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Welcome!

While we're waiting, see if you can spot the difference

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Best Practices for Assisting First-year Indigenous Students In the Transition to University

A presentation by Sofia Mayer

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Land Acknowledgement

The University of Guelph resides on the treaty lands and territory of the Mississaugas of the Credit. We recognize this gathering place where we work and learn is home to many past, present, and future First Nations, Inuit, and Métis peoples. Our acknowledgement of the land is our declaration of our collective responsibility to this place and its peoples’ histories, rights, and presence. Our school supports and adds our collective voice to the “CALLS TO ACTION” from the Truth and Reconciliation Committee on Indian Residential School to never forget, to hold governments and colonial forces to account, to seek redress and healing for injustice.

https://www.uoguelph.ca/land-acknowledgement

�The Mississaugas of the Credit First Nation is a thriving and vibrant community, bursting with people reaching for their roots as well as the future as they prepare to teach the next 7 generations it’s history and culture. This community has survived many hundred years of change; we fought through near extinction, battled in many wars, suffered a complete loss of culture, undertook a new way of life, faced the trails and tribulations that have come with facing our Canadian government and those now occupying our traditional territory, however despite every inch of transformation the Mississaugas of the Credit First Nation have endured, they continued to adapt and grow into the resilient First Nation community that stands today.

- http://mncfn.ca/about-mncfn/

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The purpose of this activity is to see where our team is at in terms of having a foundational knowledge on Indigenous people in Canada
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Agenda

Introduction to the Topic

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Theories on Supporting Indigenous Students

2

Native American College Student Transition Theory

3

Best Practices for Working with Indigenous Students Transitioning to University

4

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My Experience working with Indigenous People

Volunteer - Project Serve, 2019
Resource Person/Research Assistant - Oakville Children's Homes, 2020
Exhibit Collaborator - Guelph Civic Museum, 2020

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Why do you think the transition to university may be particularly challenging for Indigenous students?

Head over to menti.com
Voting Code: 8241 8071
https://www.menti.com/uebxo92dps

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Indigenous vs Western Perceptions of Family

Indigenous	Western
Nuclear family is common but the role of extended family in a child’s life is essential.	Mainly nuclear family.
Historically: Children had an essential role in the community and helped contribute.	Poorer families tended to have more children to help earn income. for example, in the Industrial Revolution children were exploited for cheap labour).
Idea that if a child’s parents cannot care for them, the community will (mainly the grandparents).	Idea that if family cannot care for child, the government and organizations take control.

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The Caring Society’s Guidelines for the Ethical Engagement of Young People

Youth Engagement is not a program;
Contributions Match the Organization;
One Person Cannot Represent the Many;
Debate as a Learning Tool;
Dignity and Safety;
Avoiding False Expectations;
Balance and Accessibility.

Summary of the Principles:

Youth Engagement is Not a Program: Youth engagement should be viewed as a natural way of working in the organization rather than as a special program.
Contributions Match the Organization: Young people and adults who are working with an organization should be recruited for their knowledge, skills, interests and commitment to the organizational mission.
One Person Cannot Represent the Many: A young person should not be considered “the youth voice” at the table – it should be acknowledged that everyone at the table brings different perspectives to the issue.
Debate as a Learning Tool: Debate is a key element of personal and organizational growth.
Dignity and Safety Under no circumstances should young people or adults in the workplace feel that placing themselves in an emotionally, spiritually, physically or cognitively unsafe space is expected or required by the organization.
Avoiding False Expectations It is important to be honest about the changing role of youth within an organization including recognizing that there are limitations that correspond to age, experience, education and training.
Balance and Accessibility Most people require workplace accommodations to support them in making the optimal contribution to the organization.

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Current Theories on Supporting Indigenous Students in Higher Education

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American Indian Identity Development Theory

Horse’s (2001) Perspective on American Indian Identity Development examines Native American consciousness (as cited in Evans Forney, Guido, Patton, & Renn, 2010).
His theory examines the ways in which Native American individuals develop in their diverse identities

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American Indian Identity Development Theory

Knowledge of one’s native language

Genealogical heritage

Respecting traditions

The degree to which individuals see themselves as Indian

And being recognized as a member of an official Indian tribe

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Criticisms of American Identity Development Theory

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Does not fully capture the challenges many Indigenous students face when transitioning into higher education and mainstream culture.

The stages used are broad and focus on ethnic identity development, which is only one of several challenges Indigenous students must deal with when entering college life.

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Chickering’s (1969) Identity Development Theory

First published in 1969

Deals with how University students develop

Idea that there are 7 stages (called vectors) that students must experience to find their sense identity ��

When applied to Native American students; however, changes must be made to some of the vectors, such as moving through autonomy toward interdependence and developing mature interpersonal relationships (as cited in Evans et al., 2010). The moving through autonomy toward interdependence vector may not suit Native American students, as their culture instills the importance of interdependent relationships at an early age (Chickering, 1969, as cited in Evans et al., 2010), 3

Thus, this vector is not one to be reached, but rather, Native American students must learn how to navigate a largely independent culture when moving to and living on college campuses.
The ways in which Native American students relate to such developmental stages is simply different from that of mainstream culture.
Modifications can be made to better represent the Native American student population, which in turn, will help student affairs administrators meet their unique needs.

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7 Vectors of Identity Development Theory

1. Developing competence
2. Managing emotions
3. Moving through autonomy to interdependence
4. Developing mature interpersonal relationships
5. Establishing Identity
6. Developing purpose
7. Developing Integrity

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Criticisms of Chickering’s (1969) Identity Development Theory

The moving through autonomy toward interdependence stage may not suit Indigenous students, as their culture instills the importance of interdependent relationships at an early age (Chickering, 1969, as cited in Evans et al., 2010), 3

The ways in which Native American students relate to such developmental stages is simply different from that of mainstream culture

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Schlossberg’s (1995) Transition Theory

Adult Development Theory that accounts for how individuals progress during transitional stages
The four S's determine how someone will react to times of transition and/or change

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Applying Sclossberg's Theory to Indigenous Students

Many of the factors relating to transition are useful and important when guiding Indigenous students in their first year of University.

The characteristics a student brings with them to the institution, such as socioeconomic status, ethnicity, culture, and spirituality have a large impact on a student’s experience during University.

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Native American College Student Transition Theory

Combines aspects of existing theories, such as Chickering’s (1969) Identity Theory, Horse’s (2001) Perspective on American Indian Identity Development, and Schlossberg’s (1995) Transition Theory, 2

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Stages

VIEWS OF THE INDIVIDUAL'S COMMUNITY

LEARNING TO NAVIGATE

MOVING TOWARDS INDEPENDENCE

BUILDING TRUST AND RELATIONSHIPS

RESTABLISHING IDENTITY AND REACHING OUT

DEVELOPING A VISION FOR THE FUTURE

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Best Practices

Implement programs to support Indigenous student's academic and life pursuits

01

Collaborate with Indigenous institutions

02

Integrate cultural practices

03

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References

Alderman , J., Khanna, N., Blackstock, C., & Balla, S. (2011, January). Guidelines for the Ethical Engagement of Young People. Ottawa; The Caring Society.
The Caring Society. (2022). About Us . The Caring Society. Retrieved June 10, 2022, from https://fncaringsociety.com/about-us
Colorado Department of Education. (2020, August). Building Cultural Awareness in Support of American Indian/Alaska Native Students. Denver.
Horse (Kiowa), P. G. (2005). Native American identity. New Directions for Student Services, 2005(109), 61–68. https://doi.org/10.1002/ss.154
Mississaugas of the Credit First Nation. (2019, April 29). About MCFN - Mississaugas of the Credit First Nation. Mississaugas of the Credit First Nation. Retrieved June 13, 2022, from http://mncfn.ca/about-mncfn/
University of Guelph. (2022). Land Acknowledgement. University of Guelph. Retrieved June 13, 2022, from https://www.uoguelph.ca/land-acknowledgement
University of Guelph. (2022). Supports for First Nations, Métis and Inuit Students. University of Guelph - Indigenous Student Centre. Retrieved June 13, 2022, from https://www.uoguelph.ca/studentexperience/isc
University of North Carolina . (2019). SUMMARY OF RACIAL AND ETHNIC IDENTITY FRAMEWORKS OR MODELS. Chapel Hill.
Winters, M.-F. (2015, July 16). Who am I? - Part 4: Native American Identity Development. The Inclusion Solution. Retrieved June 10, 2022, from http://www.theinclusionsolution.me/who-am-i-part-4-native-american-identity-development/

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Thank you

If you have any questions, feel free to email me at smayer04@uoguelph.ca