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Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

Author(s): Jean-Paul Restoule | Angela Mashford-Pringle | Maya Chacaby | Christine Smillie | Candace Brunette | Gail Russel

Journal: International Indigenous Policy Journal
ISSN 1916-5781

Volume: 4;
Issue: 4;
Start page: 4;
Date: 2013;
Original page

Keywords: access | post-secondary education | Indigenous | Aboriginal | transition

This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.
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