Supporting Educational Success for Aboriginal Students: Identifying Key Influences

• In Event: Canadian Association for Educational Psychology (CAEP): Supporting At-Risk Learners: Applications of Educational Psychology in Canadian Contexts

Abstract

The development of positive general self-concept is an important outcome for students in Canadian schools. Studies have shown that students with positive self-concept, one measure of psychosocial adjustment, have higher grades, and lower levels of alcohol and drug use, depression, and anxiety (Craven & Marsh, 2008; Deihl et al., 1997; DuBois et al., 1999; Zimmerman et al., 1997). Some students are more at-risk for negative psychosocial outcomes than others, particularly those who are outside the norm academically, behaviourally, socially, or culturally.

Students identified as Aboriginal (First Nations, Métis, or Inuit), as one example, experience poorer educational and psychosocial outcomes than non-Aboriginal Canadians (Kirmayer et al., 1998; Luffman & Sussman, 2007; Malchy et al., 1997). Because self-concept has been found to play a key role in the academic achievement and school engagement of students, identifying students with low self-concept and designing effective interventions for them is of utmost importance. Little is known, however, about the self-concept of Canadian Aboriginal students and the relationships between self-concept and educational outcomes for these students.

Accordingly, the overall objective of the two studies reported in this paper was to identify influential factors related to the educational success of Aboriginal students, including self-concept. More specifically, we explored: (a) the relationships between self-concept, perceived strengths and academic achievement among a sample of Aboriginal and non-Aboriginal students, and (b) the perceptions of a small sample of Aboriginal students and school staff regarding self-concept, strengths, academic achievement and academic expectations.

In the first study, approximately 100 students in grades 4 through 8 completed existing, well-validated measures of self-concept and strengths; and assessments of academic achievement were drawn from recent report cards. Of this sample, approximately 36% had self-identified as Aboriginal (First Nations, Métis or Inuit). In the second study, focus groups were held with 10 Aboriginal students and 5 school staff.

Results of the first study indicated that levels of self-concept were similar for Aboriginal and non-Aboriginal students. Aboriginal students reported fewer strengths in areas such as school, goals and dreams, and personality functioning compared to non-Aboriginal students; academic achievement was also significantly lower. Regression analyses revealed that non-Aboriginal students drew on strengths in personality functioning and peer relationships to comprise their sense of self while the sole variable that contributed significantly to self-concept among Aboriginal students was strengths in faith and culture. Academic achievement was unrelated to self-concept for both groups. A number of themes were identified within the focus group data arising from the second study. These include the importance of relationships (peer, family, teacher), the role of academic expectations, relevance of the school curriculum, and academic aspirations as factors influencing educational success of Aboriginal students.

Brought together, these findings shed light on the heterogeneity of experiences and self-perceptions among Aboriginal and non-Aboriginal students and also provide insight into several avenues of future research and practice regarding educational programming and interventions that may benefit those Aboriginal students at-risk for poor educational outcomes, including increased focus on their Aboriginal culture and faith.

Author

• Jessica Whitley, University of Ottawa