Final Data Report

My data shows that around 3% of indigenous people received a degree.

My data includes indigenous people living on reserves and off the reserves. This data shows that the Metis had the highest levels of education compared to the First Nations group and Inuit. Inuit groups had the lowest level of education. However, these percentages are very similar to each other. My sources all explain that indigenous people in British Columbia have a low likelihood of receiving a university degree or even attending university, compared to other non-indigenous people.

All my sources highlight the same issues. They all mention that indigenous people are less likely to receive a university degree, and they all mention the factors contributing to low levels of education. This first article that I found, explains the reasons why most indigenous people in Canada do not attend university. This article links this problem to a lack of social support, motivation, and even to colonialism as a direct cause (Rawana, 2015). The second article called Relationships matter: supporting aboriginal graduate students in British Columbia also mentions that the percentage of indigenous people who attend university is "fewer than 3%" (Pidgeon, 2014, pg. 3). The third article also highlights how marginalization effects indigenous people and makes it harder for to be successful in university (Cynthia, 2016, pg. 207). A lack of motivation, and no social support also contribute to low levels of education. Overall, all these articles highlight how important it is for indigenous people to attending post-secondary. High education levels lead to better career outcomes, improved health, and even more motivation and confidence.

Overall, there are many factors that effect the likelihood of indigenous people receiving a university degree or even attending university. Poor living conditions, and a lack of a support, and financial issues all contribute to indigenous people not attending university. These articles even mention that many indigenous people to not complete high school, however, this is changing in British Columbia.The amount of high school graduates in the indigenous community has slightly improved, especially in British Columbia. However, there still is a low rate of indigenous people attending university. My research highlights this overall issue with indigenous university degree attainment, and highlights how colonialism has a long-lasting impact on indigenous people.Also, it is important for indigenous people to receive a university degree, or even attending post-secondary education because achieving this would create a sense of confidence and higher motivation levels for many people (Cynthia, 2016, pg. 207). Higher education levels can ultimately improve many indigenous communities as well. However, there still needs to be more support for indigenous students such as including more indigenous support groups in universities.



Sources mentioned by order

1) Rawana, J. S., Sieukaran, D. D., Nguyen, H. T., & Pitawanakwat, R. (2015). Development and evaluation of a peer mentorship program for aboriginal university students. Canadian Journal of Education / Revue Canadienne De l'Éducation, 38(2), 1-34. doi:10.2307/canajeducrevucan.38.2.08

2) Pidgeon, M., Archibald, J., & Hawkey, C. (2014). Relationships matter: Supporting aboriginal graduate students in british columbia, canada. The Canadian Journal of Higher Education, 44(1), 1.

3) Gallop, C. J., & Bastien, N. (2016). Supporting success: Aboriginal students in higher education. The Canadian Journal of Higher Education, 46(2), 206.