Creating a 'sense of belonging' for Indigenous students: identifying supports to improve access and success in post-secondary education
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | University of Toronto Faculty of Medicine, School of Social Work, Algoma University, Canada, Algoma University, Canada |
| ANO | 2024 |
| TIPO | Artigo |
| PERIÓDICO | AlterNative: An International Journal of Indigenous Peoples |
| ISSN | 1177-1801 |
| E-ISSN | 1174-1740 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/11771801241291242 |
| ADICIONADO EM | 2025-08-18 |
Resumo
Indigenous post-secondary students face cumbersome barriers to educational attainment. This article explores those barriers and presents findings from a survey of Indigenous students conducted at Algoma University in Sault St. Marie, Ontario, Canada. For First Nations' students surveyed in 2016 ( n = 36), funding was identified as a major barrier and, considering that nearly half of students had dependents, finding affordable housing and childcare was a significant challenge. The transition to an urban area from living on-reserve is also difficult for many students. The Anishinaabe Initiatives Division at Algoma University hosted culturally affirming events for Indigenous students. We found this to be an effective tool universities can use to bolster student resilience and foster a sense of belonging. We also propose that funding on university campuses must increase to support Indigenous students' educational attainment goals.