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Permanent link (DOI): https://doi.org/10.7939/R3NS0MB9Z

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An Intersectional Perspective on Experiences Inspiring Transition to University Among First Nations Learners Open Access

Descriptions

Other title
Subject/Keyword
reserve school
education
competition
family and community participation
transition
cultural capital
field
college
off-reserve
social capital
First Nations
postsecondary
Aboriginal
motivation
transitions
university
on-reserve
school achievement
Bourdieu's theory of practice
inspiration
capital
relationships
habitus
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Arku, Cynthia
Supervisor and department
Cardinal, Trudy M. (Elementary Education)
Steinhauer, Evelyn L. (Educational Policy Studies)
Examining committee member and department
Steinhauer, Noella R. (Educational Policy Studies)
Glanfield, Florence (Secondary Education)
Taylor, Alison (Educational Studies, University of British Columbia)
Sabre Cherkowski (Okanagan Campus, Faculty of Education, University of British Columbia
Da Costa, Alexandre (Educational Policy Studies)
Abdi, Ali A. (Educational Studies, Faculty of Education, University of British Columbia)
Department
Department of Educational Policy Studies
Specialization
Theoretical, Cultural, and International Studies in Education
Date accepted
2017-09-18T14:48:14Z
Graduation date
2017-11:Fall 2017
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
The literature on the university participation of First Nations (First Peoples of Canada) learners pointed to historic K 12 challenges and competing demands that hinder their transition to university. Although learners’ attendance is rising steadily, more females than males attend university. The author sought an understanding of experiences that could inspire First Nations learners to attend university. The author examined the influence of race, gender, and socioeconomic background and identified differences or similarities in the experiences by comparing Bourdieu’s (1977, 1985, 1986, 1990a) theory of practice and First Nations learners’ experience of the transition within their academic fields, as well as their sources of inspiration throughout the processes. Using a biographical method, interviewing First Nations university students, and integrating a relational accountability of Indigenous research paradigm, the author demonstrated that they experienced different fields and possessed capital (i.e., ore of capital) and that certain life events as well as inspiration from family, community, and external sources that the author proposed are capital, triggered their action towards university enrollment. In addition, the learners’ school fields appeared different from Bourdieu’s with regard to competition in the field because of their collective-oriented ethos. However, their socioeconomic backgrounds inspired their transition, although child-raising responsibilities can hinder the transition for university aspirants, more for females than for males. Parallel with Bourdieu’s notions, the families’ habitus transformed through events of awakening and exposure to certain environments. This study, which offers a rare analysis of First Nations learners’ transition to university in relation to Bourdieu’s theory of practice and their inspiration, has resulted in a fuller understanding of the individual and structural factors that guide education practitioners, academia, and communities in advancing the university participation of First Nations learners
Language
English
DOI
doi:10.7939/R3NS0MB9Z
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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