How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates?
This study examines how schools can impact student retention among First Nations students and bring about higher graduation rates. The perceptions and perspectives of eight high school students were examined to discover how effective schools were in helping them succeed academically. First Nations s...
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Graduate Studies
2013
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Online Access: | http://hdl.handle.net/11023/809 https://doi.org/10.11575/PRISM/26395 |
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ftunivcalgary:oai:prism.ucalgary.ca:11023/809 2023-08-27T04:09:25+02:00 How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? Beebe, Clarice Jardine, Patricia (Gail) 2013 application/pdf http://hdl.handle.net/11023/809 https://doi.org/10.11575/PRISM/26395 eng eng Graduate Studies University of Calgary Calgary Beebe, C. (2013). How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/26395 http://dx.doi.org/10.11575/PRISM/26395 http://hdl.handle.net/11023/809 University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Education--Administration First Nations Aboriginal high school completion School Leadership effective schools doctoral thesis 2013 ftunivcalgary https://doi.org/10.11575/PRISM/26395 2023-08-06T06:30:56Z This study examines how schools can impact student retention among First Nations students and bring about higher graduation rates. The perceptions and perspectives of eight high school students were examined to discover how effective schools were in helping them succeed academically. First Nations student graduation rates are statistically low across Canada. In 1996, Statistics Canada revealed that 60 percent of First Nations on-reserve residents aged 20-24 had not completed high school or obtained an alternative diploma or certificate (Mendelson, 2008). The 2006 Census results that were released 10 years later reported no change in the data on high school completion among First Nations youth. The researcher conducted a qualitative study in 2011 in order to acquire the perspectives and perceptions of the participants regarding their high school experiences. The study sought to identify what factors in the school positively influenced them and at the same time what barriers they encountered and how the school addressed these. Internal structures such as school leadership, teachers, support staff, and school programming were important factors in the academic success of these students. Significantly, this study found that educational attainment among students is dependent upon effective school structures such as school leadership, teachers, and school programs that make quality schools. School structures must be responsive to the diversity of the student population. In the case of First Nations or Aboriginal students, most schools clearly made a concerted effort to recognize student diversity. Also important is that schools must be prepared to meet this challenge by planning for and implementing appropriate structures that support Aboriginal students as they work towards completing high school. Important issues such as racism and discrimination were evident in several of the schools. The outcome of this research provides recommendations and conclusions to further student retention for the Aboriginal or First ... Doctoral or Postdoctoral Thesis First Nations PRISM - University of Calgary Digital Repository Canada |
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PRISM - University of Calgary Digital Repository |
op_collection_id |
ftunivcalgary |
language |
English |
topic |
Education--Administration First Nations Aboriginal high school completion School Leadership effective schools |
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Education--Administration First Nations Aboriginal high school completion School Leadership effective schools Beebe, Clarice How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? |
topic_facet |
Education--Administration First Nations Aboriginal high school completion School Leadership effective schools |
description |
This study examines how schools can impact student retention among First Nations students and bring about higher graduation rates. The perceptions and perspectives of eight high school students were examined to discover how effective schools were in helping them succeed academically. First Nations student graduation rates are statistically low across Canada. In 1996, Statistics Canada revealed that 60 percent of First Nations on-reserve residents aged 20-24 had not completed high school or obtained an alternative diploma or certificate (Mendelson, 2008). The 2006 Census results that were released 10 years later reported no change in the data on high school completion among First Nations youth. The researcher conducted a qualitative study in 2011 in order to acquire the perspectives and perceptions of the participants regarding their high school experiences. The study sought to identify what factors in the school positively influenced them and at the same time what barriers they encountered and how the school addressed these. Internal structures such as school leadership, teachers, support staff, and school programming were important factors in the academic success of these students. Significantly, this study found that educational attainment among students is dependent upon effective school structures such as school leadership, teachers, and school programs that make quality schools. School structures must be responsive to the diversity of the student population. In the case of First Nations or Aboriginal students, most schools clearly made a concerted effort to recognize student diversity. Also important is that schools must be prepared to meet this challenge by planning for and implementing appropriate structures that support Aboriginal students as they work towards completing high school. Important issues such as racism and discrimination were evident in several of the schools. The outcome of this research provides recommendations and conclusions to further student retention for the Aboriginal or First ... |
author2 |
Jardine, Patricia (Gail) |
format |
Doctoral or Postdoctoral Thesis |
author |
Beebe, Clarice |
author_facet |
Beebe, Clarice |
author_sort |
Beebe, Clarice |
title |
How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? |
title_short |
How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? |
title_full |
How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? |
title_fullStr |
How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? |
title_full_unstemmed |
How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? |
title_sort |
how schools can impact student retention among first nations students leading to higher graduation rates? |
publisher |
Graduate Studies |
publishDate |
2013 |
url |
http://hdl.handle.net/11023/809 https://doi.org/10.11575/PRISM/26395 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
Beebe, C. (2013). How Schools Can Impact Student Retention Among First Nations Students Leading to Higher Graduation Rates? (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/26395 http://dx.doi.org/10.11575/PRISM/26395 http://hdl.handle.net/11023/809 |
op_rights |
University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. |
op_doi |
https://doi.org/10.11575/PRISM/26395 |
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1775350678480224256 |