IMPROVING SCHOOL SUCCESS FOR FIRST NATIONS STUDENTS

APPENDIX A
Survey of Secondary Student School Experiences,

Del Turner, First Nations Education Council: School District 73
(Kamloops/Thompson), May 1998

The purpose of the survey was to sample First Nations secondary student experiences to get an idea what connections there might be between research data and local schooling. The survey was controlled only so far that students who took part completed the survey form while under supervision in the school setting so as to assure that only the individual student contributed to the response on the form. No selection of students took place, with those who were available taking part. Grade 8 to 12 students were surveyed. A copy of the form is attached.

Although only about one third of all First Nations students in the district took part, their replies suggest that young people know what the problems are, and should become active partners in any attempt to change things for the better.

HIGHLIGHTS OF ANECDOTAL FORM RESPONSES:

ASPIRATIONS OF STUDENTS
Practically all students (96%) stated they intended to complete Grade 12. When it came to aspirations after Grade 12, girls more often than boys aspire to careers that require post-secondary education:

Although hard to gage because only First Nations students took part, the range of career choices seemed limited, to maybe be driven by a perception that many career choices are not open to First Nations students. Further study might be valuable.

PROBLEM-SOLVING
The frank and sincere responses about ways they go about solving problems suggests that there is considerable potential for having First Nations secondary students enter into a partnership with teachers and parents to improve schooling. The responses revealed much about the difficulties they face, and the courageous ways they go about solving problems.

When asked what they themselves did to resolve school difficulties, most ( 40%) either took on the job themselves, while others sought help from adults in their lives (32%). Some ignored their problems (11%), and a few either didn't reply or stated they didn't have any problems (18%).

Asked if adults at school had helped them with difficulties over their school years, sixty-seven percent told of teaches, counselors, First Nations support workers and administrators who had helped them. Twenty-six percent stated either that adults at school hadn't helped them, or they had had no need of adult help. Seven percent didn't reply.

PROBLEMS THIS YEAR
These responses suggest that First Nations secondary students, regardless of talent, are having a lot of trouble keeping up with assignments. They talk of stress and frustration and an overload of homework. English and mathematics are bugbears for those who are getting mediocre or poor marks. Many told of absenteeism and skipping which had led to academic problems, while others suggested that their absenteeism was often an avoidance of the overwhelming workload.

When it comes to social problems, most reported that they had few if any problems with other students. Many complained of difficult relations with this teacher or that one, which they often admitted they had authored themselves. There were also complaints about a few teachers who denigrate students. Out of 253 responses, three specific cases of racism were cited.

IF THEY WERE IN CHARGE
Many responses were tongue in cheek suggesting everything from refreshments on tap to coed showers, to no school at all. However, some took the question seriously with most quite certain that school should start later in the morning. The serious ones wrote about course relevancy (an old saw of secondary students), but there were also suggestions about the need for better lesson presentation. They told of lecture lessons with little or no opportunity for them to participate, while others spoke of a need for courses that let students move at their own pace.