework that has ensured minimal risk for
participants of this research and maximum benefit for partners involved.
Minimizing Harm
Using a culturally appropriate participatory research approach has mitigated any potential
harm.
Maximizing Benefits
The benefits of this research included respecting and supporting Consortium Aboriginal
community partners exercising educational jurisdiction to determine the use and dissemination of
research information. This community integration and recognition of authority will build
community capacity that benefits Aboriginal learners in a culturally appropriate way.
Summary
I believe that this research paper not only meets, but exceeds all ethical considerations
undertaken with Aboriginal peoples because I, as a First Nations researcher, am acutely aware of
historical injustices in research of Aboriginal peoples that have not supported the intended
outcome of good research. This included following traditional practices and protocols and
utilizing an Indigenous methodology that permeated the ethics of this study.
This chapter identified the methodology and approach for this research, identified who
the participants were that were involved in my research, the methods and tools that were used to
collect data, analysis of the data, and ethical considerations to effectively examine “What factors
Aboriginal Higher Learner Success 55
contribute to the success of Aboriginal learners at VCC?” In the next chapter, I will examine the
research results, findings, and conclusions derived from the research.
Aboriginal Higher Learner Success 56
CHAPTER FOUR: ACTION RESEARCH PROJECT RESULTS AND CONCLUSIONS
The foundation of Indigenous research lies within the reality of the lived Indigenous
experience. Indigenous researchers ground their research knowingly in the lives of real
persons as individuals and social beings, not on the world of ideas. (Wilson, 2008, p. 60)
Introduction
The purpose of this action research was to identify the success factors that support
Aboriginal higher learner’s success. This includes participation and completion arising from
complex systems within the world of the Aboriginal learner and the world of post-secondary
institutions. These findings represent the voice of many Aboriginal learners in the focus groups,
who are also part of my Aboriginal community, and respected leaders within VCC, for whom I
am privileged to speak within this research: O Siem.
Study Findings
This section includes findings by the literature review, feedback from 15 Aboriginal
learners who participated in four focus groups, and three senior-level leaders from VCC who
participated in interviews to answer the question of what factors contribute to the success of
Aboriginal learners. In addition, within the focus groups, approximately thirty Aboriginal
learners could not participate for the entire session primarily due to class schedules, but did sit in
for a short time. As these learners did not sign the informed consent form, their comments have
not been included. Currently, according to the student records, Aboriginal learners study in
cohort and blended programs in the following disciplines: health, culinary arts, and
developmental programs that include basic education, upgrading, and university transfer courses.
Focus group participants were invited primarily from these disciplines. Focus group findings are
identified by “FG” and the number indicating which focus group the feedback was derived from:
for example, FG1, FG2, F3, or FG4. Similarly, interview findings are identified by “INT” and
Aboriginal Higher Learner Success 57
the number indicating which interview the feedback was derived from: for example, INT1, INT2,
or INT3. The focus group and interview findings have been themed into the following
categories: (a) Aboriginal learners support systems, (b) Aboriginal cultural integration within
programs, (c) what students identified as factors for success in post-secondary education, (d)
what is currently working well to support Aboriginal learners at VCC, and (e) what would work
well in the future to meet the needs of Aboriginal learners to succeed at VCC.
Finding 1: Aboriginal Learners Support Systems
During the focus group, learners were asked to envision achieving their education goals
and asked to share supports they felt would be necessary for them to achieve their goals (see
focus group questions in Appendix G). Consistent with the 2009 Aboriginal learners survey
(Dipuma, 2009), focus group participants cited family as their most important support, followed
by instructors and peers at the college, the AES staff, and their community (p. 1). Despite the
need for a strong family support system, many participants in all focus groups reported that they
had not grown up in their community and that cultural loss from residential schools had limited
their understanding of their own culture. They wanted more cultural services within VCC to
support their success. In all focus groups, participants also discussed the need for more cultural
sensitivity with instructors, amongst peers, and with all VCC employees who are part of the
VCC community. Interview participants agreed with the themes brought out by the focus group
participants and unanimously agreed that the AES staff were doing a great job.
Finding 2: Cultural Integration within Programs
Consistent with the literature review section of this report, focus group participants who
had attended both an Aboriginal post-secondary institute or Aboriginal transition program and a
public post-secondary institute identified high levels of satisfaction with programs where there
Aboriginal Higher Learner Success 58
was a holistic integration of Aboriginal culture within the program delivery. Due to the
identifiable information within these discussions, direct quotes are not included. Aboriginal
learners from the Aboriginal Gateway to Heath Careers Course reported a high level of
satisfaction with the cultural integration and activities. Two interview participants agreed with
cultural integration as a success factor identified within the VCC Aboriginal Gateways to Health
Careers Course.
Cultural integration in program delivery at VCC as undertaken in the Aboriginal
Gateways to Health Careers courses are consistent with the success factors within First Nation
education systems in BC represented through the Indigenous Institutes of Higher Learning
Association (IAHLA). Since the 2005/06 academic year, the 36 IAHLA institutes have reported
annually that learners report satisfaction with relationships within the institutes. Their reporting
process utilizes a holistic matrix that is based upon First Nations culture and values, including
learner “personal development, leadership development, cultural development, wisdom
development [literacy and numeracy], and student satisfaction” (Tindall & Juniper, 2010, p. iv).
Indeed, Storytellers’ Foundation & Gitxsan Wet’suwet’en Education Society (2005) has
explained that “First Nations-operated post-secondary institutions have existed successfully for a
number of decades, which demonstrates their commitment to education and the effectiveness of
their culturally immersed programs and practices” (p. 5). At the heart of this success is the ability
of First Nations post-secondary institutes to provide “inclusion of their traditional language and
culture as their main best practice” (p. 5). Additionally:
For First Nations-controlled post-secondary institutes the definition of student success
may be somewhat different than mainstream institutions. It is evident that the
programming offered by the organizations is often beyond developing skill sets for
individual advancement and is frequently more directed to training individuals within the
Aboriginal Higher Learner Success 59
context of the common good for the community. As one respondent said, “it’s about
training to keep the community alive. (p. 3)
Finding 3: What Students Identified as Factors for Success in Post-Secondary Education
Summarizing the feedback from all focus group sessions, Aboriginal learners identified
factors for their success would contain more cultural integration that include: improved
knowledge of self, individual learning style, and learning goals; improved self-concept, selfesteem and pride in oneself; improved knowledge of traditional practices; improved feeling of
student safety with institution; improved grades; interest in the curriculum; clear career
aspirations; improved skills to contribute to my community; and more graduates (FG1, FG2,
FG3, FG4).
The findings are supported by the regional indicators of success articulated in the
Indigenous Institutes of Higher Learning framework (Tindall & Juniper, 2010) that reflects First
Nations values and includes personal development, leadership, cultural development, wisdom
development, student satisfaction, and academics (p. iv). Interview participants agreed with this
finding and that there is a greater need to support cultural integration within education, as seen in
the success of the 2010 VCC Aboriginal Gateways to Health Careers pilot project (INT1, INT2).
Finding 4: What is Currently Working well to Support Aboriginal Learners at VCC
Focus group and interview participants all reported being very satisfied with the
Aboriginal Gathering Spaces and the services of AES. Following a discussion with students, one
focus group participant summarized his feelings by stating, “I am really happy with how things
are going at the Gathering Space and with the help everyone offers here. I can’t think of anything
I would change, expect that we need more of you guys throughout the college” (FG2). In a very
heartfelt statement, another student stated, “I like coming here and it is really nice and safe for
Aboriginal Higher Learner Success 60
me. I like being able to use the resources here like the printer, and help with resume writing”
(FG1).
More detailed feedback was collected at two of the focus groups when students spoke
about the support they receive from AES staff and Elders. This included one student stating,
I really like having this place here as a sanctuary, and everyone once and a while, when I
have a problem with delays, bureaucracy, or an instructor, when I don’t want to say
anything wrong, I can come here to unload or talk to someone and help me to resolve
problems in a way that gets me results. When you advocate for me, it really helps also,
and I want to see that continue. (FG1)
Another student stated that the advocacy role that the staff have provided and the
commitment to Aboriginal learners VCC demonstrated by adhering to the Aboriginal Enrolment
Policy (VCC, 1994) exceeded what she saw and experienced at other institutes. She stated,
When I had the issue, and they told me at the office that they don’t recognize the
Aboriginal Enrolment Policy, I couldn’t get into the course I needed. She [the Director]
called and had it resolved right away. That was amazing as a resource I could actually
talk to somebody who could facilitate the changes and get me to the top of the waitlist.
When I first came here years ago I was told we would like to help Aboriginal students,
but there is nothing we can do. (FG1)
This feedback reflects a greater sense of support that Aboriginal learners are feeling at VCC with
the increased advocacy provided that are increasing retention and graduation rates.
Consistent with Storytellers’ Foundation & Gitxsan Wet’suwet’en Education Society
(2005) findings that at the heart of First Nations post-secondary institutes success is the ability to
include “traditional language and culture as their main best practice” (p. 5), many VCC students
commented positively on the AES cultural workshops undertaken quarterly. These cultural
activities include sharing circles, drum making workshops, rattle making workshops, and
weaving workshops with Elders. On this subject, one student stated, “I enjoy the welcoming
atmosphere here and being able to talk to the staff and Elders here” (FG2). This student
expanded to discuss the scope of cultural activities that have been successfully integrated into the
Aboriginal Higher Learner Success 61
Aboriginal Gateways to Health Program (FG2). Again, two interview participants agreed that the
work of the AES was great in supporting Aboriginal learner success (INT1, INT2). The third
senior leader interview participant was not able to meet for the full hour, and although the senior
leader indicated agreement, specific comments were not provided.
Finding 5: What Would Work Well in the Future to Support the Success of Aboriginal Learners
at VCC
The majority of feedback from focus group participants focused upon what would work
well in the future to meet the needs of Aboriginal learners to succeed at VCC. These findings
were themed into the following categories: (a) the need for more Aboriginal employees within
the post-secondary education system, (b) increased understanding of Aboriginal peoples amongst
the student body, (c) more Aboriginal cohort and blended programs, (d) enhanced cultural
services and activities, and (e) enhanced understanding of Aboriginal peoples by all employees
within VCC. When interview participants were provided these themed categories derived from
focus group feedback, they agreed.
Need for More Aboriginal Employees at all Levels within the College
The most prevalent theme from all of the focus groups was the lack of Aboriginal peoples
employed at the college who could understand and support learners’ success. The three senior
leaders who were interviewed understood and affirmed this finding, with one interview
participant stating that VCC was “silent on diversity” and that current hiring practices “duplicate
the norm” (INT1). When research has proven a strong link between racial diversity and
performance (Ely, 2004, p. 759), this is a significant concern when the community VCC serves
has the highest percentage population of Aboriginal peoples in the BC. This is compounded by
Aboriginal Higher Learner Success 62
the growing population of Aboriginal peoples that is expected to grow by 17.6% by 2026 (Izen,
2008, p. 25), requiring VCC to develop capacity in order to remain relevant and sustainable.
Although focus group participants initially discussed the positions with whom they have
most direct contact, including instructors, the registrar’s office, advising, and Elders, they cited
the need for more Aboriginal people to be working within VCC in all areas and at all levels as
the most important improvement VCC could make. One student stated, “We need more of you
guys here so you can help us” (FG3). Focus group participants stated, “It’s horrible how few of
us work in the college”; “We need more Aboriginal people to work here if they are ever going to
understand us” (FG1); and “We need more Aboriginal people in registration, teachers,
counsellors . . . everywhere” (FG2). In particular, there was a strong interest from all focus
groups to have the college’s two part-time, short-term contracted resident Elders to become
permanent full-time employees. One student stated, “We need our Elders here to talk with them
because talking with Elders is really good medicine” (FG2). Aboriginal learners also discussed
the need to recruit, retain, and develop for more Aboriginal leaders within the college to support
the changes necessary to integrate Aboriginal culture within VCC. Students felt that most
Aboriginal people would be more effective because of their consistent values and beliefs that
allow them to “understand the needs of Aboriginal people and how to work with us” (FG3).
For focus group participants, this lack of representation directly impacted learners in the
relationship and experiences learners have had with their instructors. This is particularly
important when this was the second most important support learners have identified through
student surveys (Dipuma, 2009, p. 9). Currently, with only three permanent Aboriginal
instructors at VCC, it is clear why the majority of experiences shared in focus groups reflect a
lack of understanding of Aboriginal peoples at VCC. In order to protect the confidentiality of the
Aboriginal Higher Learner Success 63
learners, specific stories are not included. Focus group participants also stated that the resolution
processes were difficult. It is also important to understand that many of VCC’s Aboriginal
learners are vulnerable due to the effects of intergenerational residential school syndrome, and
this lack of understanding of Aboriginal peoples has resulted in systemic racism that is
understood to be the biggest barrier for Aboriginal peoples in post-secondary education (Battiste
& McLean, 2005, p. 14).
All senior leaders interviewed agreed, and in the context of discussing planning, one
leader stated that to change this would require a foundational culture shift within VCC. This
interviewee cited Wilcox (2008) as having “summarized it best by saying culture always trumps
strategy” (INT3). One senior leader interviewee stated that this situation was not new and that
some post-secondary institutes in Canada are already working to resolve this disparity by
establishing diversity strategies that include commitments for hiring and developing Aboriginal
employees within the institution (INT1). One leader cited York University’s (2001) Affirmative
Action Plan as an exemplary practice that includes a strategy and measures that have benefited
the institute. Another senior leader interviewee commented that, indeed “VCC ‘community’
college is not reflective of the community and that this is seen in the accepted education and
services we provide” (INT2). Two interviewees agreed that leadership must identify diversity as
a priority within the college strategic planning. One interviewee noted that most plans fail in
their execution and that in order to support Aboriginal learners, “funding or human rights isn’t
the driver, it’s about doing the right thing” (INT3). The same person further noted that “this is
about the integration of Aboriginal culture throughout the college” (INT3).
Aboriginal Higher Learner Success 64
Peer Racism
Interestingly, the second most important finding was the prevalence of peer racism that
Aboriginal learners felt within the college, primarily from immigrant learners. After lengthy
discussion on this topic, most of which have not been included to protect the identity of the
learners, it was clear that this kind of racism made Aboriginal learners not feel welcome or
accepted at the college. Common statements learners shared were other learners saying things
like “Why are you so special?”, “You get everything paid for”, and often being ostracized and
talked about when others found out that they were Aboriginal. Interviewees also described this
situation as one where “lack of information creates false assumptions and racism” (IINT2).
Focus group participants reported this peer racism as negatively affecting their self-esteem and
that it was very difficult to deal with this kind of racism.
This surprising finding was discussed with interview participants, with one stating, “It
makes sense given the lack of knowledge immigrants have about Aboriginal people” (INT2)
when they arrive in Canada and the diversity within the immigrant student body. This situation is
a serious cause for concern given the demographic trends indicating a 20% increase in the
percentage of visible minorities in the Vancouver metro-region expected in the next two decades
(Government of BC, Multiculturalism and Immigration Branch, 2008, p. 2). Also clear was
VCC`s ability to play a leadership role in educating immigrants on Aboriginal peoples’ history,
which could mitigate this expression of racism.
Aboriginal Teaching Methodologies
Focus group participants articulated an interest for more Aboriginal programs in all fields
of study, incorporating Aboriginal teaching methodologies including language, jewellery design,
graphics, baking, and small business, which would support broad economic development. These
Aboriginal Higher Learner Success 65
kinds of programs are understood at the college to be cohort programs. Within most Aboriginal
cohort programs in Canada, indigenous teaching methods include learning in the context of
culture and are constructivist (Battiste & McLean, 2005). The importance of cultural
revitalization as a motivating factor for Aboriginal peoples is important to consider in curriculum
design.
Within VCC, the Aboriginal Culinary Arts Program is the only permanent program,
along with three short-term Aboriginal Health course offerings. Over the past two years, the
Aboriginal Culinary Arts Program delivery has slowly started increasing Aboriginal
methodologies in teaching, while the Aboriginal Health Programs have designed the delivery of
their cohort programs utilizing Aboriginal methodologies. The indicators of success may be
informed by the attrition rate, which for the former is high while the latter is very low. This was
also supported by focus group feedback, where high praise for Aboriginal health programs was
cited by feedback such as: “I got really involved in cultural stuff during the Gateways Program”
(FG2); and “I like sharing circles like we did in the ACCESS Program every couple weeks”
(FG2).
Learners also discussed an interest for Aboriginal elective blended courses that could be
offered across programs where Aboriginal and non-Aboriginal people could learn “to understand
First Nations peoples and communities, which is very different” (FG2). It was also noted that
this kind of elective program if offered to ESL students could substantially mitigate racism in the
college and metro-region in the future.
In addition, interview participants affirmed the substantial need for “more Aboriginal
cohort and blended programs” (INT2) and elective courses at VCC as an important component
that would allow VCC to respond to Aboriginal community needs. Interviewees also noted that it
Aboriginal Higher Learner Success 66
would be important to use a teaching methodology, such as constructivism, that works well with
Aboriginal learners and “adjust entrance requirements and incorporate developmental education
into Aboriginal programs to support transition and access” (INT1).
Aboriginal Cultural Services
Aboriginal learners’ satisfaction with existing cultural services was stated by focus group
participants as:
I really like having this place here as a sanctuary when I have problems. I can come here
and feel safe to talk with someone to help me resolve my problems in a way that gets me
results. (FG1)
I like coming here and it really nice and safe for me. I like being able to use the resources
here like the computers, printers and help with writing. (FG2)
Interview participants who also expressed satisfaction with the services provided by the AES
department often commented on the Aboriginal Enrolment Policy also, which they agreed was
working very well (INT1, INT2, INT3).
Within the scope of what the AES department and VCC could do better, focus group
participants expressed a strong interest to see “two to three Advisors at each campus” to meet the
needs of existing students who often have to wait for the Aboriginal advisors, who are currently
overwhelmed with meetings with new Aboriginal learners enquiring at the college. Focus group
participants also expressed an interest to enhance services with new offerings, such as study
skills, test preparation and test taking, writing skills, stress management, resume writing, job
hunt and interview skills, and entrepreneurship workshops. The second most important service
requested by focus group participants was more cultural workshops with Elders, cultural
documentaries, and discussion groups to support cultural revitalization by many Aboriginal
learners who are struggling with identity issues and cultural loss. One student expressed this by
saying,
Aboriginal Higher Learner Success 67
I didn’t grow up culturally. My mom didn’t teach me those things, and most of my
grandparents and Elders are gone, so I really appreciate the Elders here who I can give a
hug to and who can share their knowledge, wisdom, and insight with us. I and a lot of
people I know didn’t grow up with our culture, and making these things readily available
like the drum making workshop and other cultural activities make us strong. (FG2)
There was also an interest to have support through an Aboriginal peer tutoring network
that could use the Gathering Space on evenings and weekends at the Broadway campus, where
the majority of developmental programs are offered and where peer support is recognized as very
important. In addition, there was a request for additional computers and a quiet study area at both
Gathering Spaces. Finally, students asked for better recognition of Aboriginal protocols
introduced into the graduation ceremonies and celebrating Aboriginal graduate role models. This
is an important cultural value, where student role models are recognized as a motivating factor
for Aboriginal learners, by providing the inspirational “support needed to successfully complete
a post-secondary program . . . [and serve as] a mentor with the knowledge of the institution
programs, credits, transferability, funding and ongoing emotional support for the student”
(Human Capital Strategies, 2005, p. 80).
Understanding of Aboriginal peoples with VCC Employees
The current conditions and circumstances of Aboriginal learners’ social and economic
disparity, heavily represented within the literature reviewed, is important to understanding
Aboriginal peoples. However, for Aboriginal participants, it was the least discussed topic. The
most important finding from this theme, however, was the importance for non-Aboriginal
employees within VCC to have an understanding these situations and sensitivities to them in
order to support Aboriginal learner success. For focus group participants, the key understanding
and sensitivities they would like to see improved within VCC are the economic conditions of
many Aboriginal learners.
Aboriginal Higher Learner Success 68
The social and economic challenges Aboriginal learners face was articulated by
participants as primarily funding and financing. This was consistent with the findings of the
Aboriginal Learners Survey (Dipuma, 2009). Focus group participants who did receive funding
support from their Bands said it was very difficult to obtain, and funding was challenged by a
slow approval process at the Band level, which participants felt unable to resolve. It was clear
that often these barriers were insurmountable, and VCC must be sensitive to these issues, which
one learner described by saying,
[VCC staff] have to understand that Band funding is not timed the same time as the
registration process. I had sent my registration two months in advance and was twentieth
on both waitlists for the courses I needed, and my Band funding did not come in until a
month after the registration deadline.
This situation is on-going for learners who do receive funding for two or three year certificates or
diplomas, but must still go through the funding approval and payment challenges each semester
due to incongruent systems. These processes are made more difficult due to insensitivities to this
challenge.
Senior leader interview participants did recognize the need for improved levels of service
at VCC and the need for staff to be more diverse, sensitive, and responsive to the needs of
Aboriginal learners. One senior leader identified that plans and processes are already underway
to achieve this objective.
Study Conclusions
The following conclusions are based upon the research findings that indicate which
current services that integrate culture are working well. Participants noted there was a need for
more Aboriginal employees working within VCC as leaders at all levels, including teaching
faculty, who can incorporate more indigenous teaching methodologies, enhanced cultural
Aboriginal Higher Learner Success 69
services, and the need for more cultural sensitivity with peer learners and all employees. All of
these findings require VCC to undertake a foundational cultural shift as a part of the current
strategic planning process to support Aboriginal learner success into the future.
Conclusion 1: Aboriginal People Drive Cultural Integration
“Post-secondary institutions are primarily comprised of non-Aboriginal faculty and staff,
many of whom have a limited understanding of Aboriginal needs” (ALMD, 2010a, p. 3), who
frequently exhibit “a lack of respect for Aboriginal cultural and cultural differences” (Malatest,
2002, p. 1). Recognizing that “Aboriginal people thrive in a learning environment that reflects
their specific cultural, spiritual, and learning needs” (Williams, 2008, p. 95), it is critical that
Aboriginal people themselves are represented meaningfully within the college to integrate these
values and understandings into the corporate culture of the organization. According to Malatest
(2004),
The percentage of Aboriginal staff at the post-secondary level does not reflect the general
population. In order to foster a more participatory and welcoming environment, postsecondary institutions must have more Aboriginal staff and faculty. Aboriginal
representation in faculty and support staff is important for a number of reasons: to
provide Aboriginal expertise in academic areas; to serve as role models and mentors; to
act as advisors to students; for general equity. Aboriginal teachers at all levels
demonstrate teaching and support strategies that have proven effective in attracting and
keeping Aboriginal students. They are able to initiate more participation and interaction
through the kinship of common experience and background. They also teach in ways
consistent with Aboriginal experience. (p. 16)
Further evidence was included in research where “literature and interviews gave strong support
for existing Aboriginal institutions. Factors said to have contributed to these institutions’ success
at attracting and retaining Aboriginal students include the high level of Aboriginal staff and the
support of other Aboriginal students” (p. 29). Malatest also noted, it is also important to
recognize that
Aboriginal Higher Learner Success 70
Eurocentric traditions, as well as pressure to meet set guidelines, have meant that the
curriculum for Aboriginal learning has largely been set by non-Aboriginal Canadians.
Aboriginal educators, however, want control of curriculum development. The National
Indian Brother-hood made curriculum development one of its objectives in its 1972
paper, “Indian Control of Indian Education.” The Royal Commission on Aboriginal
Peoples (1996) found that where Aboriginal Peoples have exercised control of education,
there have been higher success rates. The vast majority of the literature reviewed and
interviews conducted linked Aboriginal control of curriculum development to improved
enrolment and retention. Aboriginal curriculum development is also thought to increase
support from Aboriginal communities. (p. 33)
I assert that Aboriginal peoples’ involvement and authority within post-secondary
education is not a contributing factor, rather it is the key factor in supporting the success of
Aboriginal higher learners. This long-term goal for the involvement and meaningful integration
of Aboriginal culture would directly support the success of Aboriginal learners and mitigate the
barriers, such as community-engaged partners who support educational jurisdiction, culturally
appropriate and relevant programs (e.g., design, development, and teaching methodologies),
culturally appropriate services, cultural sensitivity with front-line staff, and cultural revitalization
services.
In fulfilling the mandate of the college (K. Kinloch, personal communication, October
26, 2010), diversity is an important component in achieving its vision, recognizing
that many students do not get enough exposure to other cultures to learn how to work
effectively with individuals who are different than they are. These differences manifest
themselves in the norms, beliefs, values, and assumptions that students hold. Colleges
must find ways for students to communicate regularly across communities of difference
so that they are able to develop fully the cross cultural competencies identified by
corporate representatives as being essential to the global competitiveness of their
organizations. (Milem, in press, p. 14)
Conclusion 2: Foundational Cultural Shift
VCC is a public post-secondary institution intended to support learners from a wide range
of backgrounds. The range of barriers and experiences identified within the focus groups indicate
that VCC must undertake a foundational culture shift from the assumption that diverse students
Aboriginal Higher Learner Success 71
must assimilate into existing environment to an institutional goal to strive to identify and serve
the needs of today’s highly diverse student body and tomorrow’s workforce (Williams et al.,
2005, p. 9). This effort cannot be undertaken by one department, a few staff, or one leader;
rather, in order to support a successful transformation, senior leadership must pull together as a
team (Kotter, 1996, p. 6) and make thoughtful and deliberate decisions about how diversity
adds to the educational mission of their institution, making institutional commitments to
cultivating diversity (Milem, in press, p.32).
Conclusion 3: Peer Racism within Higher Learning
Within the research, peer racism by non-Aboriginal learners was an unexpected priority
for Aboriginal learners at VCC, who are faced daily with the “often poor or hostile public
perception of programs and initiatives geared toward Aboriginal people” (Malatest, 2002, p. 46).
Peer racism was an important factor considering that Aboriginal learners’ peers have the
potential to be each other’s greatest supports when learners’ “hearts and minds may be impacted
most by what they learn from peers” (Gurin, 1999, p. 147).
As outlined within this report, the VCC college region is home to the highest rates of
cultural diversity in Canada (Government of BC, Multiculturalism and Immigration Branch,
2008, p. 2). We are all at a cross-road in history when diversity can become a storm or an
opportunity to enhance teaching and learning, community, and quality of life for many
generations to come.
Scope and Limitations of the Research
This research project has sought to explore issues and strategies that support Aboriginal
higher learner success at VCC. Limitations of this research included the number of Aboriginal
learners who due to class schedules were unable to stay for the full focus group and sign consent
Aboriginal Higher Learner Success 72
forms. In addition, due to the lower number of classes occurring over the summer months, there
were fewer Aboriginal learners. This research focused upon Aboriginal learners participating in
Aboriginal health programs, culinary programs, and upgrading courses and does not represent all
Aboriginal learners within VCC or other post-secondary institutes. Also, despite the
recommended focus group time parameters, learners could have benefited from more time at
focus groups to fully explore the issues and to engage the large list of potential leaders who
could inform this research. Finally, scheduling for interview participants was undertaken in July,
which was difficult as many senior leaders were on holidays. The study findings presented in this
chapter are limited to the senior leadership who participated and do not represent all leaders at all
levels within the VCC.
Interpretation of the data findings is based on the researcher’s epistemology in
categorizing the raw data. As a First Nations researcher, my approach was grounded in an
indigenous relational research approach in the choice of research, methodology, data collection,
analysis, and presentation of information, and was based upon the theory of Tswalk. According
to Barker (2010),
All human beings have paradigms that influence the way we see the world and we all
constantly select that data that fits our rules and try to ignore the rest. As a result what
may be perfectly obvious for to a person with one paradigm may be totally imperceptible
with another paradigm.
Summary
The findings from this research have indicated that Aboriginal learners at VCC have
different values, beliefs, worldviews, needs, interests, and ways of knowing that are not the
same as the Euro-US-centric post-secondary education paradigm that makes up the current
homogenous higher education system (Milem, in press, p. 31). The resulting marginalization
Aboriginal Higher Learner Success 73
was compounded by the under representations of Aboriginal employees within VCC, which,
according to focus group participants, negatively affects the capacity of VCC to serve
Aboriginal learners effectively. Resolving this issue within the public post-secondary system
will require a deep level of commitment from the entire college, using multiple level
strategies over time. Finally, it was very disheartening to find out how deep and pervasive
racism still is within the student body, particularly when the world is witness to
unprecedented levels of diversity.
Aboriginal Higher Learner Success 74
CHAPTER FIVE: RESEARCH IMPLICATIONS
The recommendations arising from the literature review and research findings are
outlined in this chapter. It is important to note that VCC is currently in significant transition with
a new leadership model and emerging strategic plan that creates great leadership opportunities.
The recommendations include: (a) identify Aboriginally defined indicators of success that VCC
can be used to guide planning and measure progress; (b) establish senior leadership commitment
from the Board of Directors, the President, the expanded leadership team, and approving the
Terms of Reference of the Aboriginal Education Council; (c) implement an inclusive excellence
strategy by Human Resources to increase the number of Aboriginal leaders working within
VCC; and (d) enhance student body citizenship with new programming that includes Aboriginal
history to mitigate racism and support critical learning skills and leadership development within
the student body. The implementations examine finer details and considerations that must be
reviewed within the context of the recommendations. Finally, future research recommendations
are included as a part of the work that VCC could undertake with the Aboriginal Education
Council to develop localized solutions that continue to support the success of Aboriginal learners
at VCC.
Study Recommendation
It is rare to find unanimity on any topic in the realm of public policy. When it comes to
Aboriginal education, however, the now overwhelming consensus [is] that improving
educational outcomes is absolutely critical to the future of individual Aboriginal learners,
their families and children, their communities, and the broader Canadian society as a
whole. (Mayes, 2007, p. xix)
The question I sought to answer within this action research project was: What are the
factors that contribute to the success of Aboriginal learners at VCC? The recommendations are
considered from the frame of organizational behaviour and change that includes
Aboriginal Higher Learner Success 75
structural/systemic, human resource, political, and symbolic considerations (Bolman & Deal,
2003). The following recommendations are intended to contribute to the transformation of VCC
through strategies that move beyond “islands of innovation with too little influence on
institutional structures” (Williams et al., 2005, p. vii). Within the four frames of
structural/systemic, human resource, political, and symbolic considerations the recommendations
include: the need to identify Aboriginally defined indicators that will politically guide the
college; the need for broad senior leadership commitment to support Aboriginal learners success
that requires structural and symbolic changes; the need for a commitment to inclusive excellence
and diversity that positively affects the human resources within VCC; and the leadership role in
education VCC must take to support citizenship within the student body that will mitigate racism
and further effect symbolic considerations.
Recommendation 1: Identify Aboriginal Post-Secondary Education Performance Measures
As outlined in the literature review of this report IAHLA institutes, the students
themselves, and Aboriginal leaders in post-secondary education in BC broadly agree on the
measures of success to support the success of Aboriginal learners. These Aboriginally defined
indicators include: academic development; personal and cultural development; citizenship and
leadership. These measures are much broader than conventional measures that are currently used
to identify participation and graduation rates. However to date there is no clear articulation by
Consortium partners of what Aboriginally defined performance measures are for Aboriginal
learners in the VCC catchment area that will assist the College in planning and measuring
progress annually.
To achieve this, it is recommended that VCC work with the Research Department and the
Aboriginal Education Council to identify performance measures that can be incorporated into
Aboriginal Higher Learner Success 76
college strategic planning. These measures can be tracked annually through the Aboriginal
learners’ survey that was established in 2009.
Recommendation 2: Senior Leadership Commitment
Control and authority within VCC is held primarily by the Board, the President, Senior
Leadership, Administration, Educational Deans, the CUPE union, the Faculty Association, and
the Student Union, none of which include Aboriginal representation. Although the long-term
goal would be to have Aboriginal representation in all of these areas, recognizing the hierarchical
nature of post-secondary institutions it is recommended that the President and senior leadership
initiate this aspect of transformation within the current strategic planning process. This is very
important when, as Kotter (1996) asserted,
Major change is said to be impossible unless the head of the organization is an active
supporter. In successful transformation, the president . . . plus another five, fifteen, or
fifty people with a commitment to improve performance pull together as a team. (p. 6)
It is important to note that Kotter cautioned that failure “is usually associated with
underestimating the difficulties in producing change and thus the importance of a strong guiding
coalition, particularly when firms have little history of transformation” (p. 7), as is the case with
VCC.
The following are sub-set recommendations that support leadership commitment at all
levels throughout the College to support Aboriginal higher learners by: ensuring Aboriginal
representation on the VCC Board, establishing an Aboriginal Education Council, establishing a
standing position for an Aboriginal student leader within the Student Union, enhancing the
staffing levels of the AES department, and enhancing the authority of the Director of AES.
Aboriginal Higher Learner Success 77
Ensure Aboriginal Representation on the VCC Board
This institutional influence must also be supported by ensuring Aboriginal representation
on the VCC Board who through awareness of ALMD priorities can influence structural, political
and symbolic changes through strategic priorities, system, policy, and process changes. This is a
“key approach to ensuring Aboriginal input into colleges’ and institutes’ planning processes
is through Aboriginal representation on college and institute Boards of Governors” (ACCC,
2005, p. 51). This will ensure that despite political changes in government and institutional
leadership, the long-term goals of ALMD remain a priority, and considerations for culturally
informed implementation are undertaken.
Continue VCC’s Aboriginal Education Council
In order to sustain the work of the Consortium, it is recommended that the sub-committee
that formed in 2010 to guide the VCC Aboriginal Art Acquisition be supported in approving
their Terms of Reference, proposed September 9, 2010, to continue as VCC’s Aboriginal
Education Council, with a direct relationship to the Board of the College. This goal is consistent
with the VCC First Nations Learner Support Mechanisms Policy (as cited in VCC, 1994) that has
not yet been activated.
Establish a Standing Position for an Aboriginal Student Leader
It is also recommended that the Student’s Union of VCC establish a standing position for
an Aboriginal student leader who can increase awareness of the needs and interests of Aboriginal
learners and act as a role model at VCC through participation in the Unions Board and General
Meetings. Within leadership development, a closer relationship between the Aboriginal
Education and Services Department and the Student Union would be mutually beneficial on
Aboriginal Higher Learner Success 78
related initiatives such as role models, awareness, advocacy, peer tutoring, and mitigating
racism.
Enhance Staffing Levels of the AES Department
Enhance staffing levels of the AES department, which is currently operating at below
required permanent staffing levels as indicated by the focus group feedback. This service gap
will only continue to grow as the Aboriginal population and Aboriginal learners at VCC
continue to growing. Insufficient staffing will negatively affect Aboriginal learner recruitment.
Short-term funding from the ALMD Aboriginal Service Plan pilot project has supported
the short-term enhanced staffing of the AES Department with one additional Aboriginal Advisor,
and two part-time Elders who serve not only students, but also build the capacity of faculty. This
short-term increased staffing has contributed to the increased participation of 107 Aboriginal
learners in 2008/09 and doubled the number of Aboriginal graduates from 1% to 2% in the same
year. The ideal permanent staffing levels include three Aboriginal Advisors and two resident
Elders, which is consistent with the minimum staffing levels of post-secondary institutes who are
leaders in Aboriginal education in BC.
Enhance the Authority of the AES Director
Enhance the authority of the Director to support influence and decision making within the
VCC system. A great deal of progress has been made through social influence to support
Aboriginal learners: “Individuals alone, no matter how competent or charismatic, never have all
the assets needed to overcome tradition and inertia expect in very small organizations” (Kotter,
1996, p. 6). This is particularly important when, currently, the AES department is disempowered
by the previous and new organizational structure that marginalizes the authority and voice of
Aboriginal leaders within the institution.
Aboriginal Higher Learner Success 79
With leadership commitment, empowering the AES department can be achieved by
examining best practices, as outlined by the ACCC (2005), where other leading colleges in
BC have demonstrated structural alignment that could easily be adopted by VCC:
The administrators and staff of Aboriginal service areas or departments at mainstream
institutions also have a role in facilitating the planning and development of Aboriginal
programs and services. These service areas or departments are responsible for liaising
with First Nations regarding program and service development, and as the respondent
from Camosun College indicated, “the First Nations Education and Services (FNES)
Chair acts as the internal voice of the Aboriginal community.” In the case of institutions
with Aboriginal advisory structures in place, the administrators of these departments are
also responsible for supporting and seeking the input of these structures for program and
service development and renewal. In some institutions, the administrators of these
departments report directly to the Vice President Academic and have a voice at the
Academic Management table. (ACCC, 2005, p. 54)
These combined second-level strategies are intended to influence four important levers for
enacting change: senior leadership and accountability, vision and buy-in, building capacity,
and leveraging resources to help implement organizational change” (Williams et al., 2005,
p. 21) that support the success of Aboriginal learners. These second-level strategies will
influence
the traditional values, norms, and structures found in higher education [that] are barriers
to realizing the benefits of inclusive excellence and must be undone for these efforts to
become a sustainable reality on campuses. A new organizational culture will only
become a reality if campus leaders understand all of the relevant dimensions of
organizational behaviour. (p. 31)
The lack of representation on any of these levels of leadership within VCC will negatively
affect the ability of the college to commit to ALMD priorities and support the evolving
needs of Aboriginal learner to succeed.
Recommendation 3: Commitment to Inclusive Excellence
Inclusive excellence is a model of excellence in higher education that infuses diversity
within and across organizational systems through the alignment of structures, politics, curricular
Aboriginal Higher Learner Success 80
frameworks, faculty development, policies, resources, symbols, and cultures (Williams et al.,
2005, p. 3). At VCC, this is particularly important given that the community VCC serves is
expected to have the highest level of diversity in Canada. Specific to this research, the
implementation of inclusive excellence would support the activation of the VCC First Nations
Employment Equity Policy (as cited in VCC, 1994) with the expanded leadership team as a part
of the current strategic planning process beyond the original intent of the policy for the benefit of
all learners.
Specific application within an overall inclusive excellence model would be led by the
expanded leadership team and includes creating a vision of inclusivity, establishing buy-in,
building capacity of leaders, and leveraging resources (Williams et al., 2005, p. 31) to
establish anti-racism strategies and strengthen policies. The goal of this work would be to
review the hiring policy to ensure that VCC employees and leaders are representative of the
community it serves including Aboriginal peoples, women, and other marginalized groups who
could build the capacity and sustainability of VCC to becoming more effective, relevant and
efficient in serving its local community. This imperative to sustain the viability of VCC by
building a more diverse and inclusive VCC community will only grow in an increasingly diverse
region where future labour markets will be made up primarily of the burgeoning immigrant and
Aboriginal population who will make up the majority of the labour force in the next decade. It is
important that within this review, VCC consider the VCC First Nations Employment Equity
Policy (as cited in VCC, 1994) and the VCC Aboriginal Education Strategy 2010–2013
(Mixon, 2010) that targets an Aboriginal participation rate of 5% of VCC employees
through “discussions with the appropriate components of the college and will include both
Aboriginal Higher Learner Success 81
management and union representation” (VCC, 1994, p. D.1), in consultation with an
Aboriginal Advisory Committee in conjunction with the Board of Governors (p. B.3).
An important component of this work is ensuring that sufficient awareness is generated
within VCC to support the “organizational learning necessary to address formal routines and
procedures as well as more informal, but very powerful, values and norms (Williams et al., 2005,
p. 10), where, for VCC, there is strong pride and identity for being a community college.
However, for the college to truly be a community college, it should be reflective of the
community it serves, not distinctly different from it. This alignment would improve
organizational capacity and responsiveness to community need by having the inherent
understandings necessary. Kotter (1996) asserted,
In the final analysis, change sticks only when it becomes the way we do things around
here, when it seeps into the very bloodstream of the work unit or corporate body. Until
new behaviours are rooted in social norms and shared values, they are always subject o
degradation as soon as the pressures associated with a change effort are removed. (p. 14)
Recommendation 4: Student Body Citizenship
To support student body citizenship, it is recommended that an Aboriginal studies course
be developed as a requirement for ESL, immigrant, and developmental programs to mitigate
racism and support citizenship development for Aboriginal and non-Aboriginal learners.
Recognizing the high level of diversity that will make up the VCC college region in the next
decade, VCC must take a leadership role to develop educational programming that supports
cultural inclusivity and diversity within the college and community through citizenship and
leadership development of students who will make up the dominant workforce who support
the local economy. This would be an introduction to First Nations Studies course for ESL,
Aboriginal Higher Learner Success 82
immigrant, and students enrolled in developmental programs to “help students deal with
racism and diversity issues” (ACCC, 2005, p. 16).
This program must be supported by a communications strategy similar to The Positive
Space Campaign (Milem, in press) intended to help make institutes more receptive to and
welcoming of its lesbian, gay, bisexual, queer, questioning, transgender, transsexual, gender
variant, two-spirit, and intersex communities, individuals, and issues of sexual and gender
diversity, which institutionalizes awareness through training and posters advertised within the
college. Posters that support awareness of citizenship and diversity should be a component of
this program. These kinds of curriculum enhancement projects transcend the diversity rational
and are proven to promote cultural understanding and diversity through improved racial
understandings, student satisfaction, citizenship, value for diversity, improved learning, and
critical thinking skills (pp. 56).
These combined considerations for implementation would result in increased
capacity of Aboriginal and non-Aboriginal instructors’ ability to deliver culturally relevant
programs through enhanced understandings that effect curriculum design, identification, and
use of culturally relevant course materials, flexible delivery models (e.g., community/
college, cohort/ blended, work/study programs), culturally relevant assessments and
evaluations, and teaching methodologies that support cultural integration using a
constructivist methodology. This teaching methodology is already being promoted by the
VCC Centre for Instructional Design. VCC, however, must undertake a new model of
curriculum design that, consistent with constructivist methodology, includes identifying
community needs for training and education through a number of different approaches,
including: Direct dialogue with Aboriginal community partners, agencies, education
authorities and First/Nation and Band administration; Staff and administrators of
Aboriginal Higher Learner Success 83
Aboriginal service areas or departments within mainstream institutions; Aboriginal
advisory structures; Program advisory committees; Learner/student centred approach to
developing programs; College/institute contract training services; Ongoing relationships
with Aboriginal community partners; Regular meetings, consultations and focus groups
with First Nations Bands, Band Education and Training Officers, communities and
Aboriginal organizations to discuss education and training needs; Faculty contacts with
Aboriginal communities; Liaison with primary and secondary schools in Aboriginal
communities and Aboriginal school boards; Surveys and labour market studies at the
regional or community level; Environmental scanning to identify opportunities and
possibilities that are researched and considered for implementation. (ACCC, 2005, p. 55)
Responding directly to feedback from focus groups to improve understanding of
Aboriginal peoples and sensitivities, student body citizenship will specifically require
increased delivery of the Teaching Aboriginal Higher Learner Workshop (Mixon, 2008c)
for all teaching faculty, with a modified version that supports non-teaching faculty, both
new and existing, to benefit from the increased understanding and capacity that is being
realized through this workshop. Implementation will also require increased awareness
within the student body of diversity, with the intent to mitigating racism and building
cultural understanding that benefits employees and students of all cultural backgrounds.
Organizational Implications
The results of applied research require organizational leaders, other stakeholders, or
both, to undertake changes within their organization or related organizations and groups.
The processes required to implement the study recommendations are described and analyzed
in this section, as well as the implications if the recommendations are not implemented. In
this implementation section, I draw on the findings and the relevant literature and consider
the leadership implications for organizational change that the recommendations will require.
Aboriginal Higher Learner Success 84
Aboriginal Education Council Terms of Reference
The Aboriginal Education Council must have a direct reporting relationship to the
Board of VCC in order to effect change. If the Council continues only in an advisory
capacity for the AES Department, which has limited power within the organizational
structure, Aboriginally defined indicators will not be institutionalized.
Leadership
A critical consideration for VCC will be the newly established positive relations
between VCC and the union stakeholders that include the CUPE union, Faculty Association,
and Student Union. Within VCC currently, representatives of each of these groups sit on the
expanded leadership team and must be involved in the each of the recommendations. If
these leadership recommendations are not enacted the primary catalyst for all other
recommendations will not be established and the success of Aboriginal learners will remain
limited.
Inclusive Excellence
Recognizing that institutional change takes three to five years, VCC must make a
concerted effort within this strategic planning process to make a commitment to inclusive
excellence with a focus upon establishing clear, transparent, and accountable hiring
practices that ensure cultural diversity within the college by 2015. An important
consideration is that VCC is not only accountable to the unions within VCC, but more
importantly, to the community it serves. If the commitment to diversity and inclusive
excellence (Williams et al., 2005) are not implemented the college will remain homogenous,
will not reflect the community it serves, and therefore will be limited in its ability to be
responsive, effective, relevant and viable.
Aboriginal Higher Learner Success 85
Student Body Citizenship
The planning and actions related to the recommendation to enhance student body
citizenship should include the senior leadership team and the student union. If the
recommendations for student citizenship are not implemented within the growing diversity
of the VCC catchment area students will not receive as rich an education and racism will
continue to grow.
Implications for Future Research
As an action research project, this research is expected to continue within the current
strategic planning process and the Aboriginal Education Council. Within these complex
systems, knowledge-based strategies are essential to effectively serve the growing number
of Aboriginal learners at VCC, led by the Aboriginal Education Council, recognizing that
Indigenous people should control their own knowledge and do their own research. If
others should choose to enter into collaborative relationships with Indigenous peoples,
the research should empower and benefit their communities and heritages rather than the
researchers, Canadian institutions, and society. (Battiste, 2002, p. 27)
Firstly, this includes on-going action research on the success of Aboriginal learners
that includes more learners across all schools at VCC. This research should build off of the
existing Consortium research and this paper. The most important area of research that would
be required is the engagement and commitment of senior leadership at VCC in supporting
Aboriginal learners.
Additional research on the success of Aboriginal learners is on-going within BC;
however, specific research is recommended for ALMD to examine the correlation between
the representation of Aboriginal employees within a post-secondary institute and the success
of Aboriginal learners.
Aboriginal Higher Learner Success 86
Additional research recommended for ALMD to undertake is an examination of
systems changes that are necessary to support Aboriginal higher learners. Such research has
been predominantly focused upon exemplary practices that do not address first- and secondlevel systems changes necessary to transform a post-secondary institute beyond short-term
funded pilot projects. This could include a more detailed examination and comparison of the
Koorie Education Institute (Deakin University, 2007) and other leading systems change
models, with the intent of enhancing the authority of Aboriginal peoples within postsecondary education systems. An important component of this research would include a
detailed analysis of federal and provincial funding that is targeted for Aboriginal learners
and which should be transferred to the authority of Aboriginal peoples, as undertaken by the
Koorie Education Institute in partnership with Deakin University.
A significant area of recommended research that is politically charged is the effect of
racism, wherein the existence of racism toward Aboriginal students is often ignored or
denied (St. Denis & Hampton, 2002, p. 49). This research should inform the evolution of
anti-racism strategies and strengthen anti-racism and ethnocultural equity policies that
support student achievement, reduce gaps in student achievement, and increase public
confidence in publicly funded education (Government of Ontario, Ministry of Education,
2008).
Summary
This chapter examined the organizational implications that VCC must consider,
including enhancing the authority of Aboriginal peoples within the Board of Directors,
through an Education Council, within senior leadership, and by increasing the number of
Aboriginal peoples participating within the institution. This chapter also considered the
Aboriginal Higher Learner Success 87
implications for the study body and the need to enhance citizenship. All of these
implications must be considered as part of a comprehensive body that, without any one part,
cannot be as effective.
Aboriginal Higher Learner Success 88
CHAPTER SIX: LESSONS LEARNED
In this chapter, I review the conduct and management of this applied action research
project and identify my lessons learned about the process of conducting action research and of
leading positive organizational change. I identify what processes I would recommend be changed
for other researchers who collaborate with Aboriginal peoples. Specifically, this includes the
process recognized within academic research that falls under the approval processes of the TriCouncil (Interagency Advisory Panel on Research Ethics, 2009). Other areas of lessons learned
include the intimate relationship a researcher can have with the research and the methods like
journaling that can be used to reflect and identify these potential biases that, once recognized,
can benefit the researcher and the research.
Provide a Title for Your First Lesson
It was very unusual for me as a First Nations consultant to undertake this academic
research process that did not allow for the level of collaboration undertaken with my prior
research. Within the recognized process of working with Aboriginal peoples, the process is
emergent, with the Aboriginal organization or Nation leading the identification of research
required to benefit their community and participating in the development and approval of
questions that often follows one or more of the initial steps of research: for example, a literature
review, committee planning session, or both. This on-going collaboration in an emergent
research process maximizes the potential of action research to affect localized change efforts.
This academic research process was utilized with an interest to maximize the collaboration with
the Consortium partners. However, prior approvals with completed research questions was, in
my opinion, not as effective as the more collaborative methods used in most of my previous
work.
Aboriginal Higher Learner Success 89
This was also the experience of the University of Victoria, which has recently introduced
a new innovation in their approach to research involving Aboriginal peoples, wherein they seek
an approval in principle at the outset of the research with subsequent steps that include
identification of research specifics and research questions to be identified through collaborative
planning with their First Nations partners (C. Lalonde, personal communication, November 3,
2010). Once this process is completed, full approval is sought.
Impact of Research on Researcher
The second lesson learned was the intimate nature of the research and the impact it can
have on a researcher. According to Dr. Shawn Wilson, “If the research doesn’t change you,
you’re not doing it right” (personal communication, April 19, 2010). This research forced me to
face inter-generational residential school syndrome issues that have negatively affected me and
that I have seen impact other Aboriginal learners at an alarming rate. Given that this healing
process has only recently begun nationally with the Residential School apology by the federal
government (Government of Canada, 2008), the outcomes, like the need to support national
healing, is only just starting to emerge.
Provide Title of this Third Lesson
Another lesson learned was related to the intergenerational residential school syndrome,
where trust of the education system is difficult for Aboriginal peoples. I, too, found trusting the
process difficult, despite the kind and supportive nature of both my academic supervisor and my
project sponsor. Without any rational reason, I experienced a deep sense of fear and insecurity at
the outset of each course. Despite having developed the resiliency required to move through the
courses in the Masters of Arts in Leadership Program at Royal Roads University, this fear has
lessened, but still remains. This awareness helps me to support other learners through the system
Aboriginal Higher Learner Success 90
using a strengths-based approach and establishing resiliency videos for VCC Aboriginal learners,
workshops within VCC, and in providing services. More importantly, however, I have started to
develop a deep sense of respect and trust my academic supervisor and my project sponsor, who
in retrospect, I wish I had relied upon more.
Leadership Training
In looking at leadership lessons learned, I have realized how important leadership
training is for and by leaders at all levels within an organization. This leadership is rarely linked
to positional power and is primarily established through social influence arising from servant
leadership values and actions. Within the time of this research being undertaken, a great deal of
progress has been made, based primarily upon social influence and a strong sense of community
responsibility. This approach has allowed me, along with the support of many good people, to
“do the right thing” (INT 3) and to lead from the heart (Kouzes & Posner, 2007, p. 351). For
myself and others like those at the Confederation College,
We look at our work as evolving. It is a work in progress. We cannot be positional but
can remain principled in our approaches. We have worked hard to neutralize the political
influence and interference factors although this is difficult. We have tried to cultivate our
own sense of leadership in post-secondary education and are actively de-segregating
ourselves in this larger mainstream educational environment. We are committed to
transforming this learning environment to enable all of us to explore and expand upon
Aboriginal and Canadian discourse. We know that it will not be easy but we are
determined to make changes. We are not merely interested in maintaining the status quo
or in adaptation of educational models; rather, we recognize that we are responsible to
build them. (Confederation College, as cited in ACCC, 2005, pp. 7071)
Aboriginal Higher Learner Success 91
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APPENDIX A: ACTION RESEARCH TEAM MEMBER LETTER OF AGREEMENT
In partial fulfillment of the requirement for a Master of Arts in Leadership Degree at Royal
Roads University, Laara Mixon (the Researcher) will be conducting an action research study at
Vancouver Community College (VCC) to examine the factors that contribute to the success of
Aboriginal learners at VCC. The Researcher’s credentials with Royal Roads University can be
established by calling Dr. Wendy Rowe, Director, School of Leadership Studies, at [phone #].
Research Team Member Role Description:
As a volunteer Research Team Member assisting the Researcher with this project, your role may
include one or more of the following: providing advice on the relevance and wording of
questions and letters of invitation, supporting the logistics of the data-gathering methods,
including observing, assisting, or facilitating an interview or focus group, taking notes,
transcribing, or analyzing data, to assist the Researcher and the Vancouver Community College
organizational change process. In the course of this activity, you may be privy to confidential
research data.
Confidentiality of Research Data:
In compliance with the Royal Roads University Research Ethics Policy, under which this
research project is being conducted, all personal identifiers and any other confidential
information generated or accessed by the research team advisor will only be used in the
performance of the functions of this project, and must not be disclosed to anyone other than
persons authorized to receive it, both during the research period and beyond it. Recorded
information in all formats is covered by this agreement. Personal identifiers include participant
names, contact information, personally identifying turns of phrase or comments, and any other
personally identifying information.
Bridging Researcher’s Potential or Actual Ethical Conflict:
In situations where potential participants in a work setting report directly to the Researcher, you,
as a neutral third party with no supervisory relationship with either the researcher or potential
participants, may be asked to work closely with the Researcher to bridge this potential or actual
conflict of interest in this study. Such requests may include asking the Research Team Advisor
to: send out the letter of invitation to potential participants, receive letters/emails of interest in
participation from potential participants, independently make a selection of received participant
requests based on criteria you and the researcher will have worked out previously, formalize the
logistics for the data-gather method, including contacting the participants about the time and
location of the interview or focus group, conduct the interviews (usually 3-5 maximum) or focus
group (usually no more than one) with the selected participants (without the Researcher’s
presence or knowledge of which participants were chosen) using the protocol and questions
worked out previously with the Researcher, and producing written transcripts of the interviews or
focus groups with all personal identifiers removed before the transcripts are brought back to the
researcher for the data analysis phase of the study.
Aboriginal Higher Learner Success 101
This strategy means that potential participants with a direct reporting relationship will be assured
they can confidentially turn down the participation request from their supervisor (the
Researcher), as this process conceals from the Researcher which potential participants chose not
to participate or simply were not selected by you, the third party, because they were out of the
selection criteria range (they might have been a participant request coming after the number of
participants sought, for example, interview request number 6 when only 5 participants are
sought, or focus group request number 10 when up to 9 participants would be selected for a focus
group). Research Team members asked to take on such 3rd party duties in this study will be
under the direction of the Researcher and will be fully briefed by the Researcher as to how this
process will work, including specific expectations, and the methods to be employed in
conducting the elements of the research with the Researcher’s direct reports, and will be given
every support possible by the Researcher, except where such support would reveal the identities
of the actual participants.
Personal information will be collected, recorded, corrected, accessed, altered, used, disclosed,
retained, secured and destroyed as directed by the Researcher, under direction of the Royal
Roads Academic Supervisor.
Action Research Team Members who are uncertain whether any information they may wish to
share about the project they are working on is personal or confidential will verify this with Laara
Mixon, the Researcher.
Statement of Informed Consent:
I have read and understand this agreement.
________________________
_________________________ _____________
Name (Please Print)
Signature
Date
Aboriginal Higher Learner Success 102
APPENDIX B: LETTER OF INVITATION FOR STUDENTS (FOCUS GROUPS)
[Date here]
Re: Study of Factors that Contribute to the Success of Aboriginal Learners at VCC
Dear [Prospective Participant],
I would like to invite you to be part of a research project that I am conducting. This project is
part of the requirement for a Master’s Degree in Leadership at Royal Roads University. My
name is Laara Mixon and my credentials with Royal Roads University can be established by
calling Dr. Wendy Rowe, Director, School of Leadership Studies, at [phone #].
The objective of my research project is to better understanding what contributes to the success of
Aboriginal learners at Vancouver Community College. In addition to submitting my final report
to Royal Roads University in partial fulfillment for a Masters of Arts Degree in Leadership, I
will also be sharing my research findings with Vancouver Community College, the Coastal
Corridor Consortium, and potentially as presented materials for local area stakeholders. To
protect your privacy all personally identifiable information will be removed.
My research project will consist of open ended questions undertaken in focus groups, which
expect to be one hour long. An Elder will be invited to participate in order to support protocols
and healthy positive discussion. Consistent with Coast Salish Protocol a light meal will be
provided.
Your name was chosen as a prospective participant because of your participation as an
Aboriginal learner within the college, as indicated by the college records. Information will be
recorded in hand-written and audio-recorded format and summarized, in anonymous format, in
the body of the final report. At no time will any specific comments be attributed to any
Aboriginal Higher Learner Success 103
individual unless your specific agreement has been obtained beforehand. All documentation will
be kept strictly confidential.
A copy of the final report will be published. Access and distribution will be unrestricted. If at
any time you have any questions regarding the project and its outcomes please feel free to call or
email myself directly. A final session will be conducted with students to confirm findings and
understandings shared during the focus groups.
In order to mitigate any institutional conflict of interest the Coastal Corridor Consortium
Manager of Operations will participate as a part of the research team to include the voice of the
seven Aboriginal organization and First Nations partners is voiced throughout the design and
delivery of this project.
You are not compelled to participate in this research project. If you do choose to participate, you
are free to withdraw at any time without prejudice. Similarly, if you choose not to participate in
this research project, this information will also be maintained in confidence. If at any time you
have any concerns about your rights or treatment during this research you may contact the VCC
Research Ethics Review Board.
If you would like to participate in my research project, please contact me at:
Name: Laara Mixon
Email address: [email address]
Phone number: [phone #]
Sincerely,
Laara Mixon
Aboriginal Higher Learner Success 104
APPENDIX C: INFORMED CONSENT FOR FOCUS GROUPS
My name is Laara Mixon and this research project is part of the requirement for a Masters of
Arts in Leadership Degree at Royal Roads University. My credentials with Royal Roads
University can be established by telephoning Dr. Wendy Rowe, Director, School of Leadership
Studies, at [phone #].
This document constitutes an agreement to participate in my research project, the objective of
which is to enhance the effectiveness of programs and services for Aboriginal learners at
Vancouver College.
The research will consist of open ended questions undertaken in focus groups and is foreseen to
last one hour. An Elder will be invited to participate in order to support protocols and healthy
positive discussion. The foreseen questions will refer to understanding your educational goals
and what we at the college can provide to help support your success. Additionally, this will
support my submitting my final report to Royal Roads University in partial fulfillment for a
degree in the Masters of Arts in Leadership Program. I will also be sharing my research findings
with Vancouver Community College and the Coastal Corridor Consortium, and potentially as a
presentation for local area stakeholders and/or published works.
Information will be recorded in hand-written format and audio format and, where appropriate,
summarized, in anonymous format, in the body of the final report. At no time will any specific
comments be attributed to any individual unless specific agreement has been obtained
beforehand. Participants are asked to respect their peers personal experiences, views, and beliefs
as private and confidential following the conclusion of the focus groups. A copy of the final
report will be published. Access and distribution will be unrestricted.
Aboriginal Higher Learner Success 105
In order to mitigate any institutional conflict of interest the Coastal Corridor Consortium
Manager of Operations will participate as a part of the research team to include the voice of the
seven Aboriginal organization and First Nations partners is voiced throughout the design and
delivery of this project.
You are not compelled to participate in this research project. If you do choose to participate, you
are free to withdraw at any time without prejudice. Similarly, if you choose not to participate in
this research project, this information will also be maintained in confidence. If at any time you
have any concerns about your rights or treatment during this research you may contact the VCC
Research Ethics Review Board.
By signing this letter, you give free and informed consent to participate in this project.
witness and the person who explained or obtained the consent.
Participant Name: (Please Print):
Signed:
Date:
Witness Name (Please Print)
Aboriginal Higher Learner Success 106
APPENDIX D: LETTER OF INVITATION WITH SENIOR LEADERS (INTERVIEWS)
[Date here]
Re: Study of Factors that Contribute to the Success of Aboriginal Learners at VCC
Dear [Prospective Participant],
I would like to invite you to be part of a research project that I am conducting. This project is
part of the requirement for a Master’s Degree in Leadership at Royal Roads University. My
name is Laara Mixon and my credentials with Royal Roads University can be established by
calling Dr. Wendy Rowe, Director, School of Leadership Studies, at [phone #].
The objective of my research project is to enhance the understanding of the factors that
contribute to the success of Aboriginal learners at Vancouver Community College. In addition to
submitting my final report to Royal Roads University in partial fulfillment for a Masters of Arts
Degree in Leadership, I will also be sharing my research findings with Vancouver Community
College, the Coastal Corridor Consortium, and potentially as presented materials for local area
stakeholders.
My research project will consist of open ended questions undertaken in interviews, which are
foreseen to last for one hour. The foreseen questions are designed to collect feedback on the
factors that contribute to Aboriginal learner success and what the college can do into the future to
support Aboriginal learners. To protect your privacy all personally identifiable information will
be removed.
Your name was chosen as a prospective participant because of your participation as a senior
leader at the college. Information will be recorded in hand-written and audio-recorded format
and, where appropriate summarized, in anonymous format, in the body of the final report. At no
time will any specific comments be attributed to any individual unless your specific agreement
has been obtained beforehand. All documentation will be kept strictly confidential.
Aboriginal Higher Learner Success 107
A copy of the final report will be published. Access and distribution will be unrestricted. Please
feel free to contact me at any time should you have additional questions regarding the project and
its outcomes. A debriefing session will be held with participants following the conclusion of the
research.
In order to mitigate any institutional conflict of interest the Coastal Corridor Consortium
Manager of Operations will participate as a part of the research team to include the voice of the
seven Aboriginal organization and First Nations partners is voiced throughout the design and
delivery of this project.
You are not compelled to participate in this research project. If you do choose to participate, you
are free to withdraw at any time without prejudice. Similarly, if you choose not to participate in
this research project, this information will also be maintained in confidence. If at any time you
have any concerns about your rights or treatment during this research you may contact the VCC
Research Ethics Review Board.
If you would like to participate in my research project, please contact me at:
Name: Laara Mixon
Email address: [email address]
Phone number: [phone #]
Sincerely,
Laara Mixon
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APPENDIX E: QUESTIONS FOR INTERVIEWS
Interview Agenda & Questions to be read by Primary Researcher:
1. What is the best experience you have had at VCC serving learner/community needs?
2. Can you please provide your recommendations on the themes identified from the
literature review and focus group feedback?
3. In addressing the question of what factors contribute to the success of Aboriginal
higher learners what are your needs/ concerns?
4. What can VCC commit to in order to support these recommendations over the next 18
months?
5. Who else do I need to interview (gatekeepers/ opponents)?
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APPENDIX F: INFORMED CONSENT FOR INTERVIEWS
My name is Laara Mixon, and this research project is part of the requirement for a degree in the
Masters of Arts in Leadership Program at Royal Roads University. My credentials with Royal
Roads University can be established by telephoning Dr. Wendy Rowe, Director, School of
Leadership Studies, at [phone #].
This document constitutes an agreement to participate in my research project, the objective of
which is to enhance the effectiveness of programs and services for Aboriginal learners at
Vancouver Community College.
The research will consist of open ended questions in interviews and is foreseen to last one hour.
The foreseen questions will refer to feedback on Aboriginal learner focus group findings and
how the college could best support the needs of Aboriginal learners. In addition to submitting my
final report to Royal Roads University in partial fulfillment for a degree in the Masters of Arts in
Leadership Program, I will also be sharing my research findings with Vancouver Community
College, their partners in the Coastal Corridor Consortium, and potentially as published works.
Information will be recorded in hand-written format, audio taped and, where appropriate,
summarized, in anonymous format, in the body of the final report. At no time will any specific
comments be attributed to any individual unless specific agreement has been obtained
beforehand. All documentation will be kept strictly confidential. A copy of the final report will
be published. Access and distribution will be unrestricted. If at any time you have any questions
regarding the project and its outcomes please feel free to call or email myself directly. A final
session will be conducted with students to confirm findings and understandings shared during the
focus groups.
Aboriginal Higher Learner Success 110
In order to mitigate any institutional conflict of interest the Coastal Corridor Consortium
Manager of Operations will participate as a part of the research team to include the voice of the
seven Aboriginal organization and First Nations partners is voiced throughout the design and
delivery of this project.
You are not compelled to participate in this research project. If you do choose to participate, you
are free to withdraw at any time without prejudice at which time all documentation pertaining to
your feedback will cease. Similarly, if you choose not to participate in this research project, this
information will also be maintained in confidence. If at any time you have any concerns about
your rights or treatment during this research you may contact the VCC Research Ethics Review
Board.
By signing this letter, you give free and informed consent to participate in this project.
Participant Name: (Please Print):
Signed:
Date:
Witness Name (Please Print)
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APPENDIX G: QUESTIONS FOR FOCUS GROUPS
Focus Group Agenda and Questions to be read by Primary Researcher:

Review of informed consent and right to withdraw. Participants who choose to withdraw may
do so at anytime however, all data gathered up until the point of withdrawal will be used in
the data analysis. Signing of informed consent. Offer to answer any questions.

Explaining Elders Role/ Introduction: Elders Opening Prayer

Round Circle Traditional Protocol Introductions used when an Elder is present (personal
information not recorded in any way)

Session Background (Facilitator)

Facilitators questions conducted using round circle/ sharing circle process:
1. Imagine for a moment that you are reaching your educational goal and describe in detail
what it looks like, and feels like?
2. What do you need from the Aboriginal Education & Services Department to support your
resiliency and to achieve your education goals?
3. What do you need from VCC for you to realize your education goals?
4. What can you commit to doing for yourself now to support your own success, including
the supports that you need to ask for?
5. What are the thematic categories for your responses?
(Facilitator use dots to prioritize)

Elder Closing Prayer