Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students

• Main Author: Hudson, Natasha
• Other Authors: Restoule, Jean-Paul, Bascia, Nina
• Format: Thesis
• Language: English
• Published: 2009
• Subjects: Aboriginal; Contexts of learning; Post-secondary aspirations; Youth; Public school; School-to-work transition; Social reproduction; Systemic inequality; Equality of opportunity; Bricolage; Structuration; Pragmatism; Programme for International Student Assessment; Youth in Transition Survey; Comparative education; Access to post-secondary schooling; Streaming; Indigenous; Native; First Nations; Métis; Inuit; Socio-economic status; Race; Gender; Location; Higher education; Canada; PISA; YITS; Assessment; Canadian; Meritocracy; Democracy; 0340; 0938; 0700; 0631; 0533; 0745; 0288; 0451; Lower Post; inuit
• Online Access: http://hdl.handle.net/1807/18119

To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling...