MULTIPLE JEOPARDY: A RESEARCH REPORT ON INDIGENOUS FIRST-YEAR STUDENTS

WHAT IS KNOWLEDGE OR WHAT IS TRUTH?

Abstract

This study investigated the demographic and academic factors
associated with academic progression of Indigenous first-year
students at the University of Manitoba. Student demographics
and measured academic factors were highly associated with
degree progression. First-year students who did not return
were more likely to be male, at least 21 years of age, had not
completed high school, and members of First Nations. These
results have implications for policy and student supports, and
universities must work closely with Indigenous stakeholders to
prepare and support Indigenous leaners, remove policy barriers,
and address the need for changes to university culture and
curriculum.