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Aboriginal Peoples Survey, 2012

The Education and Employment Experiences of First Nations People Living Off Reserve, Inuit, and Métis: Selected Findings from the 2012 Aboriginal Peoples Survey

Part C: The education and employment experiences of Métis

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Métis in Canada are a people with their own unique culture, traditions, way of life, collective consciousness and nationhood (Métis National Council, 2013). According to data from the 2011 National Household Survey (NHS), 451,795 people identified as Métis. They represented 32.3% of the Aboriginal population and 1.4% of the Canadian population. Métis made up 8.0% of the population of the Northwest Territories, 6.7% of Manitoba's population, and 5.2% of Saskatchewan's population.1

The analyses that follow examine the education and employment experiences of Métis who, at the time of the Aboriginal Peoples Survey (APS), were aged 18 to 44 and were not attending elementary or high school.

Section 1: Education pathways

Attending high school is the most common means of acquiring a secondary diploma in Canada, but youth can follow different pathways through the education system. Some enter and stay until they graduate, while others drop out. Those who drop out may re-enrol and earn a high school diploma or drop out more than once. Some who leave school before graduation may obtain an equivalency diploma by enrolling in classes offered through adult high schools, community colleges, or distance education programs.

This section looks at the education pathways of Métis completers and leavers aged 18 to 44. Completers are profiled in terms of variables such as age of completion, path to completion (high school versus equivalency program), and reasons for returning for those with a break in attendance. For leavers, age when last attended school, occurrences of dropping out and reasons for doing so, and current attendance at an equivalency program are examined.

It is important to recognize that some leavers may return to school in the future and obtain their high school credentials. Moreover, high school graduation may not be the highest level of educational attainment of either completers or leavers, as some may also have a trades certificate, college diploma, or university degree. Postsecondary credentials are discussed in Section 3.

1. Completers

According to the 2012 APS, 77% of Métis aged 18 to 44 had completed the requirements for a high school diploma or equivalent. This group is hereafter referred to as “completers.”  Women were more likely than men to have high school credentials: 80% versus 74%, respectively. Data from the NHS show that 89% of the non-Aboriginal population aged 18 to 44 had at least a high school diploma or equivalent in 2011.

Average age at high school completion

With the exception of Quebec,2 the typical student graduates from high school at age 18 (McMullen and Gilmore, 2010). According to the 2012 APs, the average age at which Métis completers obtained high school credentials was 18.1 years. Those who completed an equivalency program (and hence, followed an indirect path to high school completion) were older (22.0 years) when they obtained their credentials than those who graduated from a high school (17.8 years). This was true for both men and women.

Majority obtained diploma through high school   

A large majority (92%) of Métis completers aged 18 to 44 obtained their high school diploma through attendance at a high school. There were no significant differences by gender.

About four in ten (43%) who obtained their diploma through an equivalency program did so at an adult high school. Another 19%E attended a college or technical institute, and 15%E, a community center.

Fully 91% of Métis completers followed a direct path through school; another 6% left once, and 3% had multiple departures. Men and women were equally likely to complete high school without breaks in attendance.

Métis completers with a break in attendance were asked their main reason for returning to school. The majority (77%) returned to school because they “realized value of education/wanted a diploma.”

2. Leavers

In 2012, 23% of Métis aged 18 to 44 had not completed the requirements for a high school diploma or equivalent. This group is hereafter referred to as “leavers.” According to the 2011 NHS, the corresponding figure for the non-Aboriginal population was 11%.

Age when last attended school

Métis leavers were, on average, 16.8 years old when they last attended school. Women were younger (16.5 years) than men (17.1 years) when they last attended school.

While the majority (68%) of Métis leavers dropped out once, 32% did so two or more times. The likelihood of multiple departures did not differ significantly for men and women: 27% and 39%, respectively.

Men and women drop out for different reasons

Research has shown that reasons for dropping out of school differ by gender. Data from the 2002 Youth in Transition Survey found that students of both genders cited school-related reasons most frequently, but females were much more likely to report personal or family reasons, and males more often reported work-related factors (Bushnik, Barr-Telford and Bussière, 2004). 

Respondents to the 2012 APS who dropped out were asked why they left school before completion. If they offered more than one reason, they were asked the “main” reason. Those who dropped out more than once were asked about their most recent departure.

The reasons that male Métis leavers dropped out of school included the following: wanted to work (21%), school problems3 (21%), lack of interest (17%), and had to work/money problems (15%). One-quarter of female Métis leavers cited pregnancy or the need to care for their own children as the main reason why they dropped out of school. 

Few attending equivalency program

At the time of the APS, 7%E of leavers were attending a high school equivalency program. The percentages for male and female leavers did not differ significantly: 5%E and 8%, respectively. Four in ten (39%E) were at an adult high school; 17%E were using distance education; and 13%E were attending a college or technical institute.

Section 2: Experiences during last year of school

Why some students leave high school before they graduate, and others go on to earn a diploma is not easy to explain. The previous section examined specific reasons for leaving school, which can be viewed as the “proximal” reasons that immediately preceded departure. However, dropping out is not an isolated event that can be attributed to a single cause, but rather, a complex process that is influenced by factors associated with students, their families, the schools they attend, and their communities, the effects of which can begin to emerge in the early years of school attendance (see Rumberger 2011 for a review of the general population literature).

Data from the National Household Survey (NHS) show that in 2011, a larger share of Métis had not completed high school, compared with the non-Aboriginal population (Statistics Canada, 2013a). The 2012 APS collected data on factors that might be associated with completing or withdrawing from high school. These factors, while not exhaustive, cover a range of experiences and circumstances that are important from an Aboriginal perspective - at home, in school, and in the community (Canadian Council on Learning, 2009).

This section describes how Métis aged 18 to 44 perceived their experiences during their last year of school. It is organized into three subsections. The first describes personal factors that may be associated with completing or leaving high school. The second subsection describes family experiences and support. The third examines the school environment. The guiding research question was, “Do the personal, family, and school-related experiences of high school completers and leavers differ?”

The topics analyzed in this section are based on respondents’ recollections, and therefore, may be subject to recall error. Moreover, differences between completers and leavers do not reflect simple “cause-and-effect” relationships with high school graduation; rather, the findings should be interpreted as being “associated with” being a completer or leaver.

1. Personal experiences

This subsection explores some aspects of personal lives that are known to be associated with graduating from, or dropping out of, high school. The 2012 APS included the following measures of respondents’ personal experiences during their last year in school: educational performance (grades and repeating a grade), student engagement (absenteeism, participation in extracurricular activities, and employment during high school), peers, and changing schools.

Completers more likely to have good grades

Respondents to the 2012 APS were asked about their overall grade average in their last year of school. Métis completers were more likely than leavers to report mainly As (40% versus 17%) or Bs (40% versus 31%) (Chart C2.1). Conversely, leavers were more likely than completers to report mainly Cs (34% versus 16%) or Ds, Es, and Fs (18% versus 3%E). Female completers were especially likely to report mainly As - 46%, compared with 33% of male completers, 19% of female leavers, and 16% of male leavers.

Métis leavers were more likely than completers to have repeated a grade during their elementary or high school years (46% versus 19%) (Chart C2.1). Male leavers were the most likely to have repeated a grade - 53%, compared with 38% of female leavers, 24% of male completers, and 16% of female completers.

Skipping classes/Arriving late

Absenteeism behaviours such as skipping classes and arriving late are indicators of school disengagement, which is related to dropping out (Rumberger, 2011). Respondents to the 2012 APS were asked how often they skipped classes (without parents’ permission) and arrived late for school during their last year of school. Métis completers were less likely than leavers to report that they “often” skipped classes (15% versus 49%) or “often” arrived late (14% versus 30%) (Chart C2.1).

Chart C2.1

Description for chart C2.1

Extracurricular activities

Participation in extracurricular activities is an indicator of student engagement outside of school hours. Students who participate in extracurricular activities, especially males involved in sports, are less likely to drop out of school (Rumberger, 2011). Respondents to the 2012 APS were asked if they participated in any of the following out-of-school activities during their last year of school: a sport or a physical activity or playing organized sports (including taking lessons); an art, drama or music group or club (including taking lessons); a school group or club (such as student council, yearbook or science club) or groups or clubs outside of school; activities related to First Nations, Métis or Inuit culture; spending time with Elders; and volunteering or helping without pay in the community.

Métis completers were more likely than leavers to have participated in a sport or physical activity (55% versus 41%), in an art, drama or music group (27% versus 18%), and in a school group or club (24% versus 12%) at least once a week during their last school year. In addition, completers were more likely than leavers to have volunteered at least once a week (29% versus 21%) (Chart C2.2). Completers and leavers did not differ significantly in the frequency with which they participated in cultural activities (5% and 7%); however, a higher percentage of leavers spent time with Elders at least once a week (28% versus 22%).

Male completers were the most likely to have participated in a sport or physical activity at least once a week during their last school year - 64%, compared with 49% of male leavers, 48% of female completers, and 32% of female leavers. Female completers were the most likely to have participated in a school group or club at least once a week during their last school year - 27%, compared with 21% of male completers, 9%E of female leavers, and 14%E of male leavers.

Chart C2.2

Description for chart C2.2

Completers read books more often

Data from the Program for International Student Assessment and the Youth in Transition Survey (YITS) have shown that students who dropped out of high school by age 19 had lower reading abilities at age 15 (Knighton and Bussière, 2006). The 2012 APS asked respondents how often they read or looked at books, magazines, comics, etc. outside of school hours in their last year of school. Métis leavers were less likely than completers to have read books four or more times a week (36% versus 47%) (Chart C2.2). Male leavers were the least likely to read books four or more times a week - 29%, compared with 41% of male completers, 45% of female leavers, and 52% of female completers.

Completers more likely to work 1 to 3 times a week

Working while attending high school is not necessarily detrimental to academic outcomes. Analyses of data from the YITS have shown that compared with students who worked less than 20 hours a week, those who did not work at all or worked 30 or more hours a week were more likely to drop out of high school (Bushnik, 2003). The 2012 APS asked respondents if they worked at a job (such as babysitting, working at a store, or tutoring) during their last year of school, and if so, how many times a week.

Métis completers were more likely than leavers to report having worked at a job 1 to 3 times a week during their last year of school (39% versus 24%). Leavers were more likely than completers to report not working or having worked less than once a week (44% versus 32%). The percentages of completers and leavers who worked 4 or more times a week did not differ significantly (30% and 32%) (Chart C2.3).

Chart C2.3

Description for chart C2.3

Female completers were the most likely to have worked 1 to 3 times a week during their last year of school - 43%, compared with 33% of male completers, 25% of female leavers, and 24% of male leavers.

Friends with risk behaviours

Having friends who engage in risk behaviours or who have dropped out have been shown to increase the odds that an individual will also leave school (Rumberger, 2011). APS respondents were asked how many of their closest friends during their last year of school skipped classes once a week or more; had a reputation for causing trouble; and smoked cigarettes, used drugs, and drank alcohol. Together, these questions can provide a profile of the number of friends with “risk behaviours.”

Métis leavers were more likely than completers to report that “most” or “all” of their closest friends had risk behaviours. For example, leavers were more likely than completers to report that “most” or “all” of their closest friends skipped classes once a week or more (37% versus 23%) or had a reputation for causing trouble (18% versus 7%) (Chart C2.4). Leavers were also more likely than completers to have many close friends who smoked cigarettes (54% versus 31%) or used drugs (26% versus 15%). The percentages of leavers and completers with many close friends who drank alcohol did not differ significantly (49% and 53%).

Chart C2.4

Description for chart C2.4

Friends with high education aspirations

APS respondents were asked how many of their closest friends during their last year of school thought completing high school was very important; were planning education beyond high school; thought it was okay to work hard at school; and had dropped out. Together, these questions can provide a profile of the number of friends with “high education aspirations.”

Métis completers were consistently more likely than leavers to report that “most” or “all” of their closest friends had high education aspirations. For example, 81% of completers, compared with 50% of leavers, had many close friends who thought completing high school was very important. Similarly, 64% of completers versus 38% of leavers had many close friends who planned education beyond high school. Completers were also more likely than leavers to have many friends who thought it was okay to work hard at school (63% versus 40%). Conversely, 25% of leavers reported that “most” or “all” of their closest friends had dropped out, compared with 6% of completers (Chart C2.4).

Support from friends  

Respondents were asked if at any time during their last year in school they needed support for personal problems, career choices, course schedules, or anything else. Among Métis who needed such support, 60% received it from their friends. The percentages of Métis completers and leavers who received support from their friends did not differ significantly (63% and 51%).

Leavers more likely to change school frequently during early school years

Frequent changes of schools increase the odds of dropping out. In a British Columbia study, Aman and Ungerleider (2008) reported that graduation rates were highest among Aboriginal4 students who never changed high schools. They also showed that school changes due to regular grade progression (for example, moving from a middle school to a senior high school) did not affect school completion rates, but school changes for other reasons (for example, residential moves) were associated with decreases in completion rates.

APS respondents were asked how many schools they attended from preschool through Grade 6. Métis completers were less likely than leavers to have changed schools frequently during their early school years: 34% of completers had attended three or more elementary schools, compared with 47% of leavers.

Respondents were also asked the number of schools they attended starting in Grade 7. The percentages of Métis completers and leavers who attended three or more schools in their high school years did not differ significantly (24% and 31%).

Those who had attended more than one elementary or high school were asked the reason for the last change of school. While “regular progression through the school system” was the top reason for Métis completers and leavers, completers were more likely to cite this reason (63% versus 43%). Leavers were more likely than completers to have changed schools because of family moves (30% versus 20%).

2. Family-related experiences

The many personal factors that are associated with school outcomes are shaped by the different contexts in which students spend their time. The family is a key context that can influence students and their academic achievement. The 2012 APS offers information on family support during respondents’ last year of school.

Completers more likely to have parents who were involved in their school

Respondents were asked if their parents, guardians or any other family member did the following during their last year of school: speak to or visit their teachers; attend a school event in which they participated; or participate in any other school activity. Métis completers were more likely than leavers to report family involvement with their school (Chart C2.5). For example, 62% of completers, compared with 32% of leavers, reported that their parents had attended a school event in which they participated during their last year of school.       

Chart C2.5

Description for chart C2.5

Help with homework

Respondents were asked how often their parents, guardians or other family members checked or provided help with homework in their last year of school. Métis completers and leavers were equally likely to report receiving help with their homework. For instance, 32% of both completers and leavers reported that their parents checked their homework at least once a week.

Support from family  

The 2012 APS asked if, at any time during respondents’ last year in school, they needed support for personal problems, career choices, course schedules, or anything else. Among Métis who needed such support, 71% received it from their parents, guardians, or other family members. The percentages of completers and leavers who received support from their family did not differ significantly (74% and 65%).

Leavers less likely to live with family

The 2012 APS asked respondents if they lived with a parent, guardian or any other family member during their last year of school. Close to three in ten Métis leavers (28%) did not live full-time with family during their last year of school, compared with 16% of completers.

At 38%, the percentage of female leavers who did not live full-time with their family during their last year of school exceeded the figures for male leavers (19%), female completers (19%), and male completers (11%).

Siblings who dropped out

Students with a sibling who leaves school before completion are more likely to drop out themselves (Rumberger, 2011). The 2012 APS asked respondents if any of their brothers or sisters had ever dropped out of high school. Métis leavers were more likely than completers to have siblings who had dropped out (57% versus 32%) (Chart C2.6).

Parents who graduated from high school

Parents’ education is considered a “human resource” that can influence children’s cognitive development, motivation, and education aspirations (Rumberger, 2011). Respondents were asked the highest level of education that their mother and father had completed. Métis completers were more likely than leavers to have parents with at least a high school diploma (Chart C2.6).

Chart C2.6

Description for chart C2.6

3. School-related experiences

Along with the family, the school itself can influence students and their academic success. In particular, school policies and practices can create a climate that may promote or hinder student engagement and achievement.

School environment

The 2012 APS asked respondents if, during their last year of school, they felt safe and happy at school; if most students at the school enjoyed being there; and if the school offered parents many opportunities to be involved in school activities. Together, these questions constitute a “positive school environment” indicator. Métis completers were more likely than leavers to perceive a positive school environment. For instance, higher percentages of completers than leavers felt safe (96% versus 82%) and happy (88% versus 65%) at their school, and reported that most students enjoyed being there (86% versus 73%) (Chart C2.7). The percentages of completers and leavers who said that their school offered parents many opportunities to be involved did not differ significantly (68% and 63%).

Respondents were asked if, during their last year of school, racism, bullying, alcohol, drugs, or violence were problems at school. Together, these questions constitute a “negative school environment” indicator. Métis leavers were more likely than completers to perceive a negative environment at their school. Higher percentages of leavers than completers reported that racism (39% versus 27%), bullying (59% versus 47%), drugs (55% versus 47%) and violence (48% versus 28%) were problems (Chart C2.7). The percentages of leavers and completers who reported alcohol being a problem did not differ significantly (33% and 29%).   

Chart C2.7

Description for chart C2.7

School support

The 2012 APS asked respondents if their school supported First Nations, Métis, or Inuit culture (through teaching or activities) during their last year. The percentages of Métis completers and leavers who said that their school supported their culture did not differ significantly (46% and 43%).

Respondents were also asked if at any time during their last year in school, they needed support for personal problems, career choices, course schedules, or anything else. Among Métis who said they needed such support, 77% received it from teachers, guidance counsellors, or others at school. Métis completers were more likely than leavers to report having received support from school staff (81% versus 67%).

Section 3: Postsecondary education experiences

In recent years, growing percentages of Métis have earned postsecondary credentials (CESC, 2007; Statistics Canada, 2008). According to data for 2011 from the National Household Survey (NHS), attainment rates at the trades and college levels are higher among the Métis than among the non-Aboriginal population. However, the gap at the university level remains wide (Statistics Canada, 2013a). Barriers to completion of postsecondary education for Métis may include lack of academic preparation, the need to relocate (often from remote to urban areas), lack of financial resources, family responsibilities, and loss of support systems (Malatest et al, 2004; Holmes, 2005).

This section describes the experiences of Métis in obtaining postsecondary credentials.5 Because some high school leavers pursued postsecondary studies, comparisons between leavers and completers are made when appropriate.

The first subsection is a postsecondary education profile of Métis aged 18 to 44.6 The second subsection focuses on those with postsecondary credentials (trades certificate, college diploma, university certificate below the bachelor’s level, university degree). The third subsection concerns those who started but never finished postsecondary education.

1. Postsecondary education profile

Close to half with postsecondary credentials

At the time of the 2012 APS, 47% of Métis aged 18 to 44 had postsecondary credentials; according to the 2011 NHS, the comparable figure for the non-Aboriginal population in the same age range was 64%. Another 8% of Métis were attending a postsecondary institution for the first time; 12% had started postsecondary studies but did not finish; and 33% never attended a postsecondary institution.

A higher percentage of Métis women than men had postsecondary credentials (51% versus 42%). The percentages of women and men who were currently attending a postsecondary institution for the first time (8% for both), or who had started but did not finish postsecondary studies (13% and 11%) did not differ significantly.

As expected given their age, Métis aged 18 to 24 were less likely than 25- to 44-year-olds to have postsecondary credentials (24% versus 56%), but more likely to be attending a postsecondary institution for the first time (22% versus 3%).

About one in six leavers have postsecondary credentials

More than half (56%) of Métis high school completers had postsecondary credentials. This percentage was much smaller for leavers but nonetheless, 16% of high school leavers were postsecondary graduates. Completers were also more likely than leavers to be attending a postsecondary institution for the first time (10% versus 2%E). The percentages of completers and leavers who had started but never finished postsecondary studies did not differ significantly (Chart C3.1).  

Chart C3.1

Description for chart C3.1

2. Postsecondary graduates

Among Métis aged 18 to 44 who were postsecondary graduates, four in ten (41%) had a college diploma (13% graduated from a program of less than one year; 22%, from a one- or two-year program; and 6%, from a program of more than two years). A quarter (26%) had a trades certificate, and another quarter (25%), a university degree. An additional 7% had a university certificate below the bachelor’s level.

According to the 2011 NHS, the comparable figures for non-Aboriginal postsecondary graduates aged 18 to 44 were 34% for college diplomas, 16% for trades certificates, 43% for university degrees, and 7% for university certificates below the bachelor’s level.

Métis men were more likely than women to have a trades certificate (42% versus 15%), while higher percentages of women than men had a college diploma (48% versus 32%) or a university degree (30% versus 19%).

Majority of leavers had trades certificate

Métis high school completers and leavers tended to have graduated from different types of postsecondary programs. Among completers with postsecondary credentials, the most common were a university degree (27%), a college diploma from a one- or two-year program (23%), and a trades certificate (23%). An additional 13% graduated from a college program of less than one year; 7%, from a college program of more than two years; and 8%, from a university certificate program below the bachelor’s level.

Among high school leavers with postsecondary credentials, 63% had a trades certificate, and 16%E, a college diploma from a program of less than one year.

Four in ten moved for postsecondary studies

Four in ten (42%) Métis with postsecondary credentials had moved to pursue their studies. The percentages who moved varied with the credentials obtained. About six in ten (62%) Métis with a university degree moved; percentages were lower among those with a trades certificate (31%), college diploma (38%), or university certificate below the bachelor’s level (45%).

As expected given the relatively high percentage with a university degree, high school completers were more likely than leavers to have moved for postsecondary education (44% versus 21%E).

Distance education

Distance education can reduce obstacles to postsecondary education, such as cost or the need to re-locate, especially for people in remote areas (Canadian Council on Learning, 2009). The 2012 APS asked respondents if they were able to access any of their postsecondary courses through the Internet or other form of distance education, and if they used this method of instruction. About 20% of Métis aged 18 to 44 with postsecondary credentials used distance education; 13% had access to but did not use distance education. Two-thirds (66%) of those who were postsecondary graduates reported that they did not have access to distance education, or that it was not applicable to their program or personal situation.

High school completers were more likely than leavers to have used distance education for their postsecondary studies (21% versus 11%E).

Access to and use of distance education varied with the credentials obtained. For instance, 80% of Métis with a trades certificate and 70% with a college diploma did not have access to distance education or reported that it was not applicable to their program or personal situation, compared with 50% of those with a university degree. Métis with a university degree were the most likely to have used distance education to complete the program - 35%, compared with 16% of those with a college diploma, and 10%E of those with a trades certificate.

Funding

The expenses associated with postsecondary education include not only tuition, but also the costs of re-location, transportation, housing, food, daycare, and other family responsibilities (Malatest et al, 2004). APS respondents were asked if the money available for their education was sufficient to meet all their needs or expenses. About one in five (22%) Métis who had postsecondary credentials reported that the money they had was not sufficient.

The percentages of Métis high school completers and leavers who reported insufficient money to fund their postsecondary studies did not differ significantly (21% and 22%E).

APS respondents were asked to indicate all7 their sources of funding for postsecondary education. Among Métis with postsecondary credentials, 45% had applied for and received a government student loan. Other sources included: own savings or working while going to school (75%); grants, bursaries and scholarships (44%); money from family that did not need to be repaid (41%); Employment Insurance or other government funding (24%); bank loan or line of credit (18%); band funding or money from AANDC (12%)8; and loan from family (8%).

Métis high school completers were more likely than leavers to have funded their postsecondary studies through a government student loan (46% versus 28%E); grants, bursaries or scholarships (45% versus 26%E); money from family that did not need to be repaid (43% versus 14%E); or a bank loan or line of credit (19% versus 5%E).   

3. Started but did not finish

Reasons for non-completion

APS respondents who started but never finished postsecondary studies were asked why they did not graduate. Reasons cited by Métis aged 18 to 44 included that they got a job or wanted to work (20%); financial reasons (18%E); they lost interest or lacked motivation (16%); they were pregnant or caring for their children (16%E); they had other family responsibilities (4%E); own illness or disability (6%E); or their courses were too hard (4%E). The only difference that emerged by gender was the expected exception of “pregnant/caring for own children,” which women mentioned more often.

More than one-third lacked funds

More than one-third (38%) of Métis aged 18 to 44 who started but never finished postsecondary studies said that the money available for their education was not sufficient to meet all their needs or expenses. The percentages of high school completers and leavers who had insufficient funds for postsecondary education did not differ significantly (35% and 44%).

Section 4: Current employment experiences

Employment rates and employment income of Métis have historically been lower than those of the non-Aboriginal population (Bernier, 1997; Wilson and MacDonald, 2010; Pendakur and Pendakur, 2011). Numerous factors have been related to the less favourable labour market outcomes of Métis. These include lower educational attainment, insufficient training, lower proficiency in one of the two official languages, lone parenthood, greater geographic mobility, and discrimination (Ciceri and Scott, 2006).

In recent years, the impact of the 2008 recession was greater and persisted longer for Aboriginal workers than for the non-Aboriginal population (Usalcas, 2011). Data from the 2011 National Household Survey (NHS) show a lower employment rate for Aboriginal people.

In 2011, 41% of the Métis population were younger than 25, compared to 30% of non-Aboriginal population (Statistics Canada, 2013b). It is important to understand the employment situation that these young Métis could encounter as they enter the labour market over the next couple of decades.

This section examines the employment experiences of Métis high school completers and leavers. Particular attention is paid to the role of education in various measures of employment. The first two subsections focus on people who were employed at the time of the 2012 Aboriginal Peoples Survey (APS) - their employment profile and their earnings. The final subsection concerns those who were not working and barriers to employment.

1. Overall labour force profile

Completers more likely to be employed

At the time of their 2012 APS interview, 80% of Métis high school completers had a job; 6% were unemployed and looking for work; and 14% were not in the labour force (neither working nor looking for work) (Chart C4.1).

The labour profile of high school leavers was different - 61% were employed; 11% were unemployed; and 28% were not in the labour force (Chart C4.1).

Chart C4.1

Description for chart C4.1

2. Métis workers

Among Métis completers, higher levels of education were generally not associated with a greater likelihood of employment. Only those with a university degree were significantly more likely to be employed than were those with a high school diploma.

Even though they had not completed the requirements for a high school diploma, one-third of employed Métis leavers had obtained some education beyond high school - 6% had a college diploma; 12% had a trades certificate; and 14% had some postsecondary education. However, the percentages employed among leavers who did not complete high school and those who had a college diploma did not differ significantly (61% and 76%).

Male leavers more likely than female leavers to be working

Men usually have higher rates of employment than women, who often have family responsibilities that can prevent them from fully participating in the labour force (Ferrao, 2010). However, among Métis completers, women were as likely as men to have a job (79% and 81%) (Chart C4.2). By contrast, among leavers, men were more likely than women to be employed (72% versus 50%).

Chart C4.2

Description for chart C4.2

Young completers less likely to be employed

Younger adults tend to have lower rates of employment because many of them are still attending school, and therefore, may be unable or unwilling to hold a job (Bernard, 2013).

This tendency was reflected among completers - 71% of 18- to 24-year-olds were employed, compared with 83% of those aged 25 to 44 (Chart C4.3). On the other hand, the percentages of younger and older leavers who were employed did not differ significantly (64% and 61%).

Chart C4.3

Description for chart C4.3

Majority worked full time

At the time of their APS interview, the majority of employed Métis completers (82%) and leavers (84%) were working full time. However, employed men were more likely than employed women to have full-time jobs. Among completers, 91% of men, compared with 74% of women, worked at least 30 hours a week; the percentages among leavers were 94% and 68%, respectively.

Younger Métis completers who were employed were less likely than those aged 25 to 44 to work full time (71% versus 86%). The difference in the prevalence of full-time employment between young and older leavers was not significant.

Reasons for part-time work

The 2012 APS asked part-time workers the main reason why they were working less than 30 hours a week. A third (30%) worked part time because they could not find a full-time job. One-quarter cited family responsibilities, and one-fifth said they were going to school. The percentages of completers and leavers who gave these reasons did not differ significantly.

Median employment income range

The median employment income range for Métis completers was $30,000 to $40,000.9,10 For completers, higher education usually translated into higher median income. Completers whose highest level of attainment was high school graduation or some postsecondary reported a median employment income in the $20,000-to-$30,000 range; those with a trades certificate or a university degree had a median income in the $40,000-to-$50,000 range.

The median employment income range of leavers, even those who had a trades certificate or college diploma, was $20,000 to $30,000.

Men’s employment income usually exceeds that of women, because women are more likely to work part time or to have less job seniority because of work interruptions to care for family (Ferrao, 2010). An employment income gap was evident among Métis: the median income range of female completers was $20,000 to $30,000, compared with $40,000 to $50,000 for male completers. Among leavers, median employment income ranges were $10,000 to $20,000 for women and $30,000 to $40,000 for men.

3. Unemployed and not in labour force

Four in ten (39%) Métis leavers and 20% of Métis completers were not working at the time of their 2012 APS interview.11 Specifically, 11% of leavers were unemployed, and 28% were not in the labour force. The corresponding figures for completers were 6% and 14% (Chart C4.1).

Reasons for not finding work among unemployed

Among unemployed Métis, the most common reasons for not finding work were the lack of necessary work experience (57%), shortage of jobs (55%), not having the necessary training and education (54%), and not knowing what type of job they want (32%) (Chart C4.4).12

Completers and leavers were equally likely to cite job shortages, work inexperience, and not knowing what type of job they wanted as reasons for not finding work. As expected, leavers were more likely than completers to say they did not have the appropriate education (72% versus 45%).

Chart C4.4

Description for chart C4.4

Non-participation in labour force

Many people who are not in the labour force are retirees, homemakers, students or permanently unable to work. Others are waiting for replies from potential employers, waiting to be recalled to a former job, or discouraged as they believe no work is available. On the other hand, some who are not in the labour force do indeed want a job.  This was the case for 28% of Métis who were not in the labour force.

The 2012 APS asked individuals who were not in the labour force but wanted a job why they did not look for work. The three main reasons were their own illness or disability (32%E), caring for children (21%E), and going to school (20%E). One-third (35%E) of women said they did not look for work because of their own illness or disability, and 29%E said they were caring for children. One-quarter (28%E) of men said they were going to school, and the same percentage (27%E) cited illness or disability.

Section 5: Further education or training

The previous sections examined respondents’ past education experiences and their employment status at the time of the survey.  The 2012 Aboriginal Peoples Survey (APS) also asked Métis aged 18 to 44 questions about their future education plans and obstacles to additional schooling.

Barriers such as cost, time constraints and family responsibilities can prevent people from taking the education or training they would like. Aboriginal students are particularly likely to face challenges in furthering their education (Canadian Council on Learning, 2009). Some, for example, may lack financial resources, or be unaware of help available through student aid programs. Other barriers may include skepticism about the employment benefits of additional education (which can lead to motivational issues), and experienced or perceived racism (Canadian Council on Learning, 2009).

Barriers to further education or training

According to the APS, a number of barriers prevented Métis aged 18 to 44 from taking further education or training. Differences emerged between high school completers and leavers, as well as by gender and age group.

Finances usually play a role in plans for further schooling. Leavers were more likely than completers to report that they could not afford to take the education or training they would like (52% versus 37%); this was true for both men and women and the two age cohorts (Chart C5.1).   

Personal or family responsibilities are a barrier to further schooling for many Métis women who left high school before completion. About two-thirds (64%) of female leavers cited this obstacle, compared with 30% of female completers and male leavers, and 18% of male completers.

Leavers were more likely than completers to report that time constraints (too busy, no time to study) prevented them from undertaking further education (48% versus 21%). Métis aged 25 to 44 were more likely to report this barrier (28%) than those aged 18 to 24 (22%).

Leavers were also more likely to indicate that they lacked confidence or felt unprepared to further their schooling (46% versus 19%). Female leavers (56%) were more likely to report lacking confidence than were male leavers (37%) or male (19%) and female (20%) completers.

About four in ten (41%) Métis leavers reported that taking courses was not a high personal priority, compared with 24% of completers. Men were more likely than women to indicate that further schooling was not a priority (32% versus 23%).

Leavers were also more likely than completers to report that the courses that were available did not match their needs (30% versus 18%). While this finding was true for men and women and for those in the 25 to 44 age group, the figures for 18- to 24-year-old leavers and completers did not significantly differ.

Female leavers were the most likely to report that their personal health was an impediment to further education or training – 20%. This compared with 8% of female completers, 7% of male leavers, and 4%E of male completers.  

Chart C5.1

Description for chart C5.1

Six in ten plan further education

Respondents to the 2012 APS were asked if they planned to “take any other education that could be counted towards a certificate, diploma or degree from an educational institution.”13 Six in ten (59%) Métis aged 18 to 44 reported such plans; an additional 3% were uncertain.

While the overall percentages of leavers and completers planning further schooling did not differ significantly (63% and 58%), female leavers were more likely than male leavers and completers of both genders to report such plans. Three-quarters (73%) of female leavers planned to continue their education, compared with 55% of male leavers, 56% of male completers and 59% of female completers. As expected, Métis aged 18 to 24 were more likely than those aged 25 to 44 to plan further schooling (78% versus 52%).

Plans for further education not different for employed, unemployed and not in labour force

The percentages planning further education or training did not differ significantly by labour force status; 68% of Métis who were unemployed had such plans, as did 58% of those who were employed, and 63% of those not in the labour force.

Notes

  1. A detailed analysis of the Aboriginal population based on the 2011 NHS is available in Aboriginal Peoples in Canada: First Nations People, Métis and Inuit.
  2. Given the structure of the educational system in Quebec, the typical student will graduate from high school one year younger than those in other provinces.
  3. The category “school problems” includes having problems with school work, with teachers, or being expelled.
  4. In this study, “Aboriginal” refers to students who self-identified as being Aboriginal in British Columbia’s Ministry of Education data, and thus, may include First Nations (Status and non-Status), Métis, and Inuit students.
  5. The 2012 APS allows for analysis of those who started but never finished postsecondary education. Similar data are not available from the NHS, as it asked only about the highest certificate, diploma or degree completed. Consequently, results from the two surveys are not directly comparable.
  6. While most individuals aged 18 to 24 would not be expected to have a university degree, the analyses include this age group because they could have obtained a trades certificate or a college diploma.
  7. Percentages for sources of funding do not add to 100%, because respondents could indicate more than one source.
  8. Band or AANDC funding is available only to those with Registered Indian status. About 12% of respondents who self-identified as Métis had Registered Indian status.
  9. Because personal employment income was reported in ranges, a median income range is calculated. The “median range” is the category for which the cumulative percentage of reporting respondents came closest to 50%.
  10. Data pertain only to those who were employed in the week before their APS interview and who reported their personal employment income.
  11. It is important to distinguish between the two categories of “not working.” Respondents who had actively looked for a job in the previous four weeks are defined as “unemployed”; those who did not work and did not look for work are classified as “not in the labour force.”
  12. Percentages do not add to 100% because respondents could identify more than one reason.
  13. For respondents attending school at the time of their APS interview, this referred to education beyond their current studies.
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