Sharing the story: education as the key to unlocking the door of career possibilities with first nations women

• Main Author: Offet-Gartner, Kathy
• Other Authors: Arthur, Nancy
• Format: Doctoral or Postdoctoral Thesis
• Language: English
• Published: University of Calgary 2008
• Subjects: Canada; First Nations
• Online Access: http://hdl.handle.net/1880/103097; https://doi.org/10.11575/PRISM/2096

Bibliography: p. 264-288 The intent of this study was to explore how the experiences of education influenced the career development of First Nations women. Recent census data confirms that Aboriginal people are the fastest growing group in Canada (Statistics Canada, 2008). However, our understanding of their career development needs is limited, particularly regarding Aboriginal women. It is hoped that this study can address this void by contributing knowledge that will assist practitioners to meet the career development needs of Aboriginal women. Arbona (1996) stated, "educational attainment constitutes the bedrock of career development and choice" (p. 48). However, for many Aboriginal people, historical trauma and cultural differences have negatively impacted the experiences of education (Battiste, 1998). This impact has contributed to a high rate of school dropout, unemployment, and increased dependence on social assistance (Bezanson et al., 2007). RCAP identified these trends and made numerous suggestions for remediation, including the need for increased educational and career involvement (INAC, 1996a). Implementing these suggestions requires additional information and guidance-generating a need for further exploration. This study utilized the Aboriginal Research (Kenny, 2000), methodology which emphasizes the rituals of storytelling. In response, nine First Nations women shared their educational experiences. Issues such as parental experiences of residential schooling, learning versus education, abuse, racism, lack of role models, and funding concerns were found to be predominant themes; as were the importance of teachers who "stepped outside the box", educational transitioning programs, and the availability of culturally appropriate supports. The desire to provide a better life for their children, to be a positive role model, and give back to their communities were consistently identified as the motivators for returning to school and committing to a career goal. Each woman saw school as a means to ...