Return to search

Teacher self-location, experience and perceptions of influence on the retention of Aboriginal social work students enrolled in social work education

The voices of eleven Aboriginal and ten non-Aboriginal adult social work educators who volunteered to participate in this qualitative research study represent a diverse range of practice and teaching experiences. Participants with experience teaching social work courses that included the enrollment of Aboriginal students were interviewed to gain knowledge about their self-location, lived experiences, their insight, and their perceptions of the ways in which they have and continue to support and influence the retention of Aboriginal post-secondary students. This study utilized phenomenology as a philosophical approach. The interview process was guided by a phenomenological investigation to identify and explore themes that emerged from the data. The major findings of the study revealed the the many facets to the social work educator-student relationship. The major findings of the study revealed the ways social work educators with experience teaching Aboriginal social work students from northern and remote communities, are involved in providing personal and academic support. Examples of the support provided includes the daily maintenance of an open door policy, reaching out and providing offers of help to students, and assuming roles as advocates, resource brokers, mentors, advisors and counsellors. / October 2016

Identiferoai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/31694
Date12 September 2016
CreatorsDustan Selinger, Linda
ContributorsFuchs, Donald M. (Social Work), Taylor, Laura (Social Work) Shore, Fred (Native Studies) Graham, John (Florida Atlantic University, USA)
Source SetsUniversity of Manitoba Canada
Detected LanguageEnglish

Page generated in 0.0016 seconds