[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595229-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-595229-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","empowerment-and-motivation-of-young-aboriginal-mathematics-and-science-students-in-canada","Empowerment and Motivation of Young Aboriginal Mathematics and Science Students in Canada","","Examining educational barriers for young Aboriginal students in Canada, this article focuses on how urban and rural contexts hinder achievement in mathematics and science. It reviews techniques and programs aimed at reducing under-representation at secondary and post-secondary levels. It argues that empowerment and motivation can be strengthened by connecting Western and Indigenous ways of thinking, offering up-to-date curricula, and providing sufficient support across family and community settings, addressing gaps in relevance, thinking styles, and learning support.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/empowerment-and-motivation-of-young-aboriginal-mathematics-and-science-students-in-canada/595229/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/empowerment-and-motivation-of-young-aboriginal-mathematics-and-science-students-in-canada/595229.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What challenges do young Aboriginal students face in mathematics and science?","Question",{"text":62,"@type":63},"The article highlights barriers created by urban and rural contexts, including low graduation rates and under-representation in mathematics and science. Key concerns include differences in ways of thinking, limited relevant course material, and missing support systems.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the article compare Western and Indigenous approaches to science?",{"text":67,"@type":63},"Western science is described as viewing science as distinct subject areas with researchers separate from the subject matter, emphasizing definitive answers. Indigenous science is presented as holistic, experiential, and relational, with researchers connected to the environment and subject.",{"name":69,"@type":60,"acceptedAnswer":70},"Which strategies does the article propose to empower and motivate students?",{"text":71,"@type":63},"Empowerment and motivation are supported through improved linkage between Western and Indigenous thinking, creation of relevant and up-to-date curricula, and adequate support at the family and community level.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595229,1792191413,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nEmpowerment and Motivation of Young Aboriginal  \nMathematics and Science Students in Canada  \nNadia Binda-Moir and Amjad Malik  \nAbstract  \nThis article addresses the issues faced by the young Aboriginal students in urban and rural settings, which hinder their achievement in mathematics and science. An effort is made to reveal the techniques and programs that address the under-representation of young Aboriginal students in these subjects at secondary and post-secondary levels. Successful programming is essential to bridge the gap between differing urban and rural cultures and also to make the content material recent and relevant, thus providing a supportive environment. The Aboriginal students can be empowered to learn and be motivated to succeed by improving the linkage between Western and Indigenous thinking, by creating relevant and up-to-date curricula, and by providing adequate support at the family and community level.  \nThe population of young Aboriginal students is rapidly growing in Canada; however, the rates of achievement among these youth are grossly underrepresented in high schools and post-secondary education. These numbers are even more reduced in the subjects of mathematics and science. Though there are a growing number of young Aboriginals entering into urban areas and attending city high schools, there are still diminished numbers of students pursuing studies in mathematics and science (Morrissette & Gadbois, 2006) . Empowerment and motivational skills are key tools that are taught to most students in hopes of their becoming successful members of society; these tools are even more crucial to those students from Aboriginal backgrounds. For the purposes of this paper, the term Aboriginal will be used to represent those students of Metis, Inuit, and First Nations heritage. This article provides a background of the key problems facing Aboriginal students in urban and rural settings; as well as outlining techniques for providing sound teachings in mathematics and science with the purpose of empowering and motivating young Aboriginal students.  \nCurrent Issues Facing Young Aboriginal Students  \nThough the Aboriginal population in Canada is growing rapidly, there is still a strong dissonance between the number of young Canadian Aboriginals and the number of young Canadian Aboriginals who are graduating. Statistics for the graduation rates of Aboriginal students in 2011indicated that less than 50% of students were graduating from high school (Pirbhai-Ilich, 2011) . This statistic was in stark contrast to their non-Aboriginal counterparts, where the graduation rates were as high as 88%(Pirbhai-Ilich, 2011) . There are three main areas of concern regarding the education of young Aboriginal students specifically in the areas of math and science: contradictory ways of thinking between Aboriginals and non-Aboriginals, a lack of relevant course material, and the absence of proper support systems.  \nDrastic differences exist in the way that science is viewed by Aboriginal and non-Aboriginal peoples. In this article, the term Western describes non-Aboriginal perspective of science and the term Indigenous describes the Aboriginal perspective. The Western approach tends to view science as an amalgamation of distinct subject areas, whereby the researcher acts as a separate entity quite removed from the subject matter of study (Hatcher et al. , 2009) . The overall aim of Western science puts an immense emphasis on finding definitive answers in an attempt to gain a certain level of power over nature (Aikenhead & Ogawa, 2007) . Once this  \npower is attained by the researcher, the so-called mysteries of the universe will be unlocked anda level of ultimate knowledge will be achieved.  \nIndigenous science tends to have a more holistic approach to learning, or coming to know. Coming to know is a term that is used to describe the way in which Indigenous science is understood by Indigenous peoples (Colorado, 1988) . T","cbCailImcPBWxFQe","https://ap.wps.com/l/cbCailImcPBWxFQe","pdf",246002,"English","# Abstract\n# Current Issues Facing Young Aboriginal Students\n## Graduation Rate Gaps\n## Differences in Viewing Science: Western vs Indigenous\n## Lack of Relevance and Exposure\n## Culturally Relevant Instruction and Support","[{\"question\":\"What challenges do young Aboriginal students face in mathematics and science?\",\"answer\":\"The article highlights barriers created by urban and rural contexts, including low graduation rates and under-representation in mathematics and science. Key concerns include differences in ways of thinking, limited relevant course material, and missing support systems.\"},{\"question\":\"How does the article compare Western and Indigenous approaches to science?\",\"answer\":\"Western science is described as viewing science as distinct subject areas with researchers separate from the subject matter, emphasizing definitive answers. Indigenous science is presented as holistic, experiential, and relational, with researchers connected to the environment and subject.\"},{\"question\":\"Which strategies does the article propose to empower and motivate students?\",\"answer\":\"Empowerment and motivation are supported through improved linkage between Western and Indigenous thinking, creation of relevant and up-to-date curricula, and adequate support at the family and community level.\"}]","Empowerment and Motivation of Young Aboriginal Mathematics and Science Students in Canada | PDF",1792080669,13]