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This study develops and evaluates a peer mentorship program for Aboriginal university students, guided by a literature review and needs assessment. Using a mixed-methods design, 12 participants completed pre- and post-program measures of resilience and ethnic identity awareness. 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Rawana  \nYork University  \nDaniella D. Sieukaran  \nSimon Fraser University  \nHien T. Nguyen  \nYork University  \nRandy Pitawanakwat  \nYork University  \nAbstract  \nAlthough Aboriginal students encounter educational challenges, few post-secondary mentorship programs that facilitate positive educational and mental health outcomes within this population are described in the literature. This study describes the development and evaluation of a mentorship program for Aboriginal university students. Program development was informed by a literature review and needs assessment. Using a mixed-methods  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \ndesign, 12 Aboriginal students completed pre-and post-program measures of resilience and ethnic identity awareness. Post-program, improvements in social competence resiliency, other-group ethnic orientation, and school engagement were identified. Research and community stakeholders are encouraged to develop mentorship programs to improve the well-being of Aboriginal students.  \nKeywords: peer mentorship, post-secondary students, Aboriginal, program development, program evaluation  \nRésumé  \nBien que les étudiants Aborigènes rencontrent des défis éducatifs, peu de programmes dementorat postsecondaire qui facilitent les résultats positifs de santé mentale et éducatives au sein de cette population est décrits dans la littérature. Cette étude décrit l’élaboration et l’évaluation d’un programme de mentorat pour les étudiants Aborigènes. Élaboration du programme a été informée par une recherche documentaire et évaluation des besoins.À l’aide d’une conception de méthodes mixtes, 12 élèves étudiants Aborigènes terminé avant et après le programme de mesures de résistance et de l’identité ethnique. Au programme, amélioration de la résilience des compétences sociales, groupe-autres orientation ethnique et l’engagement scolaire ont été identifiées. Recherche et communauté de parties prenantes sont encouragées à élaborer des programmes de mentorat pour améliorer le bien-être des étudiants étudiants Aborigènes.  \nMots-clés : mentorat par les pairs, les étudiants du postsecondaire, Aborigène, développement du programme, évaluation du programme  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nAboriginal university students often encounter many educational challenges. For example, relative to non-Aboriginal students, on average, Aboriginal students experience greater relocation from their communities that may result in lower social support, and also a delayed transition from secondary to post-secondary education (Canadian Council of Ministers of Education, 2011) . This may result in lower levels of motivation and academic preparedness (Canadian Council of Ministers of Education, 2011) . Moreover, compared to non-Aboriginal youth, on average Aboriginal youth have less access to funds to attend post-secondary education (Canadian Council of Ministers of Education, 2011) . Aboriginal youth may also have increased stress due to lower socio-economic status and additional responsibilities of caring for family members, concerns regarding cultural safety and appropriate role models in the post-secondary environment, and a perceived lack of control over education (Canadian Council of Ministers of Education, 2011) . In order to understand and address the complex needs of Aboriginal youth in post-secondary environments, it is important to acknowledge not only these current educational challenges, but also the historical context, including a long history of assimilationist education policies, chronic abusive experiences and the removal of Aboriginal children from their homes and place","cbCaiaAAyMUiCPcz","https://ap.wps.com/l/cbCaiaAAyMUiCPcz","pdf",389682,34,"English","# Introduction\n## Educational challenges faced by Aboriginal university students\n## Need for mentorship programs","[{\"question\":\"What problem does this study address regarding Aboriginal university students?\",\"answer\":\"It addresses educational challenges and notes that few post-secondary mentorship programs in the literature show positive educational and mental health outcomes for this population.\"},{\"question\":\"How was the mentorship program developed?\",\"answer\":\"Program development was informed by a literature review and a needs assessment.\"},{\"question\":\"What changes were observed after the program?\",\"answer\":\"After the program, improvements were identified in social competence resiliency, other-group ethnic orientation, and school engagement.\"}]","Development and Evaluation of a Peer Mentorship Program for Aboriginal University Students | PDF",1792081416,86]