An explanation of key factors that prevent First Nation mothers participating in public schools
Date
2010-08-25T21:07:07Z
Authors
Jones, Collette
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Abstract
This was a feminist study of six First Nation women’s experiences and their non-involvement in their children’s public education. The purpose of this study was to identify barriers that First Nation mothers face in terms of taking a more active role in their children’s school-based education. The objective was to gain a better understanding of the issues from the aboriginal mothers themselves as they are the experts of their own lives. The six women interviewed for this study are all mothers and /or grandmothers whose children or grandchildren attend public schools. The study explores the six women’s feeling, attitudes, values and perceptions of the experiences in public schools.
A number of key themes emerged from this feminist qualitative study. The first theme was the lack of respect and assistance by teachers and staff from school staff. The second was lack of communication and the third theme was feelings of inadequacy felt by the First Nation women.
This study is important for three reasons. Firstly, the majority of the studies focus on why aboriginal students do not succeed in public schools as well as general parental involvement in schools. Indeed, there are few studies on First Nation mother’s involvement in public schools. Secondly, to identify some of the barriers that prevent the six First Nation mothers participation in their children’s schooling and thirdly, to identify some recommendations to help First Nation mothers participate in their children’s public education.
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Keywords
colonialism, residential schools, racism, Indian Act, inequality, aboriginal women, poverty