How are schools supporting cultural identity in urban Indigenous youth? School-based cultural programs and their relationship with Indigenous youth identity development
| dc.contributor.author | Cain, Noah | |
| dc.contributor.supervisor | Sukhawathanakul, Paweena | |
| dc.date.accessioned | 2024-09-23T20:20:11Z | |
| dc.date.available | 2024-09-23T20:20:11Z | |
| dc.date.issued | 2024 | |
| dc.degree.department | Department of Psychology | |
| dc.degree.level | Master of Science MSc | |
| dc.description.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. There were 12 total participants, whose ages ranged from 13-17 years old (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 identified themes 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 was related to 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. | |
| dc.description.embargo | 2025-09-04 | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/20446 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | Indigenous | |
| dc.subject | schools | |
| dc.subject | culture | |
| dc.subject | prosocial behaviour | |
| dc.subject | development | |
| dc.subject | school belonging | |
| dc.subject | identity | |
| dc.title | How are schools supporting cultural identity in urban Indigenous youth? School-based cultural programs and their relationship with Indigenous youth identity development | |
| dc.type | Thesis |