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

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dc.contributor.authorDustan Selinger, Linda
dc.contributor.examiningcommitteeTaylor, Laura (Social Work) Shore, Fred (Native Studies) Graham, John (Florida Atlantic University, USA)en_US
dc.contributor.supervisorFuchs, Donald M. (Social Work)en_US
dc.date.accessioned2016-09-12T22:07:48Z
dc.date.available2016-09-12T22:07:48Z
dc.date.issued2016
dc.degree.disciplineSocial Worken_US
dc.degree.levelDoctor of Philosophy (Ph.D.)en_US
dc.description.abstractThe 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.en_US
dc.description.noteOctober 2016en_US
dc.identifier.urihttp://hdl.handle.net/1993/31694
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectRetention, Teacher influenceen_US
dc.subjectCurriculum development, Student support, Safety, Challenges, Barriers, Open door policy, Lived experience, Mentoring, Cultural teachingsen_US
dc.titleTeacher self-location, experience and perceptions of influence on the retention of Aboriginal social work students enrolled in social work educationen_US
dc.typedoctoral thesisen_US
local.subject.manitobayesen_US
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