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The study identified key supports and obstacles affecting Indigenous university student persistence and proposed recommendations to improve persistence levels. Using interviews, surveys, and database information from 527 Indigenous students, the strongest persistence factors were social engagement, cognitive supports, physical resources, and cultural connections. Age, home location, and parental education showed no relationship to persistence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/indigenous-university-student-persistence-supports-obstacles-and-recommendations/596856/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/indigenous-university-student-persistence-supports-obstacles-and-recommendations/596856.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What study goals were set for Indigenous university student persistence?","Question",{"text":112,"@type":113},"The study aimed to identify key supports and obstacles related to persistence and to provide recommendations for improving persistence levels among Indigenous university students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors were found to be strongest for student persistence?",{"text":117,"@type":113},"The strongest factors were social engagement, cognitive supports, physical resources, and cultural connections, including relationships with faculty and students and Indigenous-specific support services.",{"name":119,"@type":110,"acceptedAnswer":120},"Are demographics like age, home location, and parental education related to persistence?",{"text":121,"@type":113},"No. The study reported that age, home location, and parental education were not found to be related to persistence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596856,1792190776,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Indigenous University Student Persistence: Supports, Obstacles, and Recommendations  \nPatrick Walton  \nThompson Rivers University  \nKristen Hamilton  \nThompson Rivers University  \nNatalie Clark  \nThompson Rivers University  \nMichelle Pidgeon  \nSimon Fraser University  \nMike Arnouse  \nThompson Rivers University  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:2 (2020)©2020 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nThe tumultuous history of Indigenous education in Canada has negatively affected the persistence of Indigenous peoples at university. The research goals of this study were to identify the key supports and obstacles related to Indigenous university student persistence and to make recommendations as to how to improve levels of persistence. Combining interview, survey, and database information with 527 Indigenous students revealed that the strongest factors related to persistence were (a) social engagement, including good relationships with faculty and students, and support services provided by the Indigenous gathering place for Indigenous students on campus; (b) cognitive, such as academic support at university, learning effectively on their own, and hands-on teaching; (c) physical, including insufficient financial support and availability of affordable housing and child care; and (d) cultural, including connections with Indigenous faculty and culture. Age, home location, and parental education were not found to be related to persistence.  \nKeywords: Indigenous, Aboriginal, persistence, university, graduation, Indigenous student experience, Canada  \nRésumé  \nL’histoire tumultueuse de l’éducation des Autochtones au Canada a eu un impact négatif sur la persistance des populations autochtones à l’université. Cette recherche avait pour but d’identifier les principaux soutiens et obstacles liés à la persévérance des étudiants autochtones à l’université et de formuler des recommandations. Des entretiens, des enquêtes et des bases de données convergentes de 527 étudiants autochtones révèlent que les facteurs les plus importants liés à la persévérance sont : a) sociaux – notamment les bonnes relations avec le corps enseignant et les étudiants ainsi que les services fournis par le lieu de rassemblement des Autochtones sur le campus ; b) cognitifs – comme le soutien scolaire à l’université, l’apprentissage efficace personnel et l’enseignement pratique ; c) physiques – dont l’insuffisance de soutien financier, de logement abordable et de services de garde d’enfants ; et d) culturels – principalement en lien avec le nombre d’enseignants autochtones et la  \nCanadian Journal of Education /Revue canadienne del’éducation 43:2 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nculture. L’âge, le lieu de résidence et le niveau d’éducation des parents ne semblent pasassociés à la persistance.  \nMots-clés : autochtones, premières nations, persistance, université, diplomation, expérience des étudiants autochtones, Canada  \nAcknowledgements  \nWe would like to thank Nathan Matthew and Dorys Crespin-Mueller from Thompson Rivers University for their assistance and support. This research was also supported by a grant from Thompson Rivers University.  \nCanadian Journal of Education /Revue canadienne del’éducation 43:2 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThere are more Indigenous students going to university now and we fought fora long time to get that. We fought to get Grade 3, then Grade 7, and we got highschool in 1951.  \n(M. Arnouse, Indigenous Elder, personal communication, May 11, 2009)  \nIndigenous education in Canada has a long and tumultuous history stemming from decades of colonialism and residential schooling that included mandatory school-leaving ages (Battiste, 2013; Battiste & Barman, 1995; Royal Commission on Aboriginal Peoples, 1996; Toulouse, 2017; Truth and Reconciliation Commission of Canada, 2015) . ","cbCaitvCxbQNaXNm","https://ap.wps.com/l/cbCaitvCxbQNaXNm","pdf",332607,35,"English","# Abstract\n# Introduction\n# Indigenous Student Persistence\n## Supports and Obstacles\n## Recommendations","[{\"question\":\"What study goals were set for Indigenous university student persistence?\",\"answer\":\"The study aimed to identify key supports and obstacles related to persistence and to provide recommendations for improving persistence levels among Indigenous university students.\"},{\"question\":\"Which factors were found to be strongest for student persistence?\",\"answer\":\"The strongest factors were social engagement, cognitive supports, physical resources, and cultural connections, including relationships with faculty and students and Indigenous-specific support services.\"},{\"question\":\"Are demographics like age, home location, and parental education related to persistence?\",\"answer\":\"No. The study reported that age, home location, and parental education were not found to be related to persistence.\"}]","Indigenous University Student Persistence: Supports, Obstacles, and Recommendations | PDF",1792083871,88]