USING APPRECIATIVE INQUIRY TO UNDERSTAND THE SUPPORT NEEDS OF INDIGENOUS STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN
| dc.contributor.advisor | Martell, Gordon | |
| dc.contributor.committeeMember | McIntyre, Laureen | |
| dc.contributor.committeeMember | Cottrell, Michael | |
| dc.contributor.committeeMember | Jiao, Jing | |
| dc.contributor.committeeMember | Lessard, Sean | |
| dc.creator | Schroeder, Courtney L | |
| dc.date.accessioned | 2024-10-01T22:01:51Z | |
| dc.date.available | 2024-10-01T22:01:51Z | |
| dc.date.copyright | 2024 | |
| dc.date.created | 2024-09 | |
| dc.date.issued | 2024-10-01 | |
| dc.date.submitted | September 2024 | |
| dc.date.updated | 2024-10-01T22:01:51Z | |
| dc.description.abstract | The University of Saskatchewan (USask) set enrolment goals for Indigenous students to make up 15% of the undergraduate and 10% of the graduate population by 2025. To continue USask’s decolonization and Indigenization efforts, the organization needs to know how to better support these students if the Indigenous student population is going to grow. In this dissertation I explored the unique challenges and barriers that Indigenous students may face at USask that hinder their ability to complete their studies. I described a sample of staff and Indigenous students’ experiences and lessons learned that outline what practices currently contribute to Indigenous student success at USask and what interventions are necessary to overcome continuing barriers to equitable outcomes for Indigenous students. I designed this case study guided by appreciative inquiry to understand the support needs of Indigenous students at USask. Instead of focusing on what is not working, I learned from four Indigenous students who are successfully completing their studies at USask and five staff members in supporting roles. In this study, the literature review themes included racism and resistance, decolonization and Indigenization, defining success, and my own journey acknowledging and understanding my White privilege and what role someone like me can play in Indigenous student success. The theme of defining success was present in both the literature review and participant interviews. This theme showed the need to adopt a holistic view of success for Indigenous students, understanding that success should be measured beyond colonial definitions and in ways that honor Indigenous perspectives and values. The themes from interviews also included the noticeable lack of Indigenous faculty and staff at USask and the need for safe spaces and a sense of community for Indigenous students. Lastly, the participants outlined the barriers and challenges they have faced and how they overcame them, noting that they felt that these were not well known or acknowledged by the institution. As USask aims to increase its Indigenous student population, barriers that prohibit many from successfully completing their studies need to be removed. The support systems available need to be accessible, equitable, and relevant to Indigenous students. While excellent support systems currently exist at USask, colonial policies and regulations continue to create obstacles that undermine the effectiveness of these supports. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/16126 | |
| dc.language.iso | en | |
| dc.subject | Indigenous student success, Indigenous student supports, University of Saskatchewan, appreciative inquiry | |
| dc.title | USING APPRECIATIVE INQUIRY TO UNDERSTAND THE SUPPORT NEEDS OF INDIGENOUS STUDENTS AT THE UNIVERSITY OF SASKATCHEWAN | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Administration | |
| thesis.degree.discipline | Educational/Leadership | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |
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