Universities adapting to influx of Aboriginal students

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From her cramped office at the University of Saskatchewan in Saskatoon, Kathleen Makela and her small staff generate some impressively large ideas on enhancing the university experience for the province's Aboriginal youth.

Makela, the director of the campus Aboriginal Students' Centre, herself Metis with degrees in Arts and Law, understands both the benefits and the difficulties that post-secondary education holds for Indigenous people.

The programs she spearheads seek to maximize the former and minimize the latter, as her office, the entire University, and all post-secondary institutions across the province and country come to terms with the ever-growing number of Aboriginal students demanding their services.

"The Aboriginal Students' Centre was established in 1991 by the university in response to growing Aboriginal student enrolment," explained Makela. "It was estimated there were about 2,200 Aboriginal students last year, and this year we had over 600 new entrants. The enrolment since 1991 has been constantly rising."

"We have more Aboriginal students here than at any other top level, accredited university in Canada," said Steven Swan, a Cree nearing completion of a Native studies degree, who works with Makela developing programs. "We make up about 10 to 12 per cent of the student body."

On the surface such numbers sound impressive, however, several nation-wide studies demonstrate that much progress remains to be made. A report prepared in 2000 by the Department of Indian Affairs analyzed 1996 census data and found a wide gap in education levels between Aboriginal and non-Aboriginal Canadians. For example, the report states that 37 per cent of the registered Indian population had attained some post-secondary education, compared to 51 per cent for other Canadians, and that only three per cent of the former group had obtained degrees, compared with 14 per cent of the latter. (The full report is available on the government Web site at www.ainc-inac.gc.ca/ps/edu.)

According to Makela, narrowing this gap requires that post-secondary institutions give greater consideration to the unique problems experienced by Aboriginal students.

"There are academic issues, but there are a lot of the other, more personal issues," she said, issues such as adapting to independent life in a large city, learning how to budget and cope with new situations, and dealing with pressures to succeed. And despite ongoing progress in course content, many Aboriginal students are bothered by the cultural bias inherent in many classes.

"It's often totally based on a non-Native perspective, so what we get are students asking, 'Why am I even here? Why am I learning all this? How come there's nothing to do with Aboriginal spiritually, or Aboriginal people, or Aboriginal thought?'"

Leslie Paul, who grew up on the One Arrow First Nation and will this year obtain a combined degree in sociology and Native studies, has dealt with yet another difficulty faced by many Aboriginal students.

"There are issues of racism here on campus. It's a quiet racism, ignorant racism. You come here and you think people are going to be more open minded and educated, but I go into a Native studies class, for example, and they're still thinking we're trying to steal their land. You just think, 'My God, how did you make it to university?'"

Still, Makela notes that the university has been quite responsive to Aboriginal needs, and with the institution's support, the centre has developed many initiatives to attract more Indigenous students and make their university experience more positive and enjoyable.

One of its most successful programs is the Elders' service. Several times a month, traditional Elders come to the campus to offer spiritual guidance and counselling to students, faculty and staff.

"The Elders realize the biggest thing Aboriginal people here need is access to traditional spirituality. It's important to come to university and get an education, but thy teach that you don't do it at the expense of your own traditional beliefs," said Makela.

The same sensitivity and foresight is demonstrated by the centre's other initiatives. These include the ambassador program, which gives presentations on campus life in communities and on reserves across the province, and the soon to be implemented mentorship program, which pairs new Aboriginal students with upper year students who can provide guidance on all matters of university life.

Tribal leaders and Elders have long advocated Aboriginal education as the path to future success and prosperity, and thanks to dedicated individuals like Makela, Swan and Paul, progress down this path is steadily being made.

"Going to school here is great. I've loved every minute of it. The atmosphere's just great, and you meet so many friends from different areas-opportunities you don't get living on a reserve," said Swan.

"University isn't for everybody, but I do think it's something that Aboriginal students should really strive for," agreed Paul. "It opens a lot of doors, and it's one of the most rewarding things you can do."