A Critical Examination of the Factors That Influence School Performance of Indigenous Students in Northern Ontario

Abstract

According to Canadian secondary school data, the Indigenous graduation rate is significantly lower than the non-Indigenous graduation rate. As such, the education system may not be meeting the cultural needs of Indigenous students and their families. In this study, a critical foundations approach connects the multilevel explanations for low academic performance of Indigenous students, including the historical, sociological, political, and philosophical factors that have influenced Indigenous schooling. Researchers have also found that academic success of Indigenous students is affected by a lack of funding for on-reserve schools, systemic factors such as racism, poverty, and cultural irrelevance, as well as the need for decolonizing the Canadian education system. Limited focus, however, has been placed on the struggles endured by Indigenous students and their families in Northern Ontario. In addition, research about Indigenous schooling has generally not reflected Indigenous viewpoints. This study, with emphasis on the Indigenous perspective, offers insights about the factors that influence school performance of Indigenous students in Northern Ontario. Through interviews with Indigenous people in northern communities, it has become evident that Indigenous students and their families in Northern Ontario experience challenges in the education system similar to their Indigenous counterparts across Canada. The findings of this study show that improvements have been made to Indigenous education but more work needs to be done. Through a comprehensive revision of school curriculum, organizational structure, and policies, the negative stereotypes that have plagued Indigenous peoples for centuries can be addressed and resolved.