How are Canadian schools supporting cultural identity in urban Indigenous youth? The role of school-based cultural programs in supporting Indigenous youth identity development

Schools play an important role in supporting youth cultural identity. Extant research suggests that inclusive, culturally-affirming school practices where ethnic minority students are provided with opportunities to connect with their culture strengthen overall school belonging and reinforce cultural identity. However, few studies have examined this relationship among Canadian Indigenous youth attending public schools. Urban Indigenous youth face unique challenges to connect with their culture, highlighting the importance of cultural opportunities in schools. Additionally, due to the complex and oppressive history of Canadian school systems and Indigenous people, the Truth and Reconciliation Commission of Canada has called on schools to support Indigenous youth’s academic success and mental health. This study explores youths’ perceptions of how schools are supporting their cultural identity among a sample of urban Indigenous high school youth, ages 13–17 years (N = 12). Thematic analyses revealed that schools varied in the availability of support services that are specifically for Indigenous students, the degree of Indigenous representation in schools, as well as the range of culturally-affirming school practices. These themes were, in turn, related to youths’ sense of school belonging and willingness to engage in culturally-specific prosocial behaviours (e.g. cultural knowledge sharing). Youth’s own personal challenges as urban Indigenous youth, awareness of whether school opportunities exist, and level of cultural exploration were related to how they interacted with cultural opportunities that were available in schools. These findings demonstrate the complex interplay between youth cultural identity and school practices. Implications for more inclusive school policies are discussed.