walking in multiple worlds. aboriginal youths’ work-life experiences

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

30/01.2013 1Cannexus 2013 Marshall et al.

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


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.


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


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


Youth• All Canadian youth under age 24: 10,243,518

• 562,936 Aboriginal youth in Canada under age 24


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%)


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


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)


The Four Rs PrinciplesKirkness & Barnhardt, 1991 Respect Relevance Responsibility Reciprocity

30/01.2013 Cannexus 2013 Marshall et al. 11

Community PartnersEngaged in all phases of the projectsPractice goals guide our questions &

interventions


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


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


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?


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


Individual Interview ThemesWork experienceIndigenous cultureFamily and relational support systemsCommunity connectionsDiscrimination and oppressionIgnoranceMental health and well being


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


Practical tools & approachesTalking circlesElders, mentors, and community champions Community events & trainingStory MapsPossible Selves Mapping Process (PSMP)Guiding Circles (McCormick et al)


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


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.


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.


NCCT Youth forum – Jan. 2013Native Canadian Centre of Toronto“Youth Inspiring Youth” ForumSagKeeng’s Finest


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


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


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


Brainstorm Map


Possible Selves Brainstorm Map (WIMW)

Hoped for Selves Feared Selves


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

Marshall, Guenette & Antl, 201130/01.2013 36Cannexus 2013 Marshall et al.

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?


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



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.


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


Work in home community


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


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


PSMP Manual and DVD cover


Group applications are effective and save time

Can be used for present or future events and goals

Group Possible Selves Mapping


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


http://images.google.ca/imgres?imgurl=http://www.publicsafety.gc.ca/prg/cp/bldngevd/_img/firstnations_image2.jpg&imgrefurl=http://www.publicsafety.gc.ca/prg/cp/bldngevd/2007-es-05-eng.aspx&usg=__JIS6Ewp4e-UWbxJzhytzymCcMNY=&h=181&w=259&sz=22&hl=en&start=61&um=1&tbnid=lIw8_W_BuJd-JM:&tbnh=78&tbnw=112&prev=/images?q=first+nations+youth&ndsp=20&hl=en&sa=N&start=60&um=1

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.”


Thanks to our funders and supporters


Thank you!Hai’chkaGela ‘kesalaMeegwichMasi choMerci


walking in multiple worlds. aboriginal youths’ work-life experiences

Documents

anne marshall

age of possibilities

age of identity exploration

criteria emerging adults

digital age

age of instability

emerging adulthood3001

life course