First Nations Learners and Extracurricular Activities
Barriers
And Bridges To Participation
Charity Bonneau, Brian Ee and Jason Lauzon
Vancouver, British Columbia
You talk big words of integration
in the schools. Does it really exist? …unless there
is integration of the hearts and minds, you have only
a physical presence…and the walls are as high as the
mountain range.
—Chief Dan George, c. 1972
Traditionally, our people’s
teaching addresses the total being, the whole community,
in context of a viable living culture.
—Kirkness, 1985
Our study emerges as a result of the troubling statistics
on the dropout rates and overall low academic performance
among First Nations students in inner city Vancouver
schools. Many studies have found that First Nations
youth have poor school achievement in relation to their
non-First Nations peers; (BC Progress Board 2003; Ministry
of Education, 2003; Statistics Canada, 2001). These
studies have only confirmed what many of Vancouver’s
teachers witness on a daily basis in inner city schools.
As teacher/researchers, we began to wonder what more
could be done to improve the dire situation for this
population. Our shared experiences informed us that
many of our First Nations students did not actively
participate in extracurricular activities offered by
the schools. In addition, those who did participate
at the elementary school level seemed to drop off at
the high school level.
In the course of our investigation we found a significant
amount of research concerned with extracurricular participation
and the associated benefits for students. While the
correlation between extracurricular participation and
academic success has been well established, there is
a dearth of research knowledge on extracurricular participation
and First Nations students. Although there are numerous
studies addressing the benefits of extracurricular
activities for students, there is no research on how
current studies might apply to First Nations students
in particular, nor is there discussion of the current
barriers that exist for this group. In addition, there
were no identifiable First Nations researchers conducting
research in this area.
While
many studies addressing the educational difficulties facing First
Nations students recommend a culturally appropriate
pedagogy for First Nations students (Dawson, 1988;
Friedel, 1999; Kirkness, 1998; Smith, 1999; Van Hamme,
1995), few studies have acknowledged the value of extracurricular
participation in keeping First Nations students connected
to school. However, there is a recent BC Ministry of
Education initiative, (Aboriginal Education Enhancement
Agreements, 2003),
attempting to deal with the dismal statistics for First
Nations youth. In it, the provincial government imposes
structure and accountability on school boards and recommends
strategies for success. Among the strategies, they
have listed “development/participation in extracurricular
activities” (16). The Ministry’s recommendation echoes
that of the American Bureau of Indian Affairs’ Effective
Schools Team (1988) report, which recommends the use
of extracurricular participation rates as a systemic
indicator in the evaluation of Native education (cited
in Butterfield, 1994). Clearly, the BC Ministry of
Education and the Bureau of Indian Affairs acknowledge
the value of extracurricular participation in the education
of First Nations students.
Research Question
As teachers working with
First Nations students, our shared experience informed
us that First Nations students were experiencing success
at the elementary level but not at the secondary level.
Teacher-researcher Brian Ee teaches at an elementary
school where the majority of students, including First
Nations students, are enthusiastic participants in
extracurricular activities. In contrast, Jason Lauzon
and Charity Bonneau, teach at a large secondary school
where First Nations students generally do not participate
in extracurricular activities. Interestingly, one of
the researchers, Charity Bonneau, is a member of the
Okanagan First Nation. Charity teaches a First Nations
program and provides a much-needed perspective on this
important issue.
Studies have shown a positive
correlation between participation in extracurricular
activities and school success (Camp, 1990; Gerber,
1996; Marsh, 1992). More importantly, participation
in extracurricular activities may improve self-esteem
and foster a sense of belonging (Coladarci & Cobb,
1996; Duncan, 2000; Gilman, 2001). These findings are
especially important as they relate to the First Nations’ student
population simply because of the noticeably low participation
rate in school activities among that group. Given the
benefits of participation in extracurricular activities
and the low participation rate among First Nations
students, it is important to ask: are there barriers
preventing First Nations students from participating
in school-based extracurricular activities, and if
so, what are they?
The purpose of this study is to address these questions
and perhaps shed light on the barriers to participation
in extracurricular activities and identify bridges
that could assist in developing a more positive learning
environment for First Nations students.
Literature Review
Big
words of integration
Statistics
Canada’s Aboriginal Peoples Survey (2001)
shows that forty-eight percent of Aboriginals did not
complete secondary school compared to twenty-six percent
of non-Aboriginals. In British Columbia, a recent report
entitled, How are We Doing? Demographics and Performance
of Aboriginal Students in BC Public Schools, put together by the Ministry of Education (2003) found
that in 2002, only forty-three percent of British Columbia’s
First Nations students completed high school compared
to seventy-nine percent of non-First Nations students
(p.26). In urban areas, the statistics are even more
disturbing; the BC Progress Board’s, Measuring BC
Performance (2003) revealed that less than twenty percent of First
Nations students completed secondary school compared
to eighty-two percent non-First Nations learners.
Walls
as high
as the Mountain range
A number of researchers have attributed the lack of
academic success and the high dropout rate among First
Nations students to a theory of “cultural discontinuity” (Wilson,
1992). This theory suggests minority children experience
failure when confronted with the different communication
style and cultural expectations of the Western school
system (St. Germaine, 1995). This hypothesis has been
criticized by some Native researchers as a “cultural
deprivation” theory, as it positions First Nations
cultures as inferior to mainstream culture, thus depriving
First Nations children of the ability to succeed (Hookimaw-Witt,
1998).
The cultural discontinuity theory, however, does not
explain why dropout patterns of First Nations youth
closely resemble that of non-First Nations youth, or
why dropout rates among First Nations groups vary widely
depending on the economic circumstances of the family
(Brady, 1996). Brady argues that a family’s low socio-economic
status is a more significant factor in the decision
of youth to leave school than the idea of cultural
discontinuity. Other researchers have also identified
low socio-economic status and the social ills that
accompany it as increasing the likelihood of low achievement
and eventual dropout for youths of all ethnicities
(Clarke 1997; Hull, 1990; Ledlow, 1992). Many First
Nations youth live in conditions that are frequently
impacted by poverty; studies have found that Aboriginal
children in Canada are the most likely minority groups
to live in poverty (Brade, Duncan & Sokal, 2003).
As a result, many of these youth face difficulty in
overcoming poor economic conditions and difficult home
lives (van der Woerd & Cox, 2003). The difficulties
faced by many First Nations students in the school
system may be more attributable to socio-economic status
than to any cultural considerations, though undoubtedly
cultural difference is a factor in the sense of disconnectedness
experienced by many Native dropouts.
Researchers have found that dropouts report feeling
alienated from the school system (Brady, 1996; Kehoe & Echols,
1994; Tonkin, Murphy, van der Woerd, Poon, Liebel,
Katzenstein & Veitch, 2000; van der Woerd & Cox,
2003). First Nations youth are particularly at risk
of feeling alienated, as many First Nations youth frequently
encounter racist attitudes and behaviour that undermine
their self-esteem (Royal Commission on Aboriginal Peoples,
1996). While schools have moved to eradicate obvious
signs of racism, a subtler message of cultural inferiority
may be apparent in what the curriculum leaves out.
Brade et al. (2003) note that children “are made keenly
aware that this particular minority group has been
considered less desirable, less intelligent, less worthy
and just generally less than any other group in North
America” (329). In a study by Kehoe and Echols (1994),
all cultural groups tested reported a greater sense
of belonging than did First Nations students. Van Hamme
(1995) and Curwen Doige (2003) suggest that a part
of the problem with schools is that education for First
Nations children is still characterized by a curriculum
from a purely Western perspective that ignores the
cultures and values of First Nations, and results in
academic failure and extremely high dropout rates.
The systemic discrimination is further compounded by
instances of racism by peers, and the end result is
that First Nations children do not feel a part of the
school community.
There is increasing evidence to suggest that higher
levels of achievement among First Nations students
are more likely to occur if schools encouraged a sense
of belonging for First Nations students. Not only should
schools adopt curriculum and instruction more suitable
for First Nations students (Curwen Doige, 2003; Dawson,
1988; Friedel, 1999; Kirkness, 1998; Smith, 1999; Van
Hamme, 1995), but they should also foster a sense of
community. Both Tonkin et al. (2000) and Strand and
Peacock (2002) report that Aboriginal youth who had
high levels of connection with school and community
were more likely to stay in school. Kehoe and Echols
(1994) suggest, “developing a greater sense of belonging
to the school, on the part of Native children may be
an indirect means of reducing school disaffection and
subsequent dropping out” (66). However, both Tonkin
et al. (2000) and Kehoe and Echols (1994) fail to suggest
how First Nations students may be made to feel a greater
sense of belonging within the school and community.
While there is no research that directly relates First
Nations student’s achievements to extracurricular participation,
it is evident from research with other cultural groups
that extracurricular participation can create a sense
of belonging and promote increased self-esteem. These
factors have been identified as key factors in keeping
First Nations engaged in school, by Native and non-native
researchers alike (HeavyRunner & Morris, 1997;
Kehoe & Echols, 1994; Strand & Peacock, 2002).
In their study of Vancouver youth, Kehoe and Echols
(1994) assert that enhanced self-esteem and more positive
inter-group attitudes were worthwhile program goals
to adopt. Studies based on non-First Nations populations
clearly indicate that these two goals can be achieved
through participation in extracurricular activities.
Addressing the total being
There is an abundant amount of research examining the
social, emotional and academic benefits of student
participation in structured, school-based extracurricular
activities. In a recent Statistics Canada (2001) publication,
it reported that a positive correlation existed between
students who participated in extracurricular activities
such as sports or clubs outside of school and increased
academic achievement, higher self-esteem, and more
developed social skills. These findings have been duplicated
by many other studies indicating the broad benefits
of participation in extracurricular activities (Duncan,
2000; Gilman, 2001).
Perhaps
the most widely studied and promoted benefit of extracurricular
activity is that of academic success. Studies by Camp
(1990), Holloway (2000) and Marsh (1992) confirm the
positive correlation between participation in extracurricular
activities and academic achievement. In addition, Gilman
(2001) found that extracurricular participation led
to spending more time on homework, taking more advanced
courses, and earning higher grades. While some researchers
argue that the impact of extracurricular activities
on academic success is temporary (Silliker & Quirk,
1997), and that it is unclear which kinds of extracurricular
activities produce which kind of benefits (Eccles & Barber,
1999), there is little debate that there are benefits
associated with participation in extracurricular activities.
Even if the correlation between extracurricular activities
and academic success is modest at best (Coladarci & Cobb,
1996), there are numerous other documented benefits,
including improving self-esteem and fostering belongingness.
Skeptics
of the academic significance of participation in extracurricular
activities are more convinced of its relationship to
increased self-esteem (Coladarci & Cobb, 1996).
Widely respected research by Marsh (1992) has shown
that increased participation in extracurricular activities
is linked to higher self-concepts and self-esteem in
students. Similarly, Gazarelli (1993) positively correlated
self-concept and extracurricular activities for academically
weak students. According to Mahoney and Cairns (1997)
students engaged in extracurricular activities attend
school more frequently, have lower dropout rates, and
are less likely to misbehave at school. For marginalized
populations, such as Canada’s First Nations, a more
important benefit of extracurricular activity may be
its impact on improving self-esteem and encouraging
connections to school and community.
The
effect of extracurricular participation in fostering
a sense of community and belonging may perhaps be the
most significant benefit for First Nations students.
Gilman’s (2001) research confirms findings from several
previous studies, reporting participation in extracurricular
activities increases students’ feelings of commitment
to school. They are also more likely to have more active
friendships, peer interactions, better cooperation
skills, and more student-adult relationship (Holloway,
2002). Researchers like Brown (1999) and Gilman (2001)
have found extracurricular participation to be associated
with adolescents’ pro-social growth resulting in stronger
connection to school and less problem behaviors such
as skipping out and using alcohol and drugs. They are
also less likely to commit delinquent acts within the
community, including engaging in substance abuse (Landers & Landers,
1978; Borden, Donnemeyer & Scheer, 2001). While
there are no studies specifically examining a First
Nations population, it is clear that participation
in extracurricular activities has a well-documented
positive impact on at-risk populations.
While there is little debate regarding the benefits
of extracurricular participation, research reveals
that the marginalized populations who might benefit
the most from extracurricular activities are the least
likely to become involved in those activities. A study
by Cadwallader, Wagner & Garza (2003) implied that
the impact of extracurricular participation differs
for youth of different ages, socio-economic levels,
racial/ethnic backgrounds, and gender, need to be carefully
taken into account. This view is shared by Simpkins
(2003), who singles out age and socio-economic status
as the two primary determinants between active participation
in extracurricular activities and beneficial outcomes.
These studies echo the earlier findings of Brown (2002),
who found that ethnicity played a significant factor
in participation. Brown (2002) found that European-American
students participated more than non-European-American
students in extracurricular activities.
Furthermore, Dyson (1983) identified student transience
as also having significant impact. In her study, she
looked at migrant students in the United States and
the problems associated with transience. Dyson found
that in addition to culture and language differences,
migrant students often encountered difficulties due
to frequent moving, lack of continuity in schooling,
and obligations to contribute to the family financially
at an early age. While no studies exist which have
examined the participation of First Nations students
in extracurricular activities, the reality is that
these academically and socially marginal students are
not represented in sports and clubs.
Context
The
two schools involved in the study are both inner city
schools located in the east side of Vancouver. One
is a small elementary school of approximately 200 students
and the other is a large secondary school of approximately
1750 students. The elementary school has a majority
First Nations population of approximately forty-three
per cent. The remaining population is made up of a
range of ethnicities such as Chinese, Vietnamese, Mexican,
and Nicaraguan. In contrast, the high school is more
diverse, with large populations of Chinese, Southeast
Asian, and Hispanic students. First Nations students
make up less than ten percent of the student body.
Approximately twenty percent of First Nations students
from the elementary school eventually attend the high
school we studied, while the remaining students attend
another local high school.
As inner city schools, a significant population of
each is composed of students who face economic and
social barriers to school success. Students in this
group often live with a single parent or guardian,
survive on social assistance, live in social housing,
and are more likely to experience some sort of family
dysfunction. The catchment area from which both schools
draw their population is a highly urbanized thoroughfare
across the heart of inner city Vancouver. This busy
traffic corridor features high-density living, low
rent, and poverty. The area is plagued by the social
problems associated with poverty, including crime,
drugs, and prostitution.
Highly represented within this low socio-economic population
are First Nations students. A special set of circumstances
sets this population apart, which amplifies their difficulties
in coping with life in the inner city. Like in other
urban centers, Vancouver’s First Nations population
is one characterized by low socioeconomic status and
plagued by the social ills that accompany it. The Canadian
Council of Social Development (2003) found that forty-six
percent of Aboriginal children living in urban areas
lived in a single-parent household, which is twice
the national average. The same report also found that
over one-third of Aboriginal children living in urban
areas had moved at least once in the year. In addition,
Statistics BC (1996) found that Vancouver’s Aboriginal
population had an average income of just $18, 345 and
were more likely than non-Aboriginals to be unemployed
and living in substandard housing. A life of poverty
is further impacted by the higher rates of substance
abuse and HIV infection among First Nations (Health
Canada, 2003). Consequently, our schools’ First Nations
students are more likely to be highly transient, lack
family and community support, and experience higher
than average drug and alcohol problems.
Studies
indicate that circumstances such as these amount to
pre-existing barriers to participation in extracurricular
activities. Researchers such as Brown, (2002), Cadwallader
et al. (2003), and Simpkins (2003) identified factors
such as age, gender, ethnicity, and socio-economic
status, as having significant impact on rates of extracurricular
participation among student populations. Our schools
support this finding. These pre-existing barriers may
help to explain why over ninety percent of First Nations
students attending the high school are enrolled in
special education programs designed to meet their individual
learning needs.
Methods
Research
participants involved in the study were all First Nations
students, both boys and girls between the ages of 9
to 15 years old. Five elementary students and ten secondary
students were involved in the study. Fifteen participants
were selected on the basis of their willingness to
participate in the study. All participants were familiar
with the researchers as their classroom teachers. Free
and informed written consent of the students and parents
was obtained before starting the research and research
participants were given the option to withdraw from
the study at any time. Data for the study was collected
between February and March 2004. The data was collected
through interviews, which took approximately 15 to
20 minutes to complete and occurred at lunch hour or
after school. For participants who were involved in
extracurricular activities, the interview asks them
to: 1. Identify which extracurricular activities they
are involved in; 2. State how often they participate
in these activities; and 3. Explain why they choose
to be involved in these extracurricular activities.
For participants not involved in extra-curricular activities,
the interview asked them to: 1. State the reasons for
not being involved in an extracurricular activity;
and 2. Explain what the school might do to encourage
their involvement in extracurricular activities. Using
the student responses given during the interviews,
we grouped the barriers into three categories: structural,
academic, and social/emotional. Teaching and support
staff who agreed to be interviewed were also asked
to give their observations about First Nations participation
in extracurricular activities and suggestions they
have to encourage participation. These conversations
were recorded in the form of field notes and then analyzed.
Findings—Elementary School
A split Grade Five-Six and a Six-Seven class were invited
to participate in the interviews. There were approximately
twenty-five First Nations students among these classes.
Of the twenty students approached, only five were given
parental consent to participate in the study. These
five students reported a full level of participation
in school-based extracurricular activities. At the
outset of the interviews, students appeared hesitant
to express themselves despite being familiar with the
interviewer. Once the topic of extracurricular activities
had been made clear, students seemed to open up. When
asked why they participated in extracurricular activities,
one student responded enthusiastically, “It’s fun,
it keeps me busy, I learn new skills, and I get to
hang out with my friends.”
As a result of full participation, students did not
report any structural/institutional or social/emotional
barriers to participation. The First Nations students
interviewed reported being very involved in extracurricular
activities—especially in the Visions Athletic After-School
Program (“Visions”). One student reported proudly that, “My
school’s got tons of stuff for us to do like going
to Science World, Harry Potter Club, and other after-school
clubs. We even have sports like lacrosse, Steve Nash
basketball, and even karate!” They reported being happy
to participate with their friends.
Despite the small sample of students interviewed, teachers
confirmed that participation levels in the various
after-school extracurricular activities are always
full to near capacity. They pointed to the “Visions” program
that provided structured, all-inclusive activities
to students in Grades Five to Seven. Nearly all of
the sixty-five eligible students are registered and
participate regularly.
The only identified barrier to participating in school-based
extracurricular activities reported was students’ difficulty
deciding on which of the wide variety of activities
being offered they should choose. During the interviews
it became clear that as long as the activities were
fun and kept students busy, students were more than
happy to participate.
The
elementary school staff has a generally positive opinion
of the participation of First Nations students in extracurricular
activities. The staff has recognized the need for extracurricular
activities and feels that the elementary school with
its adoption of the “Visions” program is doing an excellent
job in providing a variety of diverse activities for
the students. One teacher noted, “Extracurricular activities help to promote that sense
of belonging. You also gain a sense of accomplishment
and pride in self, which in turn, promotes greater
success in academics.” Another teacher offered, “First
Nations students will definitely have greater success
academically if they participate in extracurricular
activities because it helps their self-esteem, their
sense of belonging to a group, it keeps them in good
shape which in turn helps their focus in class, and
very importantly, they develop a connection with an
adult of significance to them.”
Findings—High
School
In
contrast to the elementary school, high school students
interviewed reported a low overall level of participation
in school-based extracurricular activities. Only three
of the ten students interviewed reported any involvement.
Interestingly, nine out of the ten students interviewed
reported active participation at the elementary school
level. Among the students not actively participating,
they uniformly expressed an interest in increasing
their school-based participation. Students displayed
a willingness to speak about the topic and disclose
the various barriers they perceived as preventing their
participation. The primary barriers to participation
were structural and social/emotional, with little indication
that there were any academic barriers.
Many
student responses indicated they had encountered structural/institutional
barriers that were preventing their participation in
extracurricular activities. Student responses indicated
a communication deficit within the school whereby they
were often unaware of opportunities and/or sign-up
times. Students commented that they were unaware of
announcements and did not often see posters advertising
try-outs. In one interview with a Grade Nine student,
he was asked to identify an activity that he would
participate in that was not offered by the high school.
He thought for a moment, then his face lit up, “Wrestling!
I really love wrestling. And I’m good at it. You should
see me in PE. I even took down the teacher.” He was
amazed when I informed him that the high school actually
had an all-grade wrestling team. In fact, the wrestling
team was sponsored by a First Nations Youth and Family
worker with whom he had a positive relationship.
Sometimes
structural barriers can become social/emotional barriers.
A surprising finding was that eight out of ten First
Nations students interviewed reported at least one
attempt to get involved in extracurricular activities.
Unfortunately, many experienced the competitiveness
of too few teams for too many students. As a result,
most reported being cut from teams. In one instance
a Grade Nine student completed the interview and in
a parting comment he confessed, “Well… I did try out
for one team…basketball…I didn’t make it. It’s okay.
I didn’t really want to play anyway. I play with my
friends after school.” When asked if he would be willing
to try out for the team next year, he replied, “I don’t
think so. I’m probably not good enough.” Initial rejection
was seen to become a significant barrier to participation.
That is, students who attempted to get involved and
were rejected, uniformly did not continue to get involved.
There did not appear to be any significant academic
barriers to participation. Students did not report
being excluded from clubs or sports due to low academic
achievement or pressure to achieve higher grades interfered
with participation. However, there were some students
who reported that their participation in extracurricular
activities was hindered by the amount of homework they
received in their classes; they received so much homework
that they felt there wasn’t enough time to also participate
in sports or clubs.
The findings revealed however
some important ‘bridges’ for participation: peer involvement,
high skill ability, and positive relationship with
coach and/or sponsor. Three of the students interviewed
were on school-sponsored sports teams. All claimed
to have superior skills in the activity they were involved
in. Knowledge of coach/sponsor was also factor. Three
students reported that knowing a teacher/or sponsor
was a major factor in their participation.
The
highest correlating factor for First Nations Students’ participation
in extra-curricular activities was the involvement
of peers; especially close friends, in a particular
sport or club. Students reported a significant desire
to join activities when their friends were also involved.
Students were also found to have responded positively
to personal invitations from teachers and peers to
join activities. This finding is supported by research
done by Stevens & Peltier (1994), which found that
students were more likely to participate if they felt
important and were invited.
Teachers
who were consulted informally during the study echoed
the reports of the students. Specifically, they recognized
the lack of participation of First Nations students
and expressed a need for the school to do something
to address the problem. Although many staff had personal
knowledge of one or two students who were involved
in extracurricular activities, it was widely observed
that First Nations students are not involved proportionate
to their numbers within the school.
Discussion
At the outset of our study,
our focus was primarily on encouraging the potential
academic benefits of participation; however, the many
non-academic benefits of participation documented in
our literature review have only strengthened our argument
for increasing First Nations students’ participation
in our schools. In our review of the literature, we
successfully found numerous studies pointing to the
positive correlation between active participation in
extracurricular activities and increased academic achievement
from which we premised our study (Camp, 1990; Gerber,
1996; Marsh, 1992). Beyond this we uncovered evidence
supporting further benefits of active participation
in structured school-based activities such as increased
self-esteem and social skills.
Our study was successful
in revealing a variety of social/emotional as well
as structural barriers to First Nations learners’ participation
in extracurricular activities. Key social/emotional
barriers included: discouragement after being cut from
teams, perceived over-competitiveness of high school
sports, and having no positive connection with coaches
or sponsors. Key structural/institutional barriers
included: limited space on teams and students being
unaware of opportunities.
In addition, our study revealed
bridges of access to participation for First Nations
students. At the high school level, the social/emotional
barriers appeared to be overcome or ‘bridged’ by three
factors: close peer involvement in activities, perceived
above average skill ability in specific activity, and
developing a positive connection with coaches or sponsors.
Breaking down the
walls
Interestingly, both factors
bridge the low self-esteem barrier. Studies, such as
Marsh’s (1992), have identified the positive correlation
between increased self-esteem and active participation.
That is, students who participate tend to have high
self-esteem and typically, those students with high
self-esteem tend to be the ones participating.
The importance
of self-esteem goes beyond simply increasing the likelihood
of participation in extracurricular activities; it
also encourages a sense of belonging. Specifically,
participation in school-based activities fosters a
student’s sense of belonging with the larger school
population (Duncan, 2000; Gilman, 2001). This is especially
important as many First Nations students at risk of
dropping out reported that they did not feel a sense
of belonging at school (Tonkin et al.2000).
Thus our study indicates
that the lack
of belonging that students reported experiencing in
our schools is the barrier. These experiences are intensified as
the students enter high school—especially one with
over 1700 students. Coladarci and Cobb (1996) found
that school size was the greatest determinant of participation
for both boys and girls—a factor more powerful than
students’ socio-economic status, academic achievement,
or self-esteem. Coladarci and Cobb (1996) report that
a large school size creates feelings of disconnectedness
among the student population. Findings such as this
may help to explain the apparent drop-off in participation
from elementary to secondary school, the observation
prompting this investigation. It can be argued that
all students experience feelings of disconnectedness.
We assert, however, that it is the special circumstances
of inner city First Nations students that make them
less likely to participate. Therefore special interventions
need to be made.
Unfortunately, there were
no bridges for the structural/institutional barriers
reported at the high school level. Students who were
unable to participate in their Grade Eight year due
to limited space on teams did not continue to pursue
activities.
With widespread participation
of First Nations students at the elementary school
level reported, these social/emotional as well as structural/institutional
barriers appeared to have been bridged. We know that
the elementary school has the Visions Athletics After-School
program in place. We then posed the question: What
is it about this program that successfully encourages
the participation of First Nations students?
Visions Athletic After-School
Program—Integrating hearts and minds
The Visions Athletic After-School
program, (“Visions”), is a corporately funded initiative
adopted by the elementary school we studied intended
to engage students physically and academically after
school hours. (Similar corporately funded initiatives
are operating in Vancouver at three other inner-city
elementary schools, two community centers, and two
neighborhood houses.) Initiated by the school’s principal
in 2001, the program has been operating for the past
three years on a four-year $100,000 (approx.) grant.
It has been successful in providing all-inclusive,
structured, high interest activities, as well as fostering
connections among peers, parents, school staff, and
the local community. In addition, it has been successful in increasing the
academic achievement of its students during its three
years of operation.
“Visions” successfully bridges social/emotional barriers
by providing all-inclusive activities
to students, thus making them less intimidating for
students to participate in. Students are invited to
sign up for a wide range of activities on an ongoing
basis. There are few restrictions other than limits
to certain programs due to the size of a group. However,
programs are flexible and are extremely willing to
accommodate students’ needs.
This is a structured program operating for three hours
everyday after school for students in, Grades Five
to Seven. Students work on assigned schoolwork for
the first hour, and then are provided a snack before
being given a choice of which activity they want to
participate in. High interest, non-school sanctioned
sports such as karate and lacrosse are just two of
the activities provided.
The six “Visions” staff members that oversee the day-to-day
operations of the program have remained largely unchanged
in the past three years. This core group of “Visions” staff
is supplemented by school board staff who are financially
compensated for their involvement in coaching and instructing
a wide variety of activities. Such involvement of teachers
and support staff helps create positive connections
with students.
Students
experience positive peer interaction throughout the
course of the school year. Friendships are forged and
students are keen and willing to be involved in a safe
and positive environment with their friends while developing
positive attitudes, relationships and skills. Program
activities take place at the school site and in the
local community. Not only does this on-site program
eliminate transit and nutrition issues, it provides
students with a strong connection to school and community.
Connections
to the local community are further increased with the
offering of programs such as karate. Karate is open
to the local community and is instructed by a qualified
black belt instructor. Furthermore, parents/guardians
are invited to participate in such activities with
their children, strengthening this most fundamental
connection. In one example of a female student and
her mother, the student was having difficulty meeting
deadlines for her assignments, as well as completing
them. A meeting was called between the teacher, mother,
and student and an agreement was reached: assigned
work must be completed and handed in on time or privileges
for karate will be taken away. Since the meeting, the
student is currently completing and handing in her
assigned work on time.
Academic Benefits
Each year
the BC provincial government administers standardized
tests called the Foundation Skills Assessment, (FSA)
to all BC students in grades four and seven. The test
is intended to assess student abilities in reading
comprehension, writing, and numeracy. Test scores from
the past three years (2001-2003), the duration of the “Visions” program,
show significant improvement. (Ministry of Education,
2003). The number of Grade Four’s at or above their
grade level in reading comprehension increased from
22 to 44 to 73 per cent, in writing from 63 to 88 to
94 per cent, and in numeracy from 47 to 88 to 79 per
cent. Similar findings were recorded for Grade Seven’s.
Reading comprehension increased from 40 to 75 to 86
per cent, writing from 80 to 80 to 85 per cent, and
numeracy skyrocketed from 36 to 80 to 100 per cent.
This positive correlation between participation in
extracurricular activities and increased academic achievement
has been well documented (Camp, 1990; Marsh 1992).
Specifically, research done by Gerber (1996) has linked
higher standardized test scores to increased participation.
Importance and Implication—Building bridges
Our findings and the supporting research beg the question:
How can we, as educators, help to build bridges across
these barriers to encourage participation in school-based
extracurricular activities for our First Nations students?
More specifically, what changes must be made to the
existing situation at the high school level to promote
increased inclusion of First Nations students?
If we want to increase extracurricular participation
of inner city First Nations students at the high school
level to mirror that of the elementary school, we must
first recognize what is working at the elementary school.
Elementary school students in our investigation identified
the “Visions” program as an integral part of their
lives, providing positive, stable connections to the
school, family, and community.
Critics
of these all-inclusive policies have argued that a “focus
on self-esteem has become an end in itself, not a means
to—or a result of academic success” (Hill, 1999). These
critics have gone on to suggest that a “feel good” concept
denies students the ability to assess their efforts
and accomplishments realistically”(Hill, 1999). Our
investigation clearly demonstrates the effectiveness
of such a program on increasing academic success as
well as self-esteem at the elementary school level.
As for assessing one’s efforts and accomplishments
realistically, we argue that participation at all levels
of competition can provide such realistic feedback.
As famous sportscaster, Howard Cosell put it, “The
ultimate victory in competition is derived from the
inner satisfaction of knowing that you have done your
best and that you have gotten the most out of what
you had to give.”
One
obvious barrier to implementing such a program is funding.
After-school programs such as “Visions” require significant
funding to pay for coaches and sponsors, as well as
equipment, snacks, supplies, transit, and admission
fees for field trips. As school boards have to deal
with shrinking budgets due to government cutbacks,
school administrators are looking beyond the school
boards for ways to increase budgets. More and more
schools are resorting to increased activity fees, athletic
fees, installation of vending machines, and as in the
case of “Visions,” corporate sponsorship.
Should
BC public schools be forced to seek funding outside
of existing school budgets to fund extracurricular
activities for students? A report put together by the
National Federation of State High School Associations
(2002) entitled “The Case for High School Activities” concluded
that extracurricular activities are “one of the best
bargains around” for schools. The NFHS estimated that
schools in the United States typically allocate only
one to three percent of their total budgets to high
school extracurricular programs. This funding goes
to pay teachers’ extra-duty salaries, buy equipment,
and provide transportation. Given that the Province
of BC does not pay “extra-duty salaries” to teachers
coaching or sponsoring extracurricular activities,
their support of extracurricular activities is even
more of a bargain.
Unfortunately in times of restraint, it is often the
weakest and most vulnerable who suffer the most. In
2004, the BC provincial government eliminated targeted
inner city funding previously allocated to support
disadvantaged schools. This is the same government
who recently put forth the Aboriginal Education
Enhancement Agreements (2003) recommending strategies for success including “development
/ participation in extracurricular activities” (16).
A direct result of this funding cut is the loss of
seven full time teachers at the high school we studied—down
from one hundred to ninety-three. The result will be
higher workloads for teachers and support staff, which
will likely lead to less willingness among staff. The
probable consequences for our First Nations students
is that there will be even less opportunities to become
involved in the school community thus further decreasing
their sense of belonging.
Unfortunately,
next year (2004-05 school year) “Visions” will operate
in its final year of corporate funding. The annual
cost of operating the program is approximately $20,000
-$24,000. In addition, with $14,000 remaining in the
grant, the program is anticipating an approximate $6,000
-$10,000 funding shortfall for the 2004-05 school year.
As a result, “Visions” is facing an extremely difficult
task in providing the same level of activities with
less funding next year as well as an uncertain future.
Despite the program’s proven success and the elementary
school administrator’s active pursuit of new sponsorship,
there has been no confirmation of funding as of yet.
Conclusion
It is
easy to place the onus of responsibility on teachers
to be more caring and encouraging toward First Nations
students in order to increase their participation.
However, the reality of our findings is that teachers
already care a great deal and want to see the situation
improved. Teachers also reported that with the existing
workloads and the continual cutbacks to funding, they
see themselves as overextended. If the schools, districts,
and provincial government are serious about improving
the dismal statistics for First Nations students, they
must be willing to fund initiatives that seek to make
improvements to the learning environment. Thus it is
our recommendation that government and school boards
work together to implement all-inclusive programs such
as “Visions” at inner city high schools as a supplement
to the existing competitive, exclusive high school
sports programs. Until there is adequate funding for
after-school programs, such as “Visions,” the majority
of First Nations students will continue to encounter
barriers to the benefits associated with extracurricular
activities.
Thoughts
and observations one year later.
A
year after our original research was conducted, we
have found that little has changed for the First
Nations learners in our schools. Despite some changes
and improvements within the schools and the district,
First Nations students continue to experience significant
barriers to participating in extra-curricular activities.
Teacher-researcher
Brian Ee has witnessed a dramatic change in the situation
for First Nations learners at his elementary school.
Last year, our study revealed the successes of the
corporate-funded after-school program in encouraging
the participation of First Nations students in extra-curricular
activities. While the after-school program remains
successful in engaging Aboriginal students in extra-curricular
activities, it has changed from being an adminstrator’s
responsibility to a teacher’s responsibility. Disappointingly,
this is one more case of the enormous responsibilities
being shouldered by teachers as a result of lost
funding.
For
researchers Charity Sakakibara, (nee Bonneau) and
Jason Lauzon, there have been some positive changes
for the school’s First Nations students. Two of the
students interviewed last year have become involved
in extra-curricular activities. One Grade Nine girl
joined the school swim team as well as participating
in the school play. A Grade Eleven student joined
the girls’ softball team and is enjoying it immensely.
In addition, two new First Nations support workers
have breathed new life and energy into the work with
First Nations learners. These two workers have started
a First Nations Club which meets weekly to offer
valuable activities and speakers for our youth. This
club encourages pride and a sense of belonging in
the participating students.
Despite these small successes at the high school,
the overall statistics for academic achievement and
extra-curricular participation of First Nations remain
dismal. Currently, First Nations students are not
participating in extra-curricular activities at the
same rate as their peers nor have academic success
rates increased. While the participation of First
Nations students in extra-curricular activities remains
high at the elementary school, as a result of the
after-school program, the staff members have little
support in their efforts to improve the situation
for First Nations learners.
However, there is hope for our First Nations learners.
The Vancouver district has recently signed an Aboriginal
Education Enhancement Agreement (AEEA) with the local
First Nations communities. This district-wide plan
provides specific objectives to assist schools to
improve the outcomes of First Nations learners. While
the Aboriginal Strategic Plan does not explicitly
address improving extracurricular participation,
it does address the importance of encouraging a sense
of belonging and community for First Nations learners.
The plan includes strategies such as the inclusion
of First Nations literature into the curriculum,
as well as providing in-service for Aboriginal literacy
for staff. The plan also includes strategies that
would encourage the participation of First Nations
parents in the PAC and literacy program. While the
AEEA does not specifically address extra-curricular
participation, it does promote inviting the community
into the schools and fostering a sense of belonging
for aboriginal students, which our study indicated
was vital in encouraging the success of our First
Nations learners. With the district’s new focus on
Aboriginal learners, we remain hopeful that many
positive changes are on the horizon for our First
Nations learners.
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