Supporting Mi’kmaw Students at Cape Breton University Through the Unama’ki College: A Qualitative Study

Abstract

First Nations students face a number of challenges that may hinder their chances of successfully completing post-secondary education. Research has shown that cultural differences and language barriers are among these challenges. Currently at the Unama'ki College at Cape Breton University there is concern that Mi'kmaw students may not be sufficiently supported as some evidence (e.g., the 2010 Leaping Forward document) suggests that graduation rates have been on the decline, even as enrolment rates have been increasing. The purpose of this study was to work in partnership with the Unama'ki students and staff to determine the story behind these reported declining graduation rates, and to determine if there are practical strategies for improving the educational experience of Mi’kmaw students at CBU. A qualitative research design was used because this form of research has demonstrated its benefits when working in partnership with First Nations participants. We not only wanted to conduct ethically sound research but research that was a positive and empowering experience for those involved. We conducted semi-structured interviews with Unama'ki staff/faculty members (n=7) and 2 focus groups with Mi’kmaw students (n=11). We then used Grounded Theory to analyze the results. We originally expected cultural differences, language barriers, transportation issues, childcare, and financial problems to emerge as common themes. Other prominent overall themes that have since emerged from the collected data revolve around the topic of strategies for enhancing the interconnectedness and links between Mi’kmaw student reality and CBU’s social, physical, and cultural environment.