Childhood Factors Associated with the Completion of a High School Diploma or Equivalency Certificate or Higher among First Nations Children Living off Reserve, Métis and Inuit Children. Catalogue No. 41-20-0002
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| Title: | Childhood Factors Associated with the Completion of a High School Diploma or Equivalency Certificate or Higher among First Nations Children Living off Reserve, Métis and Inuit Children. Catalogue No. 41-20-0002 |
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| Language: | English |
| Authors: | Landry, Simon, Racine, Audrey, Kumar, Mohan B., Statistics Canada |
| Source: | Statistics Canada. 2023. |
| Availability: | Statistics Canada. 150 Tunney's Pasture Driveway, Ottawa, ON K1A 0T6, Canada. Tel: 800-307-3382; Fax: 613-951-4441; e-mail: educationstats@statcan.gc.ca; Web site: http://www.statcan.gc.ca |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Adult Education High School Equivalency Programs Early Childhood Education |
| Descriptors: | Foreign Countries, Eskimos, Indigenous Populations, Canada Natives, Children, Early Experience, High School Graduates, High School Equivalency Programs, Regional Characteristics, Differences, American Indian Reservations, Age Differences, Housing, Family (Sociological Unit), Family Income, Academic Achievement, Language Skills, Early Childhood Education, Student Participation, American Indian Education, Family Life |
| Geographic Terms: | Canada |
| ISBN: | 978-0-660-47046-7 |
| Abstract: | Using a longitudinal dataset created through the linkage of the 2006 Indigenous Peoples Survey (IPS; formerly called the Aboriginal Peoples Survey) and the 2016 long-form Census, this study examines childhood factors that are associated with the completion of a high school diploma or equivalency certificate or higher among off-reserve First Nations, Métis and Inuit children. The report presents childhood characteristics correlated with high school completion or higher by Indigenous group. Further, using a pooled sample, it examines the association between childhood factors and the outcome using multivariate analysis to account for confounding factors. Indigenous children living in some regions were more likely to complete high school or higher than those in other regions. First Nations (55.0%) and Métis children (66.3%) living in the Prairies region, were less likely to have completed high school or higher by 2016 compared with those in Ontario (68.9% and 77.5%, respectively). Inuit children who were living in Inuit Nunangat (38.1%) were less likely to complete high school or higher education than those living outside Inuit Nunangat (66.5%). Among First Nations and Métis boys and girls, those who were older were almost twice as likely to have completed high school or greater education compared with younger ones. Among Inuit, older boys (56.5%) were more likely to complete high school or higher than younger ones (29.7%E), but this relationship was not seen among girls. In all three groups, children living in suitable housing (i.e., not in crowded housing), were more likely to complete high school or higher education than those in unsuitable housing. This was evident among both Métis and Inuit boys and girls, but only among First Nations boys. The suitability of the housing did not play a significant role in First Nations girls completing high school or higher education. First Nations and Métis children who lived in two-parent households were more likely to complete high school or greater education than those in lone-parent households, but this relationship was not seen among Inuit children. Results of the logistic regression model show that age, household crowding, household income, and academic performance as children are associated with having completed high school or higher education. Older children had nearly three times higher odds (Odds ratio1 or OR=2.75) than those who were younger to have completed high school or higher education. Indigenous boys who lived in unsuitable housing during childhood had nearly half the odds (OR=0.52) of completing high school or higher education than those who lived in suitable housing. While a trend towards increasing odds of high school completion or higher was seen with increasing household income, it was only among Indigenous girls that a significant result was observed. Those living in the third (OR=2.67) and fourth (OR=4.23) quartile of household income had about three and four times, respectively, higher odds of completing high school or higher education compared with those in first quartile of household income. Finally, perceived academic performance in childhood was predictive of high school completion or greater education. In fact, odds of completion increased with increasing academic performance. Boys whose performance was very good during childhood had twice the odds (OR=2.17) of completing high school or higher education than those whose performance was average. In contrast, girls whose performance was very poor or poor had 73% lower odds of completing this level of education than girls whose performance was average. After adjusting for other childhood factors, region of residence, household type, familial residential school experience, prior attendance in an early childhood development program and ability to speak and/or understand an Indigenous language were not significantly associated with completion of high school or greater education. The findings of the study are in line with previous research and offer potential policy levers for developing programs and policies to increase the rates of high school completion or higher education among First Nations children living off reserve, Métis and Inuit children. [Funding for this study was provided by Indigenous Services Canada.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED628419 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED628419 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED628419 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Childhood Factors Associated with the Completion of a High School Diploma or Equivalency Certificate or Higher among First Nations Children Living off Reserve, Métis and Inuit Children. Catalogue No. 41-20-0002 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Landry%2C+Simon%22">Landry, Simon</searchLink><br /><searchLink fieldCode="AR" term="%22Racine%2C+Audrey%22">Racine, Audrey</searchLink><br /><searchLink fieldCode="AR" term="%22Kumar%2C+Mohan+B%2E%22">Kumar, Mohan B.</searchLink><br /><searchLink fieldCode="AR" term="%22Statistics+Canada%22">Statistics Canada</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Statistics+Canada%22"><i>Statistics Canada</i></searchLink>. 2023. – Name: Avail Label: Availability Group: Avail Data: Statistics Canada. 150 Tunney's Pasture Driveway, Ottawa, ON K1A 0T6, Canada. Tel: 800-307-3382; Fax: 613-951-4441; e-mail: educationstats@statcan.gc.ca; Web site: http://www.statcan.gc.ca – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Eskimos%22">Eskimos</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Canada+Natives%22">Canada Natives</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Experience%22">Early Experience</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Regional+Characteristics%22">Regional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Reservations%22">American Indian Reservations</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Housing%22">Housing</searchLink><br /><searchLink fieldCode="DE" term="%22Family+%28Sociological+Unit%29%22">Family (Sociological Unit)</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Income%22">Family Income</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Education%22">American Indian Education</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Life%22">Family Life</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 978-0-660-47046-7 – Name: Abstract Label: Abstract Group: Ab Data: Using a longitudinal dataset created through the linkage of the 2006 Indigenous Peoples Survey (IPS; formerly called the Aboriginal Peoples Survey) and the 2016 long-form Census, this study examines childhood factors that are associated with the completion of a high school diploma or equivalency certificate or higher among off-reserve First Nations, Métis and Inuit children. The report presents childhood characteristics correlated with high school completion or higher by Indigenous group. Further, using a pooled sample, it examines the association between childhood factors and the outcome using multivariate analysis to account for confounding factors. Indigenous children living in some regions were more likely to complete high school or higher than those in other regions. First Nations (55.0%) and Métis children (66.3%) living in the Prairies region, were less likely to have completed high school or higher by 2016 compared with those in Ontario (68.9% and 77.5%, respectively). Inuit children who were living in Inuit Nunangat (38.1%) were less likely to complete high school or higher education than those living outside Inuit Nunangat (66.5%). Among First Nations and Métis boys and girls, those who were older were almost twice as likely to have completed high school or greater education compared with younger ones. Among Inuit, older boys (56.5%) were more likely to complete high school or higher than younger ones (29.7%E), but this relationship was not seen among girls. In all three groups, children living in suitable housing (i.e., not in crowded housing), were more likely to complete high school or higher education than those in unsuitable housing. This was evident among both Métis and Inuit boys and girls, but only among First Nations boys. The suitability of the housing did not play a significant role in First Nations girls completing high school or higher education. First Nations and Métis children who lived in two-parent households were more likely to complete high school or greater education than those in lone-parent households, but this relationship was not seen among Inuit children. Results of the logistic regression model show that age, household crowding, household income, and academic performance as children are associated with having completed high school or higher education. Older children had nearly three times higher odds (Odds ratio1 or OR=2.75) than those who were younger to have completed high school or higher education. Indigenous boys who lived in unsuitable housing during childhood had nearly half the odds (OR=0.52) of completing high school or higher education than those who lived in suitable housing. While a trend towards increasing odds of high school completion or higher was seen with increasing household income, it was only among Indigenous girls that a significant result was observed. Those living in the third (OR=2.67) and fourth (OR=4.23) quartile of household income had about three and four times, respectively, higher odds of completing high school or higher education compared with those in first quartile of household income. Finally, perceived academic performance in childhood was predictive of high school completion or greater education. In fact, odds of completion increased with increasing academic performance. Boys whose performance was very good during childhood had twice the odds (OR=2.17) of completing high school or higher education than those whose performance was average. In contrast, girls whose performance was very poor or poor had 73% lower odds of completing this level of education than girls whose performance was average. After adjusting for other childhood factors, region of residence, household type, familial residential school experience, prior attendance in an early childhood development program and ability to speak and/or understand an Indigenous language were not significantly associated with completion of high school or greater education. The findings of the study are in line with previous research and offer potential policy levers for developing programs and policies to increase the rates of high school completion or higher education among First Nations children living off reserve, Métis and Inuit children. [Funding for this study was provided by Indigenous Services Canada.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: ED628419 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED628419 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Eskimos Type: general – SubjectFull: Indigenous Populations Type: general – SubjectFull: Canada Natives Type: general – SubjectFull: Children Type: general – SubjectFull: Early Experience Type: general – SubjectFull: High School Graduates Type: general – SubjectFull: High School Equivalency Programs Type: general – SubjectFull: Regional Characteristics Type: general – SubjectFull: Differences Type: general – SubjectFull: American Indian Reservations Type: general – SubjectFull: Age Differences Type: general – SubjectFull: Housing Type: general – SubjectFull: Family (Sociological Unit) Type: general – SubjectFull: Family Income Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Language Skills Type: general – SubjectFull: Early Childhood Education Type: general – SubjectFull: Student Participation Type: general – SubjectFull: American Indian Education Type: general – SubjectFull: Family Life Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Childhood Factors Associated with the Completion of a High School Diploma or Equivalency Certificate or Higher among First Nations Children Living off Reserve, Métis and Inuit Children. Catalogue No. 41-20-0002 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Statistics Canada – PersonEntity: Name: NameFull: Landry, Simon – PersonEntity: Name: NameFull: Racine, Audrey – PersonEntity: Name: NameFull: Kumar, Mohan B. IsPartOfRelationships: – BibEntity: Dates: – D: 06 M: 04 Type: published Y: 2023 Identifiers: – Type: isbn-print Value: 978-0-660-47046-7 Titles: – TitleFull: Statistics Canada Type: main |
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