Abstract

This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

Acknowledgments

We acknowledge the support of the Ministry of Training, Colleges and Universities.

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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


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