Date of Award
7-1-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Julie McCann, Ed.D.
Second Advisor
Catherine Beck, Ed.D.
Third Advisor
Dan Shepherd, Ed.D.
Abstract
In Canada, 25% fewer Indigenous students complete high school compared to non-Indigenous students. Given the rich culture and tradition of education within Indigenous communities and families, why is the discrepancy between graduation rates for Indigenous students compared to non-Indigenous students so significant? How do educators support Indigenous students complete high school? A review of previous literature suggested that, in order to improve Indigenous student success in completing high school, schools should consider addressing learning environments, improving culturally-infused pedagogical practices, and addressing the barriers in place for Indigenous people. This study’s method was a case study design with data collected and findings triangulated through focus groups, observations, and document review. The intention of this qualitative study was to provide insights from the perspective, perceptions, feelings, and lived experiences of Grade 12 Indigenous students on how educators can better support high school completion for Indigenous students. The findings suggested that if educators improve relationships, build on awareness, and focus on supporting students to build resiliency, rates of high school completion could improve for Indigenous students. On this basis, it is recommended that school districts provide targeted professional development opportunities, engage with increased community involvement, target early childhood education programs, and focus on cultural awareness and privilege within schools and the larger community.