The Journal of College and University Student Housing - Volume 44, No. 1 - 53

Supporting Aboriginal Student Success

ABORIGINAL STUDENTS AND
HIGHER EDUCATION
The literature on Aboriginal students' experiences in higher education points to several
factors that can hinder this population and also
provides insight into how practitioners can
better support Aboriginal learners (Blodgett &
Schinke, 2015; Hall, 2015; Pidgeon, Archibald,
& Hawkey, 2014; Shotton et al., 2013; Smith,
Cech, Metz, Huntoon, & Moyer, 2014; Usher,
2009; Wallace, Marie, & Lachance, 2004).
Multiple barriers to accessing postsecondary
education exist, including financial limitations
(Pidgeon et al., 2014; Usher, 2009; Wallace et
al., 2004), students' academic preparedness,
and, more importantly, a lack of understanding of the cultural needs of Aboriginal students
(e.g., overt and covert forms of racism and
communal goal orientation versus individualism) (Pidgeon et al., 2014; Shotton et al., 2013;
Singson, Tachine, Davidson, & Waterman,
2016; Smith et al., 2014).
To achieve their goals, Aboriginal students may attend multiple institutions over
their higher education journey-starting and
then stepping out, possibly not finishing their
degree (Pidgeon et al., 2014; Restoule, 2011).
For some of these students, success means
simply attending or completing a series of
courses without completing a degree. Success
may also mean attaining a credential, achieving
a strong GPA, and pursuing graduate school
and/or career goals. Another dimension of Aboriginal student success is being able to enter
and leave their postsecondary experiences with
their cultural integrity intact (Pidgeon, 2008b,
2014; Restoule, 2005), which means they feel
respected and empowered by their Indigenous identity-culturally, physically, emotion-

ally, and intellectually (Archibald et al., 1995;
Brayboy et al., 2012; Martin & Thunder, 2013;
Shotton et al., 2013; Singson et al., 2016).
Aboriginal and Native American students
continue to report negative experiences within
the classroom and on campus. Aboriginal students are challenged when asked to speak for
all Indigenous peoples, as this request generalizes Indigenous experiences and thus is not
culturally appropriate from their perspective
(Hampton & Roy, 2002; Pidgeon, 2008a; TeHennepe, 1993). Other students have spoken
about receiving, in class or in the hallways,
direct or passive comments regarding their race
or culture or stereotypes about Native peoples
(Archibald et al., 1995; Huffman, 2008); and
many Aboriginal and Native American students consistently report overt and covert forms
of racism and discrimination (HeavyRunner & DeCelles, 2002; HeavyRunner & Marshall, 2003; RCAP, 1996; Shotton et al., 2013;
Singson et al., 2016). Such campus climate
issues, layered with institutional barriers such
as inadequate policies and practices and a lack
of adequate financial resources and housing
(Ecklund & Terrance, 2013; Malatest & Associates Ltd., 2004; RCAP, 1996), hinder Aboriginal students from successfully engaging in and
completing their postsecondary education.

HOUSING DESIGN AND THE
STUDENT ExPERIENCE
Many studies have demonstrated that students
who live on campus are more likely to succeed
in their studies (Blimling, 1999; Riker &
DeCoster, 1971). Schudde (2011) examined this
premise in a comprehensive manner by using
an adjusted national data set sample of more
than 3,400 students and found that first-year

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The Journal of College and University Student Housing - Volume 44, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 44, No. 1

Contents
The Journal of College and University Student Housing - Volume 44, No. 1 - Intro
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