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0 0 1 198 1201 Simon Fraser University 20 4 1395 14.0 96 800x600 Normal 0 false false false EN-US JA X-NONE Abstract The current Canadian landscape of graduate education has pockets of pres- ence of Indigenous faculty, students, and staff. The reality is that all too of - ten, Aboriginal graduate students are either among the few, or is the sole Ab- original person in an entire faculty. They usually do not have mentorship or guidance from an Indigenous faculty member or ally, that is, someone who is supportive of Indigenous knowledges and Indigenity. While many institu- tions are working to recruit and retain Aboriginal graduate students, more attention needs to be paid to culturally relevant strategies, policies, and ap- proaches. This paper critically examines the role of a culturally relevant peer and faculty mentoring initiative—SAGE (Supporting Aboriginal Graduate Enhancement)—which works to better guide institutional change for Indig- enous graduate student success. The key findings show that the relationships in SAGE create a sense of belonging and networking opportunities, and it also fosters self-accountability to academic studies for many students because they no longer feel alone in their graduate journey. The paper concludes with a discussion on the implications of a culturally relevant peer-support program for mentoring, recruiting, and retaining Aboriginal graduate students. It also puts forth a challenge to institutions to better support Aboriginal graduate student recruitment and retention through their policies, programs, and ser- vices within the institution. Resume Le paysage actuel des etudes superieures au Canada ne compte que de petits ilots de corps enseignants, d’etudiants et de membres du personnel appartenant a la communaute autochtone. La realite est que trop souvent, les etudiants autochtones aux etudes superieures sont soit peu nombreux, soit les seuls de l’ensemble de leur faculte. Habituellement, ils n’obtiennent ni mentorat, ni soutien de la part des membres autochtones de leur faculte ou encore de leurs allies, c’est-a-dire des gens qui soutiennent l’indigeneite et les connaissances pertinentes du milieu autochtone. Tandis que de nombreux etablissements travaillent a recruter et a retenir les etudiants autochtones aux etudes superieures, il faut preter plus d’attention aux strategies, aux politiques et aux approches culturellement appropriees. Dans le but de mieux diriger le changement institutionnel qui assurera la reussite des etudiants autochtones aux etudes superieures, le present document jette un regard critique sur le role d’une initiative culturellement appropriee intitulee SAGE (Supporting Aboriginial Graduate Enhancement) qui vise le mentorat par des pairs et des membres de faculte. On constate principalement que les liens tisses par le programme SAGE ont cree un sentiment d’appartenance et l’opportunite de developper un reseau qui a egalement stimule l’auto-responsabilite envers les etudes universitaires pour beaucoup d’etudiants parce qu’ils ne se sentaient plus seuls dans leur parcours academique. Le document conclut par une discussion sur les implications d’un programme culturellement approprie et appuye par les pairs, pour le mentorat, le recrutement et la retention des etudiants autochtones aux etudes superieures. Il suggere egalement aux etablissements de relever le defi d’ameliorer le recrutement et la retention des etudiants autochtones aux etudes superieures, par le truchement des politiques, des programmes et des services existants.

Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada