scholarly journals Do discrimination, residential school attendance and cultural disruption add to individual-level diabetes risk among Aboriginal people in Canada?

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Roland F. Dyck ◽  
◽  
Chandima Karunanayake ◽  
Bonnie Janzen ◽  
Josh Lawson ◽  
...  
Keyword(s):  
Aboriginal People ◽  
School Attendance ◽  
Diabetes Risk ◽  
Residential School ◽  
Individual Level

scholarly journals “I’m not really healed … I’m just bandaged up”: Perceptions of healing among former students of Indian residential schools

2017 ◽  
Vol 12 (1) ◽  
pp. 39
Author(s):  
Tracey Carr ◽  
Brian Chartier ◽  
Tina Dadgostari
Keyword(s):  
Aboriginal People ◽  
School Attendance ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Residential School ◽  
School Students ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Indian Residential Schools ◽  
Settlement Agreement

<p>Attempts at resolution between former students of Indian residential schools and the non-Aboriginal Canadian population began with the signing of the Indian Residential Schools Settlement Agreement in 2006. The Settlement Agreement outlined provisions for the Truth and Reconciliation Commission to document the stories of former students and for the Resolution Health Support Program to offer emotional and cultural support to former students and their families. Although former students have catalogued their stories through the Truth and Reconciliation Commission process, experiences of healing from the events of Indian residential schools remain relatively unknown. The purpose of this qualitative study was to explore the perceptions of healing among former Indian residential school students. In partnership with an Aboriginal support agency in a small Saskatchewan city, we interviewed 10 Aboriginal people affected by residential schools. The focus of the interviews was to generate participants’ conceptions and experiences of healing regarding their residential school experiences. We found all participants continued to experience physical, mental, emotional, and/or spiritual impacts of residential school attendance. Disclosure of their experiences was an important turning point for some participants. Their efforts to move on varied from attempting to “forget” about their experience to reconnecting with their culture and/or following their spiritual, religious, or faith practices. Participants also noted the profound intergenerational effects of residential schools and the need for communities to promote healing. The findings will be used to guide an assessment of the healing needs among this population in Saskatchewan.</p>

scholarly journals Aboriginal Language and School Outcomes: Investigating the Associations for Young Adults

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Anne Guevremont ◽  
Dafna Kohen
Keyword(s):  
Parental Education ◽  
School Attendance ◽  
Educational Experiences ◽  
Cohort Effect ◽  
Language Instruction ◽  
School Outcomes ◽  
Residential School ◽  
Future Studies ◽  
Confounding Variables ◽  
Aboriginal Children

Being taught an Aboriginal language at school has generally been associated with positive school outcomes for Aboriginal children but not adults. This study attempted to understand this discordance by examining three possible explanations: (a) confounding variables, (b) a cohort effect, and (c) differences in the timing and duration of Aboriginal language instruction. Confounding variables (school attendance on reserve, parental education, and family residential school attendance) and duration of Aboriginal language instruction (six of more grades) were important contributors; whereas the presence of a cohort effect and the timing of Aboriginal language instruction were not found to be significant. Future studies of Aboriginal language instruction should consider family educational experiences, location of schooling, and the duration of Aboriginal language instruction.

Sharing the tracks to good tucker: identifying the benefits and challenges of implementing community food programs for Aboriginal communities in Victoria

2014 ◽  
Vol 20 (4) ◽  
pp. 373 ◽  
Author(s):  
Margaret Murray ◽  
Emily Bonnell ◽  
Sharon Thorpe ◽  
Jennifer Browne ◽  
Liza Barbour ◽  
...  
Keyword(s):  
Food Insecurity ◽  
Aboriginal People ◽  
Key Factors ◽  
Aboriginal Population ◽  
Individual Level ◽  
Aboriginal Populations ◽  
Semistructured Interviews ◽  
Food Programs ◽  
Development Approach

Food insecurity is a significant issue in the Victorian Aboriginal population, contributing to the health disparity and reduced life expectancy. Community food programs are a strategy used to minimise individual level food insecurity, with little evidence regarding their effectiveness for Aboriginal populations. The aim of this study was to explore the role of community food programs operating for Aboriginal people in Victoria and their perceived influence on food access and nutrition. Semistructured interviews were conducted with staff (n = 23) from a purposive sample of 18 community food programs across Victoria. Interviews explored the programs’ operation, key benefits to the community, challenges and recommendations for setting up a successful community food program. Results were analysed using a qualitative thematic approach and revealed three main themes regarding key factors for the success of community food programs: (1) community food programs for Aboriginal people should support access to safe, affordable, nutritious food in a socially and culturally acceptable environment; (2) a community development approach is essential for program sustainability; and (3) there is a need to build the capacity of community food programs as part of a strategy to ensure sustainability. Community food programs may be an effective initiative for reducing food insecurity in the Victorian Aboriginal population.

Major Payoffs

2017 ◽  
Vol 60 (4) ◽  
pp. 722-746 ◽  
Author(s):  
David Monaghan ◽  
Sou Hyun Jang
Keyword(s):  
Graduate School ◽  
Low Income ◽  
School Attendance ◽  
Major Choice ◽  
Bachelor's Degree ◽  
Individual Level ◽  
Graduate Degrees ◽  
Income Disparities ◽  
The Arts ◽  
Recent Graduates

Although the bachelor’s degree is considered the “great equalizer,” returns vary substantially by field of study, particularly in the years immediately following graduation. In the first section of our analysis, we study the varying labor market experiences of recent graduates with different majors. We build on prior research by more fully accounting for the complicating role of graduate school attendance in the relationship between majors and income. We find some majors to be distinctly “risky,” exposing their holders to heightened risk of low income and unemployment during the postcollege transition. Those who select such majors are much more likely to later enroll in graduate school. After 10 years, graduate degrees mitigate, but do not entirely erase, major-based income disparities. We use these findings in the second section to explore the determinants of major choice among first-time freshmen. Female and higher socioeconomic status (SES) students are more likely to select risky majors, but the latter relationship is entirely explained by academic and institutional variables. In contrast to prior research, we find strong institutional effects on major choice, with those attending selective colleges, smaller institutions, and institutions with fewer low-SES students more likely to select risky and graduate-school-associated majors, net of individual-level factors. We conclude by discussing the implications of our findings for the situation of the arts and sciences fields in the era of mass enrollment.

scholarly journals Residential Schools: Creating and Continuing Institutionalization among Aboriginal Peoples in Canada

2020 ◽  
Vol 6 (1) ◽  
pp. 56-65
Author(s):  
Julia Rand
Keyword(s):  
Aboriginal People ◽  
School Experiences ◽  
Residential Schools ◽  
Aboriginal Peoples ◽  
Residential School ◽  
Cultural Assimilation ◽  
Correctional System

Many Aboriginal peoples in Canada have experienced, directly or indirectly, the effects of residential schools. Some Aboriginal people have also experienced the phenomenon known as institutionalization, as a result of residential school experiences, experiences over which they had no control and that were demanded by law. Some Aboriginal people in Canada have moved from the residential school institutions to similar newly developed institutions such as shelters and to established institutions such as the correctional system, or both. Indeed, Aboriginal peoples are overrepresented in all such institutions. In this paper, I seek to demonstrate the association between Aboriginal peoples’ experiences in and of residential schools and subsequent adult institutionalization. Attempts to ‘civilize’ Aboriginal peoples through cultural assimilation may have instead resulted in intergenerational institutionalization among many Aboriginal peoples in Canada.

Barry D. McPherson. Aging as a Social Process: Canadian Perspectives (4th ed.). Don Mills, ON: Oxford University Press, 2004.

2005 ◽  
Vol 24 (4) ◽  
pp. 454-455
Author(s):  
Andrew V. Wister
Keyword(s):  
Aboriginal People ◽  
Population Aging ◽  
Care Home ◽  
Social Process ◽  
Life Course Perspective ◽  
Multiple Perspectives ◽  
Individual Level ◽  
Oxford University ◽  
Comprehensive Text ◽  
Theory Research

This book by Barry McPherson is the fourth edition of Canada's first textbook on aging. Aging as a Social Process is a comprehensive text that elucidates and links the physiological, psychological, and social domains of aging within the context of what are known as individual and population aging. As the title implies, the book focuses primarily on the social processes of aging embedded in the micro-, meso-, and macro-level environments. It therefore balances individual-level experiences and social-structural forces connected to the causes and consequences of aging. It has been updated and expanded to reflect the increasing diversity in aging and the aged and the concomitant growth in research. This is captured through the integration of theory, research, and policy, from multiple perspectives and methodologies, applied to a wider range of substantive issues than in previous editions of the text. For instance, Aboriginal people and aging, homelessness, dating and sexuality, gay and lesbian relationships, end-of-life care, home care, and older drivers are but a few of the topics added or significantly supplemented in this new edition. In particular, I found the inclusion of a chapter dealing with individual and population health a needed and welcome addition. A life-course perspective on these topics that embraces the multiplicity of experience as individuals move through life stages, exposed to different historical and cultural contexts and facing and creating different life choices and chances, connects the material presented in this text.

scholarly journals The Impact of Hearing Impairment on the Life Trajectories of Aboriginal Children in Remote Australia: Protocol for the Hearing Loss in Kids Project

10.2196/15464 ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. e15464 ◽  
Author(s):  
Jiunn-Yih Su ◽  
Vincent Yaofeng He ◽  
Steven Guthridge ◽  
Sven Silburn
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Child Maltreatment ◽  
Hearing Impairment ◽  
School Attendance ◽  
Data Access ◽  
Individual Level ◽  
Increased Risk ◽  
Aboriginal Children ◽  
The Impact

Background Previous studies have reported a high prevalence of chronic otitis media (OM) and hearing impairment (HI) in Aboriginal children in the Northern Territory (NT) of Australia. Children affected by these disorders are believed to be at increased risk for adverse outcomes in early childhood development, school attendance, academic performance, and child maltreatment and youth offending. However, to date, there have been no studies quantifying the association between HI and these outcomes in this population. Objective This study will investigate the association between HI and the 5 outcomes in Aboriginal children living in remote NT communities. Methods Individual-level information linked across multiple administrative datasets will be used to conduct a series of retrospective observational studies on selected developmental and school outcomes. The predictor variables for all studies are the results from audiometric hearing assessments. The outcome measures are as follows: Australian Early Development Census results, representing developmental readiness for school, assessed around 5 years of age; Year 1 school attendance rates; Year 3 school-based academic performance, assessed in the National Assessment Program—Literacy and Numeracy; incidence of child maltreatment events (including both notifications and substantiated cases); and incidence of a first guilty verdict for youth offenders. Confounding and moderating factors available for the analysis include both community-level factors (including school fixed effects, socioeconomic status, level of remoteness, and housing crowdedness) and individual-level factors (including maternal and perinatal health and hospital admissions in early childhood). Results The study commenced in 2018, with ethics and data custodian approvals for data access and linkage. This has enabled the completion of data linkage and the commencement of data analysis for individual component studies, with findings expected to be published in 2019 and 2020. Conclusions This study will provide first evidence of the impact of OM-related HI on the developmental, educational, and social outcomes of Australian Aboriginal children. The findings are expected to have significant implications for policy development, service design, and resource allocation. International Registered Report Identifier (IRRID) RR1-10.2196/15464

scholarly journals The Intergenerational Effects of Residential Schools on Children’s Educational Experiences in Ontario and Canada’s Western Provinces

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Donna L Feir
Keyword(s):  
Educational Outcomes ◽  
School Attendance ◽  
Empirical Work ◽  
School Experiences ◽  
Residential Schools ◽  
Aboriginal Peoples ◽  
Residential School ◽  
Intergenerational Effects ◽  
Number Of Factors ◽  
The Relationship

The intergenerational effects of Canada’s Indian Residential Schools have been widely discussed, but limited empirical work exists. I use the confidential wave of the 2001 Aboriginal Peoples Survey of Children and Youth (APSCY) to study the association between mothers’ residential school attendance and their children’s educational outcomes and experiences in Ontario, Manitoba, Saskatchewan, Alberta, and British Columbia. Holding a number of factors constant, I demonstrate that children whose mothers attended residential school are more likely to be suspended or expelled and have worse school experiences on average than children whose mothers did not. Children are also more likely to live off reserve and less likely to speak an Aboriginal language if their mothers attended a residential school. I also examine some contextual factors that may influence the relationship between mothers’ residential school attendance and their children’s educational outcomes. These findings suggest that dealing with the intergenerational legacy of residential schools is necessary for improving the educational outcomes of today’s Aboriginal youth.

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