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
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.
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.
TABLE OF CONTENTS
ABSTRACT 2
ACKNOWLEDGEMENTS 3
LIST OF TABLES 5
LIST OF FIGURES 6
CHAPTER ONE: FOCUS AND FRAMING 7
Introduction 7
The Opportunity and its Significance 9
Systems Analysis of the Opportunity 12
Organizational Context 15
Summary 19
CHAPTER TWO: LITERATURE REVIEW 21
Introduction 21
Educational Systems and Culture 22
First Nations Traditional Education System 22
Colonialism 26
Post-Secondary Systems 28
Indigenous Education Models 30
Currently Known Success Factors 32
Indicators of Success 32
Barriers to Post-Secondary Education 34
Aboriginal Funding 35
Geographic Barriers 36
Lack of Aboriginal Leaders within Post Secondary Institutes 37
Systemic Racism 38
Aboriginal Employees Underrepresented 38
Human Resource Integration Strategies 42
Summary 45
CHAPTER THREE: CONDUCT OF ACTION RESEARCH PROJECT 46
Research Approach 46
Participants 48
Research Methods and Tools 50
Tools 51
Focus Groups 51
Interviews 52
Study Conduct 53
Data Analysis 54
Ethical Issues 55
Respect for Human Dignity 55
Justice and Inclusiveness 56
Free and Informed Consent 56
Respect for Privacy and Confidentiality 57
Conflict of Interest 58
Balancing Harms and Benefits 58
Minimizing Harm 59
Maximizing Benefits 59
Summary 59
CHAPTER FOUR: ACTION RESEARCH PROJECT RESULTS AND CONCLUSIONS 60
Introduction 60
Study Findings 60
Finding 1: Aboriginal Learners Support Systems 61
Finding 2: Cultural Integration within Programs 61
Finding 3: What Students Identified as Factors for Success in Post-Secondary Education 63
Finding 4: What is Currently Working well to Support Aboriginal Learners at VCC 63
Finding 5: What Would Work Well in the Future to Support the Success of Aboriginal Learners at VCC 65
Need for More Aboriginal Employees at all Levels within the College 65
Peer Racism 67
Aboriginal Teaching Methodologies 68
Aboriginal Cultural Services 70
Understanding of Aboriginal peoples with VCC Employees 71
Study Conclusions 72
Conclusion 1: Aboriginal People Drive Cultural Integration 73
Conclusion 2: Foundational Cultural Shift 74
Conclusion 3: Peer Racism within Higher Learning 75
Scope and Limitations of the Research 75
Summary 76
CHAPTER FIVE: RESEARCH IMPLICATIONS 78
Study Recommendation 78
Recommendation 1: Identify Aboriginal Post-Secondary Education Performance Measures 79
Recommendation 2: Senior Leadership Commitment 80
Ensure Aboriginal Representation on the VCC Board 81
Continue VCC’s Aboriginal Education Council 81
Establish a Standing Position for an Aboriginal Student Leader 81
Enhance Staffing Levels of the AES Department 82
Enhance the Authority of the AES Director 82
Recommendation 3: Commitment to Inclusive Excellence 83
Recommendation 4: Student Body Citizenship 85
Organizational Implications 87
Aboriginal Education Council Terms of Reference 87
Leadership 88
Inclusive Excellence 88
Student Body Citizenship 88
Implications for Future Research 89
Summary 90
CHAPTER SIX: LESSONS LEARNED 91
Provide a Title for Your First Lesson 91
Impact of Research on Researcher 92
Provide Title of this Third Lesson 92
Leadership Training 93
REFERENCES 94
APPENDIX A: ACTION RESEARCH TEAM MEMBER LETTER OF AGREEMENT 102
APPENDIX B: LETTER OF INVITATION FOR STUDENTS (FOCUS GROUPS) 104
APPENDIX C: INFORMED CONSENT FOR FOCUS GROUPS 106
APPENDIX D: LETTER OF INVITATION WITH SENIOR LEADERS (INTERVIEWS) 108
APPENDIX E: QUESTIONS FOR INTERVIEWS 110
APPENDIX F: INFORMED CONSENT FOR INTERVIEWS 111
APPENDIX G: QUESTIONS FOR FOCUS GROUPS 113
LIST OF TABLES
LIST OF FIGURES