“I was like an alien” - Exploring how Indigenous students succeed in university studies

Oct 15, 2026

This article examines strategies Indigenous students use to succeed in undergraduate study at three Canadian universities across Nova Scotia, Ontario, and Manitoba. Drawing on responses from students who self-identify as Indigenous and insights from a key informant, the study addresses how barriers within post-secondary education shape academic experiences. It argues that Indigenous voices are essential for institutional decolonizing and reconciliation, and for reimagining universities as inclusive and equitable spaces that support Indigenous academic success.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Setting the Context

Authors’ Positionality

“I was like an alien”: Exploring how Indigenous students succeed in university studies Alyson E. King Ontario Tech university Susan M. Brigham Mount Saint Vincent University Abstract This article explores the strategies used by Indigenous students attending three Canadian universities (in Nova Scotia, Ontario, and Manitoba) to find success in their studies. As part of a larger study on the success strategies of students who have been traditionally underrepresented in Canadian universities, this article draws on the responses of students who self-identify as Indigenous and insights from a key informant. We argue that the voices of Indigenous students are essential in the processes of institutional decolonizing and reconciliation and of reimagining universities as inclusive, equitable spaces for Indigenous students and their academic success. Keywords: Indigenous students, university, success, challenges Résumé Cet article examine les stratégies utilisées par les étudiants Autochtones qui fréquentent trois universités canadiennes (en Nouvelle-Écosse, en Ontario et au Manitoba) pour réussir leurs études. Dans le cadre d'une étude plus vaste sur les stratégies de réussite des étudiants traditionnellement sous-représentés dans les universités canadiennes, cet article s'appuie sur les réponses d'étudiants qui s'identifient comme Autochtones et sur les idées d'un informateur clé. Nous soutenons que les voix d’étudiants Autochtones sont essentielles dans les processus de décolonisation et de réconciliation institutionnelles et de réinvention des universités en tant qu'espaces équitables inclusifs pour les étudiants Autochtones et leur réussite scolaire. Mots-clés : étudiants autochtones, université, réussite, défis Introduction Attending university or college is often viewed as a good path to improving one’s life chances, yet Indigenous peoples in Canada have long faced a range of overt and covert barriers to accessing post-secondary education. For those who have successfully broken through those barriers, many struggle to navigate the colonial and Eurocentric system of post-secondary education. Until recently, research has tended to focus on the “deficit view” of Indigenous youth (Battiste et al., 2018, p. 4). The details of the barriers faced by Indigenous peoples in accessing formal education are critical for understanding how they shape the experiences of students, including those students who successfully enroll and persist in post-secondary education. Yet, a focus only on barriers is a partial story. The purpose of this article is to highlight the challenges, strengths, and strategies of Indigenous university students in the context of some significant barriers they face. Using quantitative and qualitative research data of participants who self-identify as Indigenous and have recently completed or nearly completed their undergraduate degrees atone of three Canadian universities (located in Nova Scotia, Ontario, and Manitoba), this research adds to the body of knowledge about the experiences of Indigenous youth attending Canadian universities. Alfred (2015) notes the Canadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:4 (2023) importance of paying attention to the experiences of Indigenous youth because their realities are “very different from those the decision makers usually confront”(p. 3) and argues that a vision of interdependence, independence, and mutual respect, following the idea of Guswhenta (or “Two Row Wampum”), is essential to any relationship between settlers and Indigenous peoples and nations. We believe that this vision is key to moving forward with, and beyond, reconciliation in Canadian universities. Setting the Context Authors’ Positionality Self-locating or positionality statements are rooted in Indigenous methodologies and the protocol of introducing oneself, which includes acknowledging one’s relationships to place and people (Kovach et al.

FAQs

What is the main focus of the article?

The article highlights the challenges, strengths, and strategies Indigenous university students use to succeed in their studies, within the context of significant barriers.

Which universities and regions are included in the study?

The study draws from participants attending three Canadian universities located in Nova Scotia, Ontario, and Manitoba.

What does the article argue about the role of Indigenous voices?

It argues that Indigenous students’ voices are essential for institutional decolonizing and reconciliation and for reimagining universities as inclusive, equitable spaces that support their academic success.

Oct 15, 2026

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