5 key ways to enhance Indigenous student career supports in post-secondary
Numerous factors, such as the legacy of intergenerational trauma stemming from historical policies like the Indian Residential School System, the Indian Act, Sixties Scoop, and the issue of Missing and Murdered Indigenous Women, Girls, and Two-Spirit (MMIWG2S), have shaped Indigenous access to post-secondary education and subsequent employment opportunities. Additionally, experiences of marginalization, dislocation from home in remote or rural areas and the status of being a first-generation post-secondary student often culminate in a lack of belonging within the post-secondary environment (Pidgeon, 2008), thereby hindering students’ access to support systems.
The Truth and Reconciliation report mandated many Calls to Action including an overall call for intercultural understanding. An adaptable, tailored approach is key, given the diverse range of experiences within the Indigenous student population.
This article is part of a CareerWise series on “Indigenizing Career Development.” Check out the other articles published to date and check back on CW for more:
A perspective on using the term ‘Indigenization’ in career development
7 resources exploring Indigenous worldviews and career development
When Indigenous youth succeed, whole communities benefit
Cultivating meaningful relationships
Building authentic and trusting relationships goes beyond the typical short advisory sessions aimed at refining resumes or cover letters. Genuine trust is fostered over time, potentially spanning numerous appointments. It’s important to acknowledge that Indigenous students may have encountered barriers even before seeking career guidance (Pidgeon, 2008; Goodwill et al., 2019). Therefore, allocating additional time for appointments and diligently nurturing trust are prerequisites for engaging students in the necessary, yet often vulnerable, discussions related to career transitions.
Providing comprehensive support
Efforts to support Indigenous students seeking career advice should encompass a holistic approach that addresses their complete well-being. Wholism – a fundamental value for many Indigenous communities (Pidgeon, 2008, 2012, 2016a, 2016b) – emphasizes equilibrium across all dimensions of life. Consequently, pursuing employment opportunities requires considering the same holistic balance. A discussion about alignment of personal values with those of potential employers, including offering ways to evaluate employers, is a valuable strategy.
“An adaptable, tailored approach is key, given the diverse range of experiences within the Indigenous student population.”
Recognizing identity’s significance
Acknowledge the diversity of First Nations, Métis and Inuit communities, and invest in understanding the unique backgrounds of the students you are assisting. Familiarize yourself with Indigenous cultures, particularly the local context pertinent to your post-secondary institution as well as the individual students you serve. In instances where specificity is required, use the names of specific nations (e.g. Secwépemc, Métis, Tahltan) instead of broader terms such as “Aboriginal” or “Indigenous.” Additionally, due to the increase in employment opportunities for Indigenous individuals, encourage students to self-identify within cover letters to access relevant opportunities. Emphasizing their community ties can be useful.
Acknowledging family responsibilities
Many students bear familial responsibilities including care for Elders or child-rearing. Embracing an inclusive and flexible approach by welcoming others into appointments can provide invaluable insights into students’ strengths, talents and personal circumstances. Fostering an environment that supports family involvement in appointments contributes to creating that flexibility.
Cultural humility
The conventional self-promotion integral to application documents and interview skills often contrasts with Indigenous values. Humility, an important value of many Indigenous cultures, can pose challenges in accurately assessing one’s strengths and aligning with expectations for job applications and interviews. Assisting students to navigate this challenge and understand prevailing self-promotion norms can be helpful for students building these skills. It’s important to recognize that this can be particularly uncomfortable for Indigenous students, especially those who are deeply rooted in their cultural backgrounds and may view self-promotion as bragging.
In assessing a student’s strengths, encouraging them to adopt a positive self-perception from the vantage point of a trusted individual – an Elder, parent or close friend – can be beneficial. In Indigenous communities, Elders often identify an individual’s gifts and mentor individuals based on those, shaping their roles within the community. Encouraging students to consult trusted Elders or family members, with whom they share deep relationships, can facilitate their ability to express their attributes confidently.
Adapting your approach to each individual may necessitate departure from conventional practices. This contextual understanding is pivotal when offering frontline support to Indigenous students. Given the unique array of experiences within the Indigenous student body, customization and flexibility remain indispensable for effective guidance.
Want to continue your learning to support your career development work with Indigenous clients and students? Don’t miss the FREE recordings of a recent webinar series from CERIC and CDANZ on “Global Perspectives in Career Development: Empowering Your Inclusive Practice Through Indigenous Knowledge and Worldviews.”
