The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to improving the academic experiences of Aboriginal students. Accordingly, the objective of the current study was to identify influential factors related to the educational success of Aboriginal students, from the perspective of students and teachers, through the lens of Bronfenbrenner’s (1995) “Bioecological Model.” The insights of participants spoke to the importance of relationships, self-concept and academic expectations, the relevance of the school curriculum, and academic aspirations as factors influencing educational success.
Les difficultés académiques vécues par plusieurs étudiants autochtones (Premières Nations, Métis, Inuit) au Canada ont été bien documentées. Des indicateurs tels que la persévérance scolaire et les inscriptions post-secondaires sont habituellement beaucoup plus faibles pour un groupe d’étudiants d’origine autochtone que pour un groupe d’étudiants non autochtones. Identifier les éléments facilitant leur succès est essentiel à l’amélioration de l’expérience scolaire des étudiants autochtones. Par conséquent, le but de cette recherche était d’identifier les facteurs favorisant le succès académique des étudiants autochtones en se basant sur les points de vue des étudiants et des enseignants et en utilisant le modèle bioécologique de Bronfenbrenner (1995). Les observations formulées par les participants soulignent l’importance des relations, du concept de soi et des attentes académiques, de la pertinence des programmes ainsi que des aspirations scolaires en tant que facteurs influençant la réussite en éducation.
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JESSICA WHITLEY is an Associate Professor of Inclusive Education at the University of Ottawa. Her research focuses on better understanding the school experiences of students with exceptionalities, including those with mental health issues, as well as the various student-, classroom- and school-level factors that influence the academic and psychosocial outcomes of these students.
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JESSICA WHITLEY est professeure adjointe en éducation inclusive à l’Université d’Ottawa. Ses recherches visent sur une meilleure compréhension de l’expérience scolaire des étudiants ayant des besoins particuliers, tels que ceux aux prises avec des problèmes de santé mentale. Elle cherche aussi à comprendre la variété d’éléments – au niveau de l’étudiant, de la classe ou de l’école – ayant une influence sur les résultats académiques ou l’état psychosocial de ces étudiants.