The impact of external resources on the development of an indigenous school in rural areas: Taking a junior high school in Taiwan as an example.

The UN SDGs presented a vision for sustainability and the reduction of inequality within a country. The Taiwanese government uses many external resources to develop rural education. This study was conducted in a small public junior high school in a remote indigenous community in central Taiwan. Due to the economic downturn, the population in the indigenous community is outflowing, and the number of students is decreasing. With external resources, such as the Project of Female Science and Technology Talent Development from the Ministry of Science and Technology in Taiwan and other plans, this study introduces a full-time researcher as a teacher to promote science education in the research school. Implementing the projects improves students' academic performance and encourages students to participate in science competitions and achieve success. This study explores first the impact of the school's implementation of the Ministry of Science and Technology program on the development of the school; second, the results of the development of the school-based curriculum; and finally, it quantifies the statistics of the students' changes in the National High School Entrance Examination results. The impact of external resources on school development is determined by analyzing the performance of the participating students. This study finds that the Ministry of Science and Technology program plays an essential role in the development of the school, providing a key platform for teachers' growth, enriching school funding, developing featured courses, and encouraging students' performance. External resources have significantly improved students' results on the National Examination and facilitated students' motivation to learn science.

Adaptación a la vida universitaria de estudiantes indígenas de comunas rurales del Norte Grande de Chile. Un estudio cualitativo / The adaptation to university life of indigenous students from rural communities in the Norte Grande of Chile. A qualitative study

Introducción: La adaptación a la vida universitaria es un proceso multidimensional en el que se llevan a cabo conjuntamente diversas transiciones y desafíos a los que se enfrenta el estudiante. Las medidas de inducción adoptadas por las universidades se centran en un perfil generalizado del estudiantado y dejan fuera los aspectos particulares, como es el caso de los indígenas de zonas rurales. Objetivo: Analizar los factores asociados a la adaptación a la vida universitaria desde la perspectiva del estudiante indígena de comunas rurales del Norte Grande de Chile. Sujetos y métodos: La metodología de este estudio es cualitativa mediante la teoría fundamentada. Se realizaron entrevistas semiestructuradas a siete participantes estudiantes indígenas de pregrado y se presentan los resultados relacionales hasta la etapa de codificación axial. Resultados: Los resultados muestran factores condicionantes, como el cambio cultural, la separación familiar y las demandas académicas; y factores de éxito en la adaptación y el apoyo social, y en mejoras de las estrategias de aprendizaje y comunicativas, y estos dos elementos son esenciales para generar una sensación de superación. Conclusión: Los estudiantes que se adaptan exitosamente al ambiente educativo universitario integran un círculo social en el que pueden transmitir ideas e inquietudes; en el contexto académico aprenden y colaboran con el resto; y en un ambiente social descubren y conocen la vida urbana.(AU)

Introduction: The adaptation to university life is a multidimensional process in which various transitions and challenges are collectively undertaken by the students. The induction measures adopted by universities focus on a generalized profile of the student body, leaving out particular aspects such as indigenous students from rural areas. Aim: To analyze the factors associated with adaptation to university life from the perspective of indigenous students from rural communities in the Northern region of Chile. Subjects and methods: This study is qualitative, using Grounded Theory, and semi-structured interviews were conducted with seven indigenous undergraduate participants. The relational results up to the axial coding stage are presented. Results: The results show conditioning factors such as cultural change, separation from family, and academic demands. Success factors in adaptation include social support in improving learning and communication strategies, which are two essential elements for generating a sense of achievement. Conclusion: A student who successfully adapts to the university educational environment integrates into a social circle where they can convey ideas and concerns, learns and collaborates with others in an academic context, and discovers and learns about urban life in a social environment.(AU)

Anatomical sciences education needs to promote academic excellence of ethnic minority students-Evidence from Pasifika students at the University of Otago.

The Department of Anatomy at the University of Otago offers anatomical sciences education for various programs, but currently, little information is available on how the academic performance of anatomy students differ based on ethnicities. Here, we aim to determine if there is an ethnic disparity in academic performance among anatomy students at the University of Otago. We conducted a 5-year review of academic performance of New Zealand European (NZE) and Pasifika students in 10 undergraduate anatomy courses, including clinical anatomy, neuroscience, reproduction, cell biology, and biological anthropology. NZE students achieved higher marks than Pasifika students in each academic year for four courses and in 3-4 of 5 academic years for the remaining courses. In eight courses, there were higher proportions of Pasifika students than NZE students who repeated the courses (in 4-5 of 5 academic years for two courses, in 1-2 of 5 academic years for six courses). Multiple regression analyses showed that Pasifika students were more likely to achieve lower marks than NZE students in all courses. Other predictors for academic marks included year of study for five courses, age for three courses, international student status for two courses, major specialization for eight courses, home location for one course, and gender for one course. Data from this research provide evidence that ethnic inequity may exist in anatomical sciences education, and can be used by institutions globally to justify evaluating their anatomy programs, with the aim to better support ethnic minority students who may be struggling academically.

Students' Risks for Out-of-School Suspensions: Indigenous Heritage and Child Protective Services Involvement.

Disproportionality in out-of-school suspensions (OSS) is a persistent social and racial justice issue. Available research indicates that Indigenous children are disproportionately represented in both OSS and the child protective services (CPS) system. This secondary data analysis followed a cohort of 3rd grade students (n = 60,025) in Minnesota public schools from 2008- 2014. It examined the relationship between CPS involvement, Indigenous heritage, and OSS. Results from a zero-inflated negative binomial regression indicated that Indigenous students had two times the odds of suspension compared to white students (OR = 2.06, p < .001). Furthermore, there was a significant interaction between CPS involvement and Indigeneity on frequency of OSS (OR = 0.88, p < .05). Indigenous students showed a much higher odds ratio of OSS compared to white students, but the distance between the odds ratios of the two groups decreased as the number of child maltreatment allegations increased. Indigenous students may experience relatively high levels of both CPS and OSS due to systematic racism. We discussed implications for practice and policy to reduce discipline disparities.

Impacts of the COVID-19 pandemic on life and learning experiences of indigenous and non-Indigenous university and college students in Ontario, Canada: a qualitative study.

BACKGROUND: The years people spend attending university or college are often filled with transition and life change. Younger students often move into their adult identity by working through challenges and encountering new social experiences. These transitions and stresses have been impacted significantly by the COVID-19 pandemic, which has led to dramatic change in the post-secondary experience, particularly in the pandemic's early months when colleges and universities were closed to in person teaching. The goal of this study was to identify how COVID-19 has specifically impacted the postsecondary student population in Kingston, Ontario, Canada. METHODS: The Cost of COVID is a mixed methods study exploring the social and emotional impacts of the COVID-19 pandemic, with a focus on families, youth, and urban Indigenous People. The present analysis was completed using a subset of qualitative data including Spryng.io micronarrative stories from students in college and university, as well as in-depth interviews from service providers providing services to students. A double-coded phenomenological approach was used to collect and analyze data to explore and identify themes expressed by postsecondary students and service providers who worked with postsecondary students. RESULTS: Twenty-six micronarratives and seven in-depth interviews were identified that were specifically relevant to the post-secondary student experience. From this data, five prominent themes arose. Impacts of the COVID-19 pandemic on the use of technology was important to the post secondary experience. The pandemic has substantial educational impact on students, in what they chose to learn, how it was taught, and experiences to which they were exposed. Health and wellbeing, physical, psychological and emotional, were impacted. Significant impacts were felt on family, community, and connectedness aspects. Finally, the pandemic had important financial impacts on students which affected their learning and their experience of the pandemic. Impacts did differ for Indigenous students, with many of the traditional cultural supports and benefits of spaces of higher education no longer being available. CONCLUSION: Our study highlights important impacts of the pandemic on students of higher education that may have significant individual and societal implications going forward. Both postsecondary institutions and society at large need to attend to these impacts, in order to preserve the wellbeing of graduates, the Canadian labor market, and to ensure that the pandemic does not further exacerbate existing inequalities in post-secondary education in Canada.

"Reduced to My Race Once Again": Perceptions about Underrepresented Minority Medical School Applicants in Canada and the United States.

Phenomenon: To increase racial diversity in medical school classes, many institutions have created underrepresented minority (URM) application streams. However, many URM students experience overt and passive marginalization throughout their training and this may be related to how matriculants from URM streams are perceived by their peers. Approach: We conducted a discourse analysis of online discussion forums to explore how URM streams across Canada and the United States are perceived. We analyzed 850 posts from 13 discussion threads published between 2015 and 2020. We used inductive content analysis to develop a data-driven coding scheme from which we identified common themes. Findings: Despite an overall appreciation of the benefits of a diverse workforce, participants engaged in prominent discussions surrounding the merits of URM streams. We identified perceptions that students admitted from URM streams are less academically and clinically competent, with URM applicants reporting feeling unworthy for admission in the eyes of non-URM applicants. Users felt that the influence of socioeconomic status was under-appreciated, and that admissions officers inadequately addressed this barrier. There were some applicants who perceived the admissions process as "broken" with non-URMs displaying a fear of social change, and URMs fearing that the system defines them by their racialized status. Insights: Online discussion forums provide unique insight into perceptions surrounding URM streams. We identified potentially harmful misconceptions about URM students applying to these streams and highlight that actionable measures to reduce marginalization against URM matriculants must begin before medical school.

Aboriginal Women Learning on Country: Lessons for Educators.

Introduction: This paper details the journey of eight Aboriginal women from Circular Head, a rural and remote area of North-West Tasmania, as they undertook an innovative 2-year program of tertiary studies in dementia to address a documented community need. The Chief Executive Officer of the Circular Head Aboriginal Corporation (CHAC) had identified difficulties being experienced by older members of the community. These difficulties included changes in behavior, memory, and communication, with profound consequences on social engagement and care needs from both individual and community perspectives. The community wished to know if a combined vocational and university program, completed on Country and in community, could serve as a culturally safe education pathway to empower Aboriginal members of a rural and remote area in providing community health and dementia education and care. Methods: The nationally funded program included a year-long face-to-face vocational Certificate III in Individual Support (Aging, Home, and Community) on Country, including within-community experience with adults with dementia. This face-to-face learning was combined with online study in the award-winning Bachelor of Dementia care offered by the University of Tasmania. Students received a PhD level stipend to support them in their studies and were guided by an Elder from their community. Results: All students completed their Certificate III. The number of units they completed toward the eight required for their Diploma of Dementia Care varied. Emergent themes from students' reflections were holistic and relational, highlighting achievements and challenges, the importance of on Country individual connections and community support, and the value of their current and future contributions to the community. Data from this mixed methods approach documented the impact of the innovative coupling of authentic, culturally appropriate experiential learning with broad and deep academic knowledge about dementia and evidence-based care. Conclusions: This program provided students with a work-related qualification embedded within a university education and increased the capacity and capability of this Aboriginal community to provide care for its members with dementia, a documented concern. The combination of vocational learning on Country with online university study established a pathway to improve students' access to and success in higher education and the professional workforce. This assisted in counteracting the negative influences of racism, stigma, rurality, and socio-economic marginalization on educational opportunity for Aboriginal people. Data showed the need for flexibility with this learning journey, and the strengths and resilience of these women as they learned.

Evaluation of a First Peoples-led, emotion-based pedagogical intervention to promote cultural safety in undergraduate non-Indigenous health professional students.

BACKGROUND: Undergraduate health students learn cultural safety in complex and emotional ways. Pedagogies that account for these complexities must be developed and evaluated. OBJECTIVES: To evaluate a First Peoples-led emotion-based pedagogical intervention on non-Indigenous health professional students' development towards cultural safety. DESIGN: A pre-post mixed-methods intervention design. SETTING AND PARTICIPANTS: All undergraduate health students undertaking a semester-long First Peoples cultural safety course (n = 395) were invited to participate. METHODS: The intervention involved students' written reflections and comfort (1 = very uncomfortable to 5 = very comfortable) with workshop content, using a gawugaa-gii-mara (head, heart, hands) form. The educator analysed student responses collected on the form, to prompt discussion in a series of four workshops. Students also completed the online 20-item Student Emotional Learning in Cultural Safety Education Instrument (SELCSI) which has two scales, Witnessing and Comfort. gawugaa-gii-mara responses were thematically coded. Paired sample t-tests examined differences over time. Eta squared determined effect size. RESULTS: There were 102 matched pre-post-intervention surveys. Both SELCSI scales had excellent internal consistency (Witnessing α = 0.80, Comfort α = 0.92). A statistically significant difference was observed between students' mean scores on the Witnessing scale prior to the course (M = 47.10, SD = 6.51) compared to post-course (53.04, SD = 4.80), t(95) = 8.70, p < 0.001 (two-tailed) with a large effect size (d = 0.88). Most Comfort scale items increased but were not statistically significant. Data from the gawugaa-gii-mara intervention (n = 162 written responses) revealed students were challenged by self-reflexivity. There was a disconnect between what students had learnt (gawugaa), what they had felt (gii) and how this would be applied in professional practice (mara). CONCLUSIONS: The First Peoples-led, emotions-based pedagogical intervention was brief, meaningful and effective. As students grappled with their emotional connection to self-reflexivity as well as their ability to translate new knowledge into culturally safe practice, these offer important avenues for future research.

Evaluación de Necesidades Educativas Especiales en Contextos de Diversidad Sociocultural: Opciones para una Evaluación Culturalmente Pertinente / Assessment of Special Educational Needs in Contexts of Social and Cultural Diversity: Alternatives for a Culturally Appropriate Evaluation

RESUMEN: El objetivo de este trabajo es reflexionar sobre la necesidad de una evaluación de necesidades educativas especiales (NEE) pertinente culturalmente en contextos educativos interculturales, como base para repensar los servicios de apoyos de educación especial en escuelas de la región de La Araucanía en Chile. El análisis se desarrolló a través de la revisión de literatura científica y normativa nacional e internacional, empleando un método documental-descriptivo. La recuperación de documentos se realizó desde las bases de datos Web of Science, Scopus, Scielo y Agencia Europea para el Desarrollo de la Educación Especial. Inicialmente, se identificaron 108 documentos, utilizando los descriptores educación especial, evaluación, necesidades especiales, diversidad cultural, estudiantes indígenas y diversidad cultural y lingüística; después de aplicar los criterios de selección se revisaron 27 documentos. Los resultados develan que los principales obstáculos de la evaluación de NEE en sociedades multiculturales son el modelo médico, ya que se sustenta en normas y estándares occidentales-homogéneos; la presencia de sesgos culturales en los instrumentos de evaluación y en los procesos de remisión a evaluación; y la carencia de competencias interculturales en los profesionales que evalúan. En el caso de estudiantes de origen mapuche se evidencian tensiones epistémicas en la evaluación que subyacen al modelo médico, asociadas a la forma de concebir la enfermedad (kütran) en el mundo mapuche y occidental. Se concluye que se requiere una nueva forma de pensar y orientar la evaluación de NEE en contexto indígena, para romper con la estructura y cánones occidentales, como base para evaluaciones pertinentes culturalmente.

ABSTRACT: The aim of this work is to reflect on the need for a culturally relevant assessment of Special Educational Needs in intercultural educational contexts as a basis for rethinking the services supporting Special Education in schools of the La Araucanía region in Chile. The analysis was developed through national and international scientific and normative literature review, using a documentary-descriptive method. The documents were retrieved from the Web of Science, Scopus, Scielo and the European Agency for the Development in Special Needs Education databases. Initially, 108 documents were identified using the following descriptors: special education, assessment, special needs, cultural diversity, indigenous students, and cultural and linguistic diversity; after applying the selection criteria, 27 documents were reviewed. The results reveal that in multicultural societies the main obstacles to the assessment of SEN are the medical model, since it is based on western-homogeneous regulations and standards; the presence of cultural biases in the assessment instruments and in the decision processes regarding which student should be assessed; and the lack of intercultural competences in the professionals who perform assessment. In the case of Mapuche students, there is evidence of epistemic tensions in the assessment that underlie the medical model, associated with the way of conceiving the disease (kütran) in the Mapuche and Western world. It is concluded that in order to break down the structure and Western canons, and as a basis for culturally relevant assessments, a new way of thinking and aiming the assessment of SEN in an indigenous context is required.

Beyond enrolments: a systematic review exploring the factors affecting the retention of Aboriginal and Torres Strait Islander health students in the tertiary education system.

BACKGROUND: Indigenous Australians are under-represented in the health workforce, with large disparities between rates of Indigenous and non-Indigenous people in every health profession, including nurses, medical practitioners and all allied health professionals. Yet Indigenous people have long requested to have Indigenous practitioners involved in their health care, with this increasing the likelihood of culturally safe care. To address the shortage of Indigenous health professionals, it is important to not only recruit more Indigenous people into health courses, but also to support them throughout their studies so that they graduate as qualified health professionals. The aim of this systematic literature review was two-fold: to identify the factors affecting the retention of Indigenous students across all tertiary health disciplines, and to identify strategies that support Indigenous students to remain with, and successfully complete, their studies. METHODS: Eight electronic databases were systematically searched between July and September 2018. Articles were screened for inclusion using pre-defined criteria and assessed for quality using the Mixed Methods Assessment Tool and the Joanna Briggs Institute Checklist for Text and Opinion. RESULTS: Twenty-six articles met the criteria for inclusion. Key factors reported by students as affecting retention were: family and peer support; competing obligations; academic preparation and prior educational experiences; access to the Indigenous Student Support Centre; financial hardship; and racism and discrimination. The most successful strategies implemented by nursing, health and medical science faculties to improve retention were multi-layered and included: culturally appropriate recruitment and selection processes; comprehensive orientation and pre-entry programs; building a supportive and enabling school culture; appointing Indigenous academics; embedding Indigenous content throughout the curriculum; developing mentoring and tutoring programs; flexible delivery of content; partnerships with the Indigenous Student Support Centre; providing social and financial support; and 'leaving the university door open' for students who leave before graduation to return. CONCLUSIONS: Universities have an important role to play in addressing inequities in the Indigenous health workforce. A suite of measures implemented concurrently to provide support, starting with recruitment and pre-entry preparation programs, then continuing throughout the student's time at university, can enable talented Indigenous people to overcome adversities and graduate as health professionals.

Akiikaa (it is the land): exploring land-based experiences with university students in Ontario.

Indigenous learning traditionally comes from the land. Akiikaa ('it is the land' in Algonkian) is designed to assist graduate students in thinking beyond the classroom and understanding the elements of life as known by Indigenous people to live a healthy life. Akiikaa will provide graduate students (both Indigenous and non-Indigenous) with opportunities to learn about Indigenous ways of knowing. They will learn from an instructor, Elders and their peers about how the land is an instrumental part of all aspects of Indigenous life including health and well-being. One of the goals of the Master of Public Health in Indigenous Health program (at the University of Toronto) and the land-based experiences is to shift the thinking away from humans being the dominating force on Mother Earth to equality amongst all aspects of life. Graduate students are introduced to 'personhood' rights for plants, animals, water, and air, which is a shift from the current World Health Organization's view of public health that builds upon a population health approach but neglects the elements that surround humans as necessary for living a healthy life. It has been suggested that Indigenous land-based education acts as a method of decolonization through reclamation of Indigenous ideology and use of land. Land and land experience are highly prized by Indigenous people around the world as cultures and languages are based on the interaction of people with nature/land. This move to delivering the curriculum in the natural environment using Indigenous knowledges as its pedagogy is anticipated to change attitudes about Indigenous people and issues as well as improving the health and well-being of graduate students and, over time, Indigenous peoples' health and well-being.

Decolonizing Community Psychology by Supporting Indigenous Knowledge, Projects, and Students: Lessons from Aotearoa New Zealand and Canada.

Community psychology has long stood as a social justice agitator that encouraged reformation both within and outside of the academy, while keeping a firm goal of building greater well-being for people in communities. However, community psychology's historically Euro-centric orientation and applied, interventionist focus may inadvertently promote colonial agendas. In this paper, we focus on the example of Indigenous Pacific peoples, drawing upon experience working among Indigenous iTaukei Fijian communities and with Indigenous frameworks for promoting student success in Aotearoa New Zealand and Canada. We outline how community psychology curricula can strive toward decolonization by (a) teaching students to respectfully navigate complexities of Indigenous knowledge and traditions that contest colonial ways of being and doing, (b) act as facilitators who build toward collaborative community projects and model this research practice to students, and (c) boost Indigenous student success by fostering relationships with instructors and fellow students that are embedded within the relational model of self that is often absent in individualistic-oriented Western academic settings.

Evaluation of strategies designed to enhance student engagement and success of indigenous midwifery students in an Away-From-Base Bachelor of Midwifery Program in Australia: A qualitative research study.

BACKGROUND: A strategy to close the gap in relation to Indigenous health is the employment of more Indigenous health professionals. However, despite government reviews, research studies and educational initiatives, Indigenous students' retention and completion rates of tertiary education remains below those of non-Indigenous Australians. OBJECTIVE: To evaluate two enhancements to an Away-from-Base Bachelor of Midwifery program for Indigenous students, namely the appointment of an Indigenous Academic Liaison Midwife to provide academic and cultural support and an additional clinical placement in a high-volume tertiary hospital. METHOD: In this qualitative study, 10 Indigenous students enrolled in the Away-from-Base Bachelor of Midwifery program participated in one of two focus groups. Focus group transcriptions were subjected to a manual thematic analysis, and key themes were identified and explored. FINDINGS: The role of the Indigenous Academic Liaison Midwife was highly valued as students had access to a resource who provided cultural and academic support, and who encouraged and advocated for them. Regular contact with the Indigenous Academic Liaison Midwife enabled students to stay connected with and focussed on their study. Students were overwhelmingly positive about the opportunity to undertake the additional clinical placement, as it exposed them to complex clinical cases they may not have seen in their home communities. CONCLUSIONS: The introduction of an Indigenous Academic Liaison Midwife and an additional clinical placement in a high-volume tertiary hospital were perceived as valuable additions to the range of support mechanisms already in place for Indigenous Away-from-Base Bachelor of Midwifery students. These interventions have had a direct impact on retention, course progression and completion rates for Indigenous students. Students expressed enhanced clinical learning and knowledge retention as a result of the additional clinical placement, and the Indigenous Academic Liaison Midwife provided culturally sensitive support for students undertaking remote learning, and during on-campus intensive sessions.

Significados construidos en indígenas universitarios sobre sustancias psicoactivas y programas de prevención / Meanings constructed by indigenous students regarding psychoactive substances and prevention programs / Significados construidos por indígenas ao respeito das Substancias Psicoativas nos programas de prevenção

Resumen En las universidades se cuenta con la presencia de estudiantes de diversos grupos étnicos lo que genera un contexto para la diversidad cultural y la necesidad de comprender los significados frente al uso de plantas tradicionales y la diferencia de esta práctica frente al uso de sustancias psicoactivas (SPA) con fines recreativos en indígenas universitarios. Objetivo : analizar los significados construidos por indígenas sobre los consumos de SPA, el uso de plantas tradicionales y los programas de prevención en una universidad de Medellín. Metodología : investigación cualitativa, utilizando como herramienta metodológica la Teoría Fundamentada, se usó la técnica del muestreo teórico, a partir de 602 indígenas estudiantes se eligió una muestra representativa por sus cualidades regionales y estudiantiles de 16 indígenas. Las técnicas de recolección que se utilizaron fueron la entrevista y los grupos focales que permitieron realizar la codificación y la categorización de la información. Resultados : los estudiantes indígenas reconocen que el contexto de la universidad, los vínculos sociales y la integralidad de los programas de prevención son factores determinantes en el consumo de SPA. Conclusiones : Los participantes consideran que bienestar universitario debe crear programas específicos para el fortalecimiento de la cultura indígena, atendiendo y respetando de esta forma los significados de uso de plantas tradicionales y diferenciarlo de las SPA.

Abstract Various ethnic groups are present at universities, and this generates a setting for cultural diversity. It also leads to the need to understand meanings regarding the use of traditional plants and the difference between this practice and the use of psychoactive substances (PAS) by college indigenous students for recreational purposes. Objective: To analyze the meanings constructed by indigenous students regarding the use of PAS, the use of traditional plants and prevention programs at Universidad de Medellin. Methodology: This research was qualitative; it implemented grounded theory as a methodological tool. The study used a theoretical sampling technique based on 602 indigenous students. A representative sample was taken based on regional and student qualities of 16 indigenous students. Researchers implemented data gathering techniques such as interviews and focus groups, which allowed coding and categorizing of the information that was to be analyzed. Results: Indigenous students recognize that in a university setting, social ties and comprehensiveness of prevention programs are determining factors in the use of PAS. Conclusions: participants consider that the Student Union must create specific programs to strengthen indigenous culture to address and respect the different meanings of the use of traditional plants differentiating then from PAS.

Resumo Nas universidades se conta com a presença de estudantes de diversos grupos étnicos, o que gera um contexto pra diversidade cultural e a necessidade de compreender os significados na frente do ser utente de plantas tradicionais e a diferencia desta prática na frente da utilização das substancias psicoativas (SPA) com fins recreativos em indígenas universitários. Objetivo: Analisar os significados construídos por indígenas sobre os consumos de SPA, a utilização de plantas tradicionais e os programas de prevenção numa Universidade de Medellín. Metodologia: Esta investigação foi de jeito qualitativo, utilizando como ferramenta metodológica: A Teoria Fundamentada. Se usou a técnica da amostragem teórica. Partindo de 602 indígenas estudantes se elegeu una mostra representativa pelas suas qualidades regionais e estudantis de 16 indígenas. As técnicas de recolecção que se utilizaram foram a entrevista e os grupos focais que permitiram fazer a codificação e a categorização da informação para ser analisada. Resultados: Os estudantes indígenas reconhecem que o contexto da faculdade, os elos sociais e a integralidade dos programas de prevenção são fatores determinantes no consumo de SPA. Conclusões: Os participantes consideram que bem-estar universitário deve criar programas específicos pro fortalecimento da cultura indígena, atendendo e respeitando deste jeito os significados do ser utente das plantas tradicionais e diferencia-lo das SPA

A construção do projeto de vida e carreira em estudantes indígenas: um estudo exploratório / Construcción del proyecto de vida y carrera en estudiantes indígenas: un estudio exploratorio / Life and career project construction of indigenous students: an exploratory study

Resumo Este estudo explorou a construção dos projetos de vida e carreira dos estudantes indígenas em uma universidade pública brasileira, situada no Estado do Rio Grande do Sul. Participaram cinco estudantes indígenas, quatro da etnia kaigang e um da etnia guarani, que responderam a uma entrevista de roteiro flexível. Os dados foram analisados qualitativamente através de análise temática. Observou-se que as escolhas de carreira se relacionaram à construção de um projeto coletivo, envolvendo a família e a comunidade. A formação profissional mostrou-se associada com a possibilidade de contribuir com as sociedades indígenas de modo geral. Sugere-se, então, que as teorias de carreira possam se ajustar às peculiaridades culturais, considerando, em especial, a natureza relacional inerente à construção de carreira de jovens indígenas.

Resumen Este estudio exploró la construcción de proyectos de vida y carrera de los estudiantes indígenas en una universidad pública brasileña, con sede en Rio Grande do Sul. Participaron cinco estudiantes indígenas, cuatro de la etnia Kaingang y uno de la etnia Guaraní, que respondieron a una entrevista de guión flexible. Los datos se analizaron cualitativamente a través del análisis temático. Se observó que las elecciones de carrera están relacionadas con la construcción de un proyecto colectivo, con la participación de la familia y la comunidad. La formación profesional se asoció con la posibilidad de contribuir con los pueblos indígenas en general. Se sugiere que las teorías de carrera pueden adaptarse a las peculiaridades culturales, teniendo en cuenta en particular la naturaleza relacional inherente a la construcción de carrera de jóvenes indígenas.

Abstract This study sought to explore the construction of life and career projects of indigenous students of a Brazilian public university, located in Rio Grande do Sul. Five indigenous students, four from the Kaingang ethnic group and one from the Guarani ethnic group, participated in a flexible interview. A qualitative analysis was employed. The career choices were related to a collective project involving their families and communities. Professionalization has been associated with the possibility of contributing to indigenous societies in general. Career theories must adjust to cultural peculiarities, considering the relational nature inherent in the career construction of young indigenous.

Development of the Awareness of Cultural Safety Scale: A pilot study with midwifery and nursing academics.

BACKGROUND: Rates of academic success of Indigenous students compared to other students continues to be significantly lower in many first world countries. Professional development activities for academics can be used to promote teaching, learning and support approaches that value Indigenous worldviews. However, there are few valid and reliable tools that measure the effect of academic development strategies on awareness of cultural safety. OBJECTIVES: To develop and validate a self-report tool that aims to measure nursing and midwifery academics' awareness of cultural safety. METHODS: This study followed a staged model for tool development. This included: generation of items, content validity testing and expert Indigenous cultural review, administration of items to a convenience sample of academics, and psychometric testing. An online survey consisting of demographic questions, Awareness of Cultural Safety Scale (ACSS), and awareness of racism items was completed by academics undertaking a professional development program on cultural safety. FINDINGS: Ratings by experts revealed good content validity with an index score of 0.86. The 12-item scale demonstrated good internal reliability (Cronbach's alpha of 0.87). An evaluation of construct validity through factor analysis generated three factors with sound internal reliability: Factor 1 (Cultural Application, Cronbach's alpha=.85), Factor 2 (Cultural Support, Cronbach's alpha=.70) and Factor 3 (Cultural Acknowledgement, Cronbach's alpha=.85). The mean total scale score was 46.85 (SD 7.05, range 31-59 out of a possible 60). There was a significant correlation between scores on the Awareness of Cultural Safety Scale and awareness of racism scores (r=.461, p=.002). CONCLUSION: Awareness of cultural safety is underpinned by principles of respect, relationships, and responsibility. Results indicated the ACSS was valid and reliable. Completion of the scale aimed to foster purposeful consideration by nursing and midwifery academics about their perceptions and approaches to teaching in order to improve Indigenous student success.

Integrated systematic review on educational strategies that promote academic success and resilience in undergraduate indigenous students.

BACKGROUND: Despite numerous recommendations by governments, researchers, and education policymakers the recruitment, retention and success of undergraduate indigenous students in higher education is not commensurate of the wider student population. There is minimal evidence of valuing indigenous worldviews and perspectives in curricula, and effectiveness of educational strategies to strengthen indigenous student success rates in completing undergraduate studies. OBJECTIVES: To conduct an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate indigenous students. METHODS: Major databases of Scopus, ProQuest, Informit and Web of Science were searched. Inclusion criteria were peer reviewed research articles from scholarly journals that referenced indigenous, aboriginal, First Nation or Maori students in undergraduate programs in higher education. The search was limited to English language and studies conducted from 1995 to 2014. RESULTS: The search yielded 156 research papers which reduced to 16 papers that met the inclusion criteria. The included papers were critiqued from a standpoint theory approach that reflects feminism, cultural respect, and humanism. Much of the literature describes issues, and provides qualitative analyses of experiences, but empirical evaluations of interventions are rare. CONCLUSIONS: There was a gap in current research evaluating strategies to improve indigenous student success and resilience. Key strategies for indigenous student success are multi-faceted, layered support, underpinned by the principles of respect, relationships, and responsibility. Implications for nursing and midwifery education, research and health care practice are outlined.

Examining the quality of phonological representations in Anindilyakwa children in Australia.

BACKGROUND: In attempting to evaluate an intervention programme designed to improve English literacy outcomes in children in a remote indigenous community in Australia, the need for valid and culturally appropriate measures of the factors likely to impact on literacy development became apparent. One factor considered likely to be of importance was the precision of the children's phonological representations. AIMS: To develop a measure of phonological representations that was culturally relevant for Anindilyakwa children and to evaluate its reliability and concurrent validity against English measures that are known to be predictive of literacy outcomes. METHODS & PROCEDURES: Starting from the Quality of Phonological Representations test (QPR), the authors developed an Anindilyakwa Quality of Phonological Representations test (AQPR) and examined its reliability and concurrent validity. OUTCOMES & RESULTS: The AQPR was found to have acceptable reliability and to correlate significantly with three well-established measures of phonological awareness and phonics in English. CONCLUSIONS: The AQPR would thus seem an appropriate screening test for use by teachers to identify Anindilyakwa children in need of interventions to improve phonological representations before exposing them to an English literacy programme for which they may not yet be ready. The process involved in its development could be used by others working with indigenous students.