The Intervening Effect of School Climate on Enculturation and Bullying among First Nations Youth

• In Event: Poster Session 03
  In Poster Session: PS 03 Topic - Education, Schooling

Abstract

Cultural identity is thought to be an individual and culturally-specific promotive factor of resilience among Indigenous youth (Blacklock et al., 2019; Corenblum & Armstrong, 2012; Currie et al., 2011; Lafromboise et al., 2006), while school climate is seen as a contextual and cross-cultural protective factor against bullying and victimization (Bandyopadhyay et al., 2009; Gottfredson et al., 2005; Klein et al., 2012; Loukas & Murphy, 2007; Nansel et al., 2001; Welsh, 2000). Examining the direct relationship between cultural identity and bullying allows for a strength and culture-based approach and allows for a more nuanced understanding of the cultural identity dimensions involved in protecting Indigenous youth against bullying behaviours. The participants included 69 Indigenous students living in Kawawachikamach, a reserve in Northern Quebec, Canada. Self-report ratings of cultural identity, school climate and engagement in bullying aggression and victimization were obtained. Involvement in traditional practices, a component of cultural identity, was linked to more frequent reports of victimization but less frequent reports of aggressivity toward other students. Conversely, while identity attitudes and spiritual involvement were not directly linked to bullying, they were linked to the perception of a more positive school climate, which was in turn linked to fewer reports of aggressivity towards others. When considered together, identity attitudes emerged as the most relevant component of cultural identity linked to perceived positive school climate. These findings offer general support for examining the different parts of cultural identity independently and more specific support for the “indigenist” coping model (Walters et al., 2002). These findings furthermore confirm that in addition to being relevant to physical and mental health outcomes, the “indigenist” model can also be used when considering social outcomes among Indigenous peoples.

Authors

• Adrienne Blacklock, McGill University
  Presenting Author

• Soloman Friedman, McGill University
  Non-Presenting Author

• Johanna Every, McGill University
  Non-Presenting Author

• Curtis Tootoosis, Naskapi Band Council
  Non-Presenting Author

• Joseph Wheelan, Central Quebec School Board
  Non-Presenting Author

• Roisin O'Connor, Concordia University
  Non-Presenting Author

• Dennis C. Wendt, McGill University
  Non-Presenting Author

• Jacob Ari (Jake) Burack, McGill University
  Non-Presenting Author