{"id":145,"date":"2023-01-22T13:50:59","date_gmt":"2023-01-22T18:50:59","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/rebootyourresiliencywithselfcare\/?post_type=chapter&p=145"},"modified":"2023-11-01T18:56:13","modified_gmt":"2023-11-01T22:56:13","slug":"impact-of-stress-on-indigenous-student-populations","status":"web-only","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/rebootyourresiliencywithselfcare\/chapter\/impact-of-stress-on-indigenous-student-populations\/","title":{"raw":"Impact of Stress on Indigenous Student Populations","rendered":"Impact of Stress on Indigenous Student Populations"},"content":{"raw":"The Canadian 2021 census shows that 27.8% of working-age Canadians (aged 25 to 64) had a bachelor\u2019s degree or higher, whilst First Nations, Metis and Inuit indicated 12.9%.[footnote]Statistics Canada (2022). Canada leads the G7 for the most educated workforce, thanks to immigrants, young adults and a strong college sector, but is experiencing significant losses in apprenticeship certificate holders in key trades. Retrieved from: https:\/\/www150.statcan.gc.ca\/n1\/daily-quotidien\/221130\/dq221130a-eng.htm?indid=32994-1&indgeo=0[\/footnote]\u00a0 Overall, \"48.4% of Indigenous individuals hold a post-secondary qualification whereas 64.7% of non-Indigenous students hold a post-secondary qualification.\"[footnote]Hochman, S. (2020). Closing the Post-Secondary Education Gap: Indigenous Funding Myths. Retrieved from: https:\/\/inkspire.org\/post\/closing-the-post-secondary-education-gap-indigenous-funding-myths\/-MHPAEM8wbbXYJdJgY6T[\/footnote] There are a multitude of reasons why this gap exists; stress in some form being a significant factor.\r\n\r\nIndigenous education in Canada has a lengthy and turbulent history due to colonialism and residential schooling.[footnote]Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliation commission of Canada: Calls to action. Retrieved from: https:\/\/www2.gov.bc.ca\/assets\/gov\/british-columbians-our-governments\/indigenous-people\/aboriginal-peoples-documents\/calls_to_action_english2.pdf[\/footnote] Experiences of post-secondary student stress cannot be generalized between Indigenous and western students without taking individual differences into account. It is crucial to have insight into the dynamics of Indigenous cultural world views, values, and beliefs in order to gain a better understanding of stress and its impact on Indigenous students.\r\n\r\nIn 2017, a University of Regina study found that of 87 Indigenous students, 41% reported significant depression and 38% had significant symptoms of anxiety. This is in contrast with a reported 33% of general Canadian university students reporting significant depression or anxiety. [footnote]Cowan, P. (2017). Indigenous students report alarming rates of depression and anxiety. Retrieved from: https:\/\/leaderpost.com\/news\/local-news\/indigenous-students-report-alarming-rates-of-depression-and-anxiety[\/footnote]\r\n\r\nIndigenous stress has a nuanced range of risk factors, including coming from a lower socio-economic status than the general student population, relocating from their small home community, experiences of food insecurity, systemic racism, prejudice, and discrimination, as well as historical trauma.[footnote]Cowan, P. (2017). Indigenous students report alarming rates of depression and anxiety. Retrieved from: https:\/\/leaderpost.com\/news\/local-news\/indigenous-students-report-alarming-rates-of-depression-and-anxiety[\/footnote]\r\n\r\nIndigenous students from reserves or rural areas experience not only the transition from high school to university, but often the cultural shock<\/span> of moving to a city. Many Indigenous students have\u00a0limited awareness of community services and cultural connections beyond campus, which can impact their well-being.\r\n\r\nA 2021 review of 5 Canadian campuses illustrated that 39% of students experience food insecurity<\/span>.[footnote]Silverthorn, D. (2016). Hungry for Knowledge: Assessing the Prevalence of Student Food Insecurity on Five Canadian Campuses. Toronto: Meal Exchange. Retrieved from: \u00a0http:\/\/cpcml.ca\/publications2016\/161027-Hungry_for_Knowledge.pdf[\/footnote] \u00a0One study from the University of Saskatchewan indicated that Indigenous post-secondary students experience significantly higher rates of food insecurity \u2013 a whopping 64%.[footnote]Olauson, C.; Engler-Stringer, R.; Vatanparast, H.; Hanoski, R. (2018). Student food insecurity: Examining barriers to higher education at the University of Saskatchewan.\u00a0J. Hunger Environ. Nutr.13<\/em>, 19\u201327. Retrieved from: https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/19320248.2017.1393365[\/footnote] Financial constraints, insufficient time to prepare quality food, and limited access to culturally appropriate and traditional foods are significant factors that affect food security for a post-secondary Indigenous student. [footnote]Hattangadi, N.; Vogel, E.; Carroll, L.J.; C\u00f4t\u00e9, P. (2019). \u201cEverybody I Know Is Always Hungry\u2026But Nobody Asks Why\u201d: University Students, Food Insecurity and Mental Health.\u00a0Sustainability<\/em>\u00a011<\/em>, 1571. Retrieved from: https:\/\/www.mdpi.com\/2071-1050\/11\/6\/1571[\/footnote] Cultural food is a significant source of emotional comfort, and no or limited access to traditional food can lead to negative outcomes in both physical and mental health. Fundamentally, food insecurity is correlated with decreased physical and mental health and lower academic performance.[footnote]Hattangadi, N.; Vogel, E.; Carroll, L.J.; C\u00f4t\u00e9, P. (2019). \u201cEverybody I Know Is Always Hungry\u2026But Nobody Asks Why\u201d: University Students, Food Insecurity and Mental Health.\u00a0Sustainability<\/em>\u00a011<\/em>, 1571. Retrieved from: https:\/\/www.mdpi.com\/2071-1050\/11\/6\/1571[\/footnote] It is also associated with feelings of shame and failure due to the stigma associated with seeking support for things such as food banks.[footnote]Hattangadi, N.; Vogel, E.; Carroll, L.J.; C\u00f4t\u00e9, P. (2019). \u201cEverybody I Know Is Always Hungry\u2026But Nobody Asks Why\u201d: University Students, Food Insecurity and Mental Health.\u00a0Sustainability<\/em> 11<\/em>, 1571. Retrieved from: https:\/\/www.mdpi.com\/2071-1050\/11\/6\/1571[\/footnote]\r\n\r\nWhile instances of overt racism<\/span> have decreased in post-secondary education, microaggressions, stereotyping and labelling persist.[footnote]Shankar, J., Ip, E., & Khalema, N. E. (2020). Addressing academic aspirations, challenges, and barriers of Indigenous and immigrant students in a postsecondary education setting. Journal of Ethnic & Cultural Diversity in Social Work, 29(5), 396-420. Retrieved from: https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/15313204.2017.1409675[\/footnote] \u00a0The Truth and Reconciliation Commission of Canada\u2019s Calls to Action<\/strong> revealed that many institutions exhibit low cultural intelligence and insensitivity, which contributes to a negative learning environment for Indigenous students.[footnote]Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliationcommission of Canada: Calls to action. Retrieved from: https:\/\/www2.gov.bc.ca\/assets\/gov\/british-columbians-our-governments\/indigenous-people\/aboriginal-peoples-documents\/calls_to_action_english2.pdf[\/footnote]\r\n\r\nFurther, many Indigenous students are mature students<\/span>\u00a0(above the age of 25) and have dependents. These students have unique resource needs such as childcare centers on campus, scheduling flexibility and additional financial aid,[footnote]Herkimer, J. (2021). Holding our Ground: Indigenous Student Post-Secondary Persistence and Early Leaving. Indspire. Retrieved from: https:\/\/indspire.ca\/wp-content\/uploads\/2021\/12\/Holding-Our-Ground-Report-EN-Final-WEB1.pdf[\/footnote] which is often difficult to come by.\r\n\r\nA sense of community and support of Indigenous students will significantly impact their success. Creating strong relationships with both Indigenous and non-Indigenous peers and faculty helps mitigate Indigenous students leaving post-secondary education early.[footnote]Herkimer, J. (2021). Holding our Ground: Indigenous Student Post-Secondary Persistence and Early Leaving. Indspire. Retrieved from: https:\/\/indspire.ca\/wp-content\/uploads\/2021\/12\/Holding-Our-Ground-Report-EN-Final-WEB1.pdf[\/footnote] In terms of culture, resources for Indigenous students can include having ceremony on campus, welcoming visiting Elders, and creating Indigenous student lounges and resource centers to help students draw strength from their cultural identity so they can succeed.[footnote]Herkimer, J. (2021). Holding our Ground: Indigenous Student Post-Secondary Persistence and Early Leaving. Indspire. Retrieved from: https:\/\/indspire.ca\/wp-content\/uploads\/2021\/12\/Holding-Our-Ground-Report-EN-Final-WEB1.pdf\u00a0[\/footnote]\r\n\r\nPersistence in staying in post-secondary education is generally not determined by one isolated barrier, but rather is a combination of many factors. Decreasing as many stressors as possible by holistically viewing the multiple physical, mental, cultural, and spiritual factors involved will promote success for Indigenous students.\r\n\r\nListen to Matthew Provost's 12 minute TED Talk \"Unpacking the Indigenous Student Experience<\/a>\" where he eloquently speaks about navigating post-secondary education as an Indigenous student.\r\n\r\n \r\n\r\nhttps:\/\/www.youtube.com\/watch?v=2JmAlnEo27A\r\n\r\nThe First Nations Health Authority offers a variety of Mental Health and Cultural Supports<\/a> including resources for telephone and online support, a list of Indian Residential School Resolution Health Support Program Providers, and FNHA Treatment and Healing Centres.\r\n\r\nThe KUU-US Crisis Response Service<\/a> provides 24\/7 culturally-aware crisis support to Indigenous people in B.C.\r\nCall 1-800-588-8717 or visit the website.","rendered":"

The Canadian 2021 census shows that 27.8% of working-age Canadians (aged 25 to 64) had a bachelor\u2019s degree or higher, whilst First Nations, Metis and Inuit indicated 12.9%.[1]<\/sup><\/a>\u00a0 Overall, “48.4% of Indigenous individuals hold a post-secondary qualification whereas 64.7% of non-Indigenous students hold a post-secondary qualification.”[2]<\/sup><\/a> There are a multitude of reasons why this gap exists; stress in some form being a significant factor.<\/p>\n

Indigenous education in Canada has a lengthy and turbulent history due to colonialism and residential schooling.[3]<\/sup><\/a> Experiences of post-secondary student stress cannot be generalized between Indigenous and western students without taking individual differences into account. It is crucial to have insight into the dynamics of Indigenous cultural world views, values, and beliefs in order to gain a better understanding of stress and its impact on Indigenous students.<\/p>\n

In 2017, a University of Regina study found that of 87 Indigenous students, 41% reported significant depression and 38% had significant symptoms of anxiety. This is in contrast with a reported 33% of general Canadian university students reporting significant depression or anxiety. [4]<\/sup><\/a><\/p>\n

Indigenous stress has a nuanced range of risk factors, including coming from a lower socio-economic status than the general student population, relocating from their small home community, experiences of food insecurity, systemic racism, prejudice, and discrimination, as well as historical trauma.[5]<\/sup><\/a><\/p>\n

Indigenous students from reserves or rural areas experience not only the transition from high school to university, but often the cultural shock<\/span> of moving to a city. Many Indigenous students have\u00a0limited awareness of community services and cultural connections beyond campus, which can impact their well-being.<\/p>\n

A 2021 review of 5 Canadian campuses illustrated that 39% of students experience food insecurity<\/span>.[6]<\/sup><\/a> \u00a0One study from the University of Saskatchewan indicated that Indigenous post-secondary students experience significantly higher rates of food insecurity \u2013 a whopping 64%.[7]<\/sup><\/a> Financial constraints, insufficient time to prepare quality food, and limited access to culturally appropriate and traditional foods are significant factors that affect food security for a post-secondary Indigenous student. [8]<\/sup><\/a> Cultural food is a significant source of emotional comfort, and no or limited access to traditional food can lead to negative outcomes in both physical and mental health. Fundamentally, food insecurity is correlated with decreased physical and mental health and lower academic performance.[9]<\/sup><\/a> It is also associated with feelings of shame and failure due to the stigma associated with seeking support for things such as food banks.[10]<\/sup><\/a><\/p>\n

While instances of overt racism<\/span> have decreased in post-secondary education, microaggressions, stereotyping and labelling persist.[11]<\/sup><\/a> \u00a0The Truth and Reconciliation Commission of Canada\u2019s Calls to Action<\/strong> revealed that many institutions exhibit low cultural intelligence and insensitivity, which contributes to a negative learning environment for Indigenous students.[12]<\/sup><\/a><\/p>\n

Further, many Indigenous students are mature students<\/span>\u00a0(above the age of 25) and have dependents. These students have unique resource needs such as childcare centers on campus, scheduling flexibility and additional financial aid,[13]<\/sup><\/a> which is often difficult to come by.<\/p>\n

A sense of community and support of Indigenous students will significantly impact their success. Creating strong relationships with both Indigenous and non-Indigenous peers and faculty helps mitigate Indigenous students leaving post-secondary education early.[14]<\/sup><\/a> In terms of culture, resources for Indigenous students can include having ceremony on campus, welcoming visiting Elders, and creating Indigenous student lounges and resource centers to help students draw strength from their cultural identity so they can succeed.[15]<\/sup><\/a><\/p>\n

Persistence in staying in post-secondary education is generally not determined by one isolated barrier, but rather is a combination of many factors. Decreasing as many stressors as possible by holistically viewing the multiple physical, mental, cultural, and spiritual factors involved will promote success for Indigenous students.<\/p>\n

Listen to Matthew Provost’s 12 minute TED Talk “Unpacking the Indigenous Student Experience<\/a>” where he eloquently speaks about navigating post-secondary education as an Indigenous student.<\/p>\n

 <\/p>\n