Exploring the arts as a means to affect Aboriginal students’ self-concept
Abstract
In 2014 the gap between Aboriginal and non-Aboriginal student graduation rates in
British Columbia was 24% (British Columbia Ministry of Education, 2014). The current
researcher wondered what, if any, impact this reality had on Aboriginal students’ self-concept.
The aim of this research was to engage Aboriginal students within an arts-based project and
explore the possible affect that being involved in such activities may have on students’ selfconcept.
Using a mixed methods approach, including both quantitative and qualitative research
methods, eight participants provided data pertaining to their perceived academic ability,
involvement in the arts, and their overall self-concept. Likert responses were tabulated and
organized into a table and a bar graph, while open-ended responses were arranged in tables and
analyzed. Four participants also elected to participate in an optional 1-on1 interview. Interview
responses were coded and presented as individual case studies that the current researcher used to
establish emergent themes and patterns. The results of the data indicated that involvement in
arts-based activities can have a positive impact on Aboriginal students’ self-concept and
warranted further pursuit in this area. If students, Aboriginal or otherwise, think more positively
about themselves, then perhaps they will feel more confident and capable of attaining their
academic goals and bridge the gap between Aboriginal and non-Aboriginal students’ graduation
rates.