Walking in Multiple Worlds. Aboriginal Youths’ Work-life
ExperiencesE. Anne Marshall, University of Victoria
Suzanne L. Stewart, OISE/University of TorontoJennifer Coverdale, University of Victoria
Cannexus 13Ottawa, Ontario January 30, 2013
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Overview of SessionIntroductions and background of presentersThe context – Work and Indigenous youthOur projectsCommon themesPractice implicationsIndigenous youths’ storiesStory mapsPossible Selves Mapping Process (PSMP)Summary and questions
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The Current Worklife SituationGlobalization and the digital age have had a major
impact on the lives of adolescents and young adults in the first decade of the 21st century.
Social and economic changes have been linked to reduced family incomes, escalating unemployment, cutbacks in services, and increasing dependence on social assistance – particularly for marginalized and Indigenous populations.
Resulting health and mental health problems include stress-related illness, substance abuse, family violence, and depression.
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First introduced by Jeffrey Arnett (2004) as a “new and historically unprecedented period of the life course”
Typically ages 18 to 28 Five essential qualities:
Identity Exploration InstabilitySelf-FocusedFeeling In-Between, In TransitionPossibilities Arnett, J.J. (2004). Emerging adulthood: The winding road from the
late teens through the twenties. New York: Oxford University Press.
Emerging Adulthood
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Indigenous population in CanadaIndigenous or Aboriginal peoples (First Nations,
Metis, and Inuit) represent approximately 4% of Canada’s population or about 1 million people
The Aboriginal population is very young -- over 50% are under the age of 2440% are under the age of 16
This population is growing faster than the non-Aboriginal – birth rates are 2 to 3 times higher
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Youth• All Canadian youth under age 24: 10,243,518
• 562,936 Aboriginal youth in Canada under age 24
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The Challenge:Employment rates for Indigenous youthIn the 15-24 year old category, unemployment rates are 3
times higher for Aboriginal young peopleThe rate of unemployment for First Nations living on
reserve is 23.1%; almost double compared to those living off reserve at 12.3%
In 2010, 45% of Aboriginal youth were attending school Mental health difficulties affect about one in five youth
and young adults (20%); the rate is higher for at-risk and Indigenous populations (30 - 60%)
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Labour force characteristics of population aged 15 to 24
Aboriginal population
Non-aboriginal population
Aboriginal population
Non-aboriginal population
0
10
20
30
40
50
60
70
200820092010
Employment Rate Unemployment Rate30/01.2013 8Cannexus 2013 Marshall et al.
Employment Comparison Ages 15+
OR
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Our ProjectsResearch and counselling with youth & young
adultsAlways contextual - “Every interaction is to some
extent a cross-cultural one”( Pedersen, 1991) Community partner agenciesEthical conduct is essential to successAcknowledge and address power differences,
assumptions, and biasesWe follow the 4 Rs principles (Kirkness &
Barnhardt, 1991)
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The Four Rs PrinciplesKirkness & Barnhardt, 1991 Respect Relevance Responsibility Reciprocity
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Community PartnersEngaged in all phases of the projectsPractice goals guide our questions &
interventions
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Theoretical OrientationsRelational Theory. Cultural (Indigenous) ways of knowing & relating influence practice and research (Barton, 2004)
• Narrative methods
Social Constructionism (Blustein, 2006) Social relationships have an influence on people’s construction of
knowledge and experience. Knowledge is the product of our social interactions and processes
Social Cognitive Career theory (Lent, Brown, & Hackett, 2000)
Career behaviour is influenced by four variables: behaviours, self-efficacy beliefs, outcome expectations and goals
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Walking in Multiple WorldsNationally funded research/development projectTwo sites: Toronto, ON and Victoria, BCOur question: “What are the supports, challenges,
and obstacles experienced by Aboriginal youth and young adults in finding and keeping work?”
Community partnersGroup and individual interviewsStory maps and Possible Selves mapsCommunity Workshops and knowledge sharing
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Interview questions We would like to hear your story or stories of finding
and keeping workWe are particularly interested in how you view work
for Indigenous youth. How has this changed?What supports and obstacles have you
experienced?How does culture inform your story of Indigenous
work and career life, and your story of career development?
What is the role of community?What is needed to better support Aboriginal youth?
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Group Interview ThemesFour meta-themes
Work Experience “I handed out tons of resumes but I’ve only worked for my Band in the
summer student program...no one else called me back” Relations
“Yeah, my Uncle called me up, said, ‘I got a job for you’ and I took it.”Culture
“Our culture is nonstop. You’re hearing it, you’re seeing it, you’re experiencing it.”
Education “the program had the cultural catch that I needed in order to feel really
sound and to really feel like I was here.”
Mental health, confidence, and self-efficacy impacts described throughout the interviews
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Individual Interview ThemesWork experienceIndigenous cultureFamily and relational support systemsCommunity connectionsDiscrimination and oppressionIgnoranceMental health and well being
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ImplicationsSupport youth to transition from community based
student and/or band-supported employment programs into the work world
Teach young people to identify and translate skills learned in community cultural service and volunteer work into job skills for their resumes
Recognize the relations who facilitate these young peoples’ work life journey
Offer education and career programming that is grounded in Indigenous values, beliefs & practices
EDUCATE non-Indigenous population
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Practical tools & approachesTalking circlesElders, mentors, and community champions Community events & trainingStory MapsPossible Selves Mapping Process (PSMP)Guiding Circles (McCormick et al)
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Story Maps – Toronto teamRelational strategies and resources are
grounded in social values and life contexts
Historical and community focusFollow oral traditionsRepresent values & strengthsProvide on-going records
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Toronto – 22 year old young manOne young man described trouble in the regular school
system as a child. His mother took her kids to traditional events and ceremonies - he would often be tired in school and fall behind. He moved around a lot with his mother and 7 kids and was diagnosed with a learning disability. He's now finding his place in the world through his engagement in traditional ways, and as he embraces these traditional ways more and more, they seem to embrace him back. He has had trouble finding work outside of the Native community and prefers to stick to work as Elder's helper and drummer/singer/performer. He described the importance of “taking back” his culture. He continues to have difficulty finding sustainable work.
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Toronto – 28 year old young woman
This young woman described growing up in very challenging circumstances. Through the help of key guides and mentors, she was able to discover the strength that culture brings to her. She has had a successful educational experience and high achievements. She operates her own business. She is able to combine business and the arts in order to support herself and continues to engage in the community as a strong role model for others.
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NCCT Youth forum – Jan. 2013Native Canadian Centre of Toronto“Youth Inspiring Youth” ForumSagKeeng’s Finest
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Possible Selves (Markus & Nurius, 1986) is a future-oriented and personalized form of self-concept which provides a link between self-concept and motivation
Include positive hoped for and negative feared future images of self
Are based on a number of salient factors: family and community, socio-cultural and historical experiences, interests, abilities, and media influences
Become important motivators for behaviours
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954 – 969.
Possible Selves – Victoria team
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Possible Selves MappingGenerates hopes & fears for the futureDevelops understanding and appreciation of
personal valuesConnects current activities with hopes and fears for
the futureIdentifies factors that affect sense of self and
personal potentialIncreases motivationProvides a record
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Seven Steps in the Possible Selves Mapping Process (PSMP)1. Create a Possible Selves Brainstorm Map. Brainstorm
hoped for and feared possible selves (on a brainstorm map or paper)
2. Group and name the hoped for and feared selves3. Debrief the brainstorm map4. Identify most wanted hoped for selves and feared selves,
plus most likely feared & hoped-for selves (if time)5. Transfer brainstorm information to the overview map6. “Things to do right now.” Explore and identify specific
steps to achieve hopes and avoid fears. Include others7. Overall impressions and next steps
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Brainstorm Map
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Brainstorm Map
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Possible Selves Brainstorm Map (WIMW)
Hoped for Selves Feared Selves
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Most likely fear
What I really fear
What I really want
Possible Selves Map
Things I can do right now . . .
Hopes
Fears
Most likely hope
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Step 6. Things to do right nowConnect or “anchor” hopes and fears to behaviors
and sources of support
For hopes: What are some things you can do right now to support these hopes? What can you do next week? Next month? Next year? Who can help with this?
For Fears: What can you do to prevent these fears from happening? What can you do next week? Next month? Next year? Who can help?
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Most likely....Most likely. Feared self...
Most feared...
Most hoped for....
FEARS
HOPES
Possible Paths Map
E . A . M a r s h a l l , S . L . S t e w a r t , J . C o v e r d a l e , P. S p o w a r t , J . L e b l a n c , C C PA C a l g a r y 2 0 1 2
Relations
Victoria – 27 year old young manOne man detailed his 10 year struggle to find stable and
meaningful work. He attributed his early work related difficulties to trouble in school and an unstable home life. He managed to connect with an uncle who supplied him with a job, housing, and guidance. He noted that this turning point was the first in a series of events that helped him towards his current educational and occupational success. He connected with Elders in his University and community, and had the opportunity to engage in culturally relevant work. Now, he feels proud of and strong in his traditional identity, which he has reclaimed largely through his education and employment. He describes his current work as fulfilling and culturally relevant, but still strives for a way that he can give back to his larger community in a long term capacity.30/01.2013 39Cannexus 2013 Marshall et al.
Possible Selves Map (young man, 27)
PhD. – Indigenous
Studies
Working with children of residential
school survivors
Clinical Social Worker /
Related helping field
Working within my
own community
Stuck in a dead end job
No Indigenous
aspect to my work
Living and working away
from the Island
Homeless / Broke
Hoped for Selves Feared Selves
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Victoria – 23 year old young womanOne woman upgrading to prepare for college, shared her ambition to find cultural work in her home community. Following the birth of her daughter, she choose to return to school so she can find work and support her family. After dropping out of high school she was apprehensive about adult education but identified the peer relations, teachers and individual academic programs as supports. She also identified her family's help with housing, transportation and childcare as helpful to her finding work. Her hope is to become a family counsellor and help her community heal and reconnect to her culture. She has been taught cultural ways by Elders and mentors during her life and feels honored and committed to share those teachings with the next generation.
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Possible Selves Map (young woman, 23)
Family Counsellor
Teach culture and traditions
Support daughter
Being unable to take care of my family
Not finishing school
Loosing culture
Having to leave my
community for school
Hoped for Selves Feared Selves
Work in home community
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Most likely Hoped-for self....Most likely Feared self...
Most feared...
Most hoped for....
FEARS
HOPES
Possible Selves Map
E . A . M a r s h a l l , S . L . S t e w a r t , J . C o v e r d a l e , P. S p o w a r t , J . L e b l a n c , C C PA C a l g a r y 2 0 1 2
Relations
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The Possible Selves Mapping Process (PSMP)
The Logo for the process shows a person with a
“kaleidoscope” of possibilities for present and future.
Artist: Meghan Bell
DVDManualSpecific applications:
science education, indigenous youth, health & mental health
Workshop for teachers and community workers
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PSMP Manual and DVD cover
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Group applications are effective and save time
Can be used for present or future events and goals
Group Possible Selves Mapping
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Possible Selves Mapping and Aboriginal Youth
Possible selves mapping encourages Aboriginal youth to develop concrete representations/stories of their selves
Providing a macroscopic view of the self can be beneficial as this follows the Indigenous worldview of interconnectedness and the value of relationships
Provides an opportunity to identify perceived strengths and barriers, which can help to develop strategies to
Community is part of the mapping processElders can be mentors and role models
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Voices of emerging adults: Hopes & dreams“What I really fear is not staying true to myself, true to my goals and dreams”
“You know I still have mydreams – it just seems alot more complicated nowto get there than when I was in high school.”
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Thanks to our funders and supporters
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Thank you!Hai’chkaGela ‘kesalaMeegwichMasi choMerci
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