Noah Cain

Topic

How Are Schools Supporting Cultural Identity in Urban Indigenous Youth? School-based cultural programs and their relationship with Indigenous youth identity development

Department of Psychology

Date & location

• Wednesday, September 4, 2024
• 10:00 A.M.
• Cornett Building, Room B316 and Remote

Examining Committee

Supervisory Committee

• Dr. Paweena Sukhawathanakul, Department of Psychology, University of Victoria (Supervisor)
• Dr. Emily Haigh, Department of Psychology, UVic (Member)

External Examiner

• Dr. Breanna Lawrence, Educational Psychology and Leadership Studies, UVic

Chair of Oral Examination

• Dr. Natalie Ban, School of Environmental Studies, UVic

Abstract

Schools can play an important role in supporting youth cultural identity. Extant research suggests that inclusive, culturally affirming school practices where ethnic minority students are provided with opportunities to connect with their culture, can strengthen overall school belonging, and reinforce their cultural identity. However, few studies have examined this relationship among Canadian Indigenous youth in the public school system. Urban Indigenous youth face unique challenges to connect with their culture, highlighting the importance of cultural opportunities in schools. Additionally, due to the complex and oppressive history of Canadian school systems and Indigenous people, the Truth and Reconciliation Commission of Canada have called on schools to better support Indigenous youth’s academic success and mental health. The current study examines how schools are supporting cultural identity among urban Indigenous high school youth (n=12; ages 13-17). Findings from thematic analyses revealed that schools varied in the availability of support services that are specifically for Indigenous students, the degree of Indigenous representation in schools, as well as the range of culturally-affirming schools practices. These factors were, in turn, related to youths’ sense of school belonging and willingness to engage in culturally-specific prosocial behaviours (e.g., cultural knowledge sharing). Youth’s own personal challenges as an urban Indigenous youth, awareness of whether school opportunities exists, and level of cultural identity exploration influenced how they interacted with cultural opportunities that were available in schools. These findings demonstrate the complex interplay between youth cultural identity and school practices. Implications for more inclusive school policies are discussed.