Effectiveness of a Science Outreach Program on Aboriginal

Effectiveness of a Science Outreach Program on Aboriginal Youth in Northern Ontario Maryam Khan, Michelle Zenko, Barbara Vanderhyden Departments of Epidemiology and Community Medicine, and Cellular and Molecular Medicine, and Science Travels University of Ottawa

Background • Persistent disparities exist between Indigenous Canadians and the general Canadian population. 1 • These disparities can be seen in all aspects of societal life, including health status, education and representation in the workforce. 1 • The numbers of Indigenous peoples with careers in Science and Technology, Medicine and other Health-related fields is far below that of the general Canadian population. 1

Background • Proportion of Canadian health professionals with Aboriginal identity – Aboriginal people comprise 4% of the Canadian population, but represent less than 0. 25% of the physician workforce. 1 – In a 2004 survey for Canadian dental students, 0. 4% were Aboriginal (overall response rate for the survey was 42. 4%). 3

Table 1: Proportion of teaching staff with Aboriginal identify in Ontario Universities 4 University Name Type of employment position Statistics Algoma University College Academic staff 2. 5% Carleton University Academic staff 0. 5% University of Ottawa Teaching staff 0. 6% Queen’s University Faculty 0. 7% Ryerson University Academic and nonacademic staff Less than 2% University of Toronto Faculty and staff Less than 1% Trent University Faculty and staff 8 Aboriginal tenure and tenure track 3 aboriginal professor emiriti University of Western Ontario Academic staff 1% Wilfred Laurier University Academic staff 1. 6% University of Windsor Academic staff Less than 1% York University Academic staff 1. 2% Source: Holmes, D. Redressing the balance: Canadian university programs in support of Aboriginal students [report on the internet]. Ottawa: Association of Universities and Colleges of Canada 2006 June 26 [updated 2008 April 4; cited 2009 Aug 19]. Available from: http: //www. aucc. ca/_pdf/english/reports/2006/programs_aboriginal_students_e. pdf

Background • Obstacles Aboriginal youth face to pursuing scientific careers requiring post-secondary education: – Economic barriers 6, 7 – Educational status of parents 6, 7 – Social support 6 – Residence in rural location 6, 7 – Specific academic support 6, 7

Background • Academic outreach programs for Aboriginal youth have proven to be an effective strategy for encouraging careers in science and technology, medicine and other health-related careers. 6, 7, 10 • Components of successful outreach programs 10: Mentoring from senior students and faculty Encouragement from Aboriginal Elders Culturally specific programming Figure 2: Components of effective academic outreach programs for Aboriginal youth

Objective • To determine the effectiveness of a University of Ottawa science outreach program on Aboriginal youth in remote regions of Northern Ontario where there is limited access to science outreach programs.

Methods • Science Travels is a University of Ottawa outreach program that provides youth with innovative educational activities to increase their appreciation of science and enhance their opportunities to become future leaders in science and technology. • During a series of three day periods between 2008 – 2009, Aboriginal youth living in Moosonee and Moose Factory, Ontario participated in interactive learning activities.

Methods • The topics of the activities included climate change, northern ecosystems, waste water management, Human Immunodeficiency Virus (HIV), the immune system and astronomy. • The content of the activities presented was developed in consultation with the teachers and community leaders to address the unique interests of Aboriginal youth in Northern Ontario • The activities were delivered by University of Ottawa undergraduate and graduate students with expertise in the subject areas covered in the activities. • A sample of students answered a survey after participation.

Figure 3: Map of Ontario including the towns of Moosonee, Ottawa, and Kingston 13. Source: Government of Ontario. Cities and towns [map on the internet]. Toronto: government of Ontario; 2009 [updated 2009 Aug 5; cited 2009 Aug 19] Available from: http: //www. ontario. ca/en/about_ontario/ONT 03_020630? open. Nav=cities_and_towns

Methods ● Profile of the participating communities 11, 12 (see also, Figure 3) : 2: Profile of Moosonee and Moose Factory, Ontario. Table Moosonee Moose Factory Location Hudson Bay Lowlands, by the Moose River Moose Factory Island; location is close to Moosonee, on the Moose River Transportation Inaccessible by the Ontario Access is provided through road system. Rail service is Moosonee. provided by Ontario Northland in Cochrane, and scheduled air service is available from Timmins Population Approximately 3000. 85% of the population is Cree Approximately 2700. The majority of the population is Cree Education 2 elementary schools (Kindergarten – gr 8); 1 high school; Northern College has a campus which provides some post-secondary programs 1 public elementary school; 1 high school for on-reserve students; students can attend the Northern College campus in Moosonee

Statistical Analyses • We used survey responses to determine the proportion of students whose interest in science and technology improved in each of four domains*: – General interest in science – Interest in science as an area of study – Interest in science as a career choice – Knowledge of research and innovation underway in Ontario. *Survey created by the Ministry of Research and Innovation, Government of Ontario

Statistical Analyses • For each of the domains, we used logistic regression to determine whether various independent variables predicted the likelihood of having a greater interest in science and technology after participation in the program. • Models used – Univariate logistic regression – Multivariate logistic regression • Variables considered – Sex – Education level – Baseline interest in science

Statistical Analyses • An example of the logistic model is given as follows: • Where, – p is the proportion of students with greater interest in the specific domain of interest being measured – o is the odds of the event (i. e. having a greater interest in the specific domain of interest being measured) – L is the ln(odds of event) – β 0 is the intercept – β 1, β 2, β 3 are the regression coefficients – Sex, education and baseline represent the independent variables – Ɛ is the random error

Statistical Analyses • Coding of variables - Education - Baseline interest in science

Results • 881 students participated in the three day outreach program. • The survey was administered to 92 participants and 98. 91% responded. • Table 1 contains baseline characteristics

Results Table 3: Baseline characteristics of Aboriginal participants in the Science Travels outreach program Sex , n (%) Male 46 (50. 55) Education, n(%) Less than grade 8 29 (31. 87) Grade 9 18 (19. 78) Grade 10 20 (21. 98) Grade 11 14 (15. 38) Grade 12 10 (10. 99) Baseline interest in science and technology Not at all interested 3 (3. 30) Somewhat interested 48 (52. 75) Very interested 40 (43. 96)

Results • The effectiveness of the program in improving interest in science and technology as measured by four domains Table 4: Proportion of students with greater interest, measured by four domains, in science and technology after participating in the outreach program. Domain Increased general interest in science Proportion of Students (%) (95% CI) 43. 96 (33. 77, 54. 14) Increased interest in science as an area of 29. 67 (20. 26, 39. 08) study Increased interest in science as a career choice 25. 27 (16. 29, 34. 25) Increased knowledge of research and innovation underway in Ontario 45. 05 (34. 86, 55. 24)

Results ● Results of univariate logistic regression to determine the crude effect of each candidate predictor on the odds of having an improved interest in science and technology after participation in the Science Travels outreach program Table 5: Unadjusted odds ratios for the effect of various predictors on interest in science and technology after participation in the outreach program Domain Predictor General interest in science and Sex technology Class level Interest as an area of study Interest as a career choice Knowledge of research and innovation underway in Ontario Crude Odds Ratio [95% CI] 1. 49 [0. 65, 3. 41] 1. 11 [0. 43, 2. 83] Baseline interest 3. 41 [1. 43, 8. 10] Sex 2. 19 [0. 87, 5. 50] Class level 1. 26 [0. 46, 3. 44] Baseline interest 1. 51 [0. 61, 3. 73] Sex 1. 46 [0. 56, 3. 79] Class level 0. 72 [0. 23, 2. 20] Baseline interest 1. 97 [0. 75, 5. 17] Sex 1. 63 [0. 71, 3. 74] Class level 0. 52 [0. 19, 1. 37] Baseline interest 1. 23 [0. 54, 2. 82] 19

Results ● Results of the multivariate logistic regression analysis for the influence of the candidate predictors on influencing the odds of having a greater interest in science and technology after participation in the outreach program Favours decreased interest OR =3. 50 (1. 45, 8. 42) Figure 4: Forest plot for the predictive effects of a set of variables on interest in science and technology after participation in the Science Travels outreach program

Limitations • The study did not include a follow-up period, and for this reason the program’s effect on the students’ future commitment to the biomedical and environmental sciences is unknown. • The statistical analyses of the surveys were retrospective – No information on other candidate predictors – Lack of data did not allow for use of potentially more suitable statistical methods

Conclusions • Programs such as Science Travels provide Aboriginal youth with positive experiences that can greatly enhance their interest in science and consideration of future careers in science. • Students who have high levels of interest in science and technology are more likely to have an enhanced interest in this field after participating in this program, as compared to their peers who do not have the same interest in this subject area.

Acknowledgements Science Travels is funded by a grant from the Government of Ontario Ministry of Research and Innovation’s Youth Science and Technology Outreach Program, and the following units at the University of Ottawa: • Community Service Learning • Aboriginal Resource Centre • Faculties of Science, Engineering, and Medicine

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