Living Our Circle: Aboriginal Students Claiming a Space in Higher Education

This study utilizes qualitative research methods to examine how Aboriginal students access and experience post-secondary education (PSE). Previous research has found that Aboriginal peoples exhibit much lower rates of PSE compared to other Canadians (Cloutier, 1984; Clift et al., 1997; Sarkar and Stallard, 1997; British Columbia, 2000a; University of Alberta, 2000). The underrepresentation of Aboriginal students within these spaces suggests that systemic barriers influence how higher learning is accessed and experienced. Understanding Aboriginal student experiences is critical, as education remains a primary method for improving health, socio-economic status, employment, social networks, and a sense of control over life circumstances (Ross & Wu, 1995).

The aim of this study is to investigate the social and material conditions that impact Aboriginal students. Participants were recruited via purposeful sampling through the Centre for Aboriginal Student Services (CASS) at a post-secondary institution in an urban city in southwestern Ontario, Canada. A post-colonial theoretical framework assisted in exposing how colonialism continues to influence how current Aboriginal students arrive at and experience higher education. An analysis of five Aboriginal student narratives revealed that access to affordable housing, transportation, food security, and reliable childcare influenced their PSE experiences. Many participants cited PSE as a method for reconnecting with their communities and cultures; however, results indicated that Aboriginal students continue to experience racism within the PSE institution. Access to Elders, traditional medicines, and campus resources that focus on Aboriginal students specifically CASS, facilitated a sense of belonging.