Effectiveness of a Science Outreach Program on Aboriginal Youth in

Northern OntarioMaryam 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 Universities4

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 non-academic staff

Less than 2%

University of Toronto Faculty and staff Less than 1%

Trent University Faculty and staff 8 Aboriginal tenure and tenure track3 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 programs10:

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 Kingston13. 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/ONT03_020630?openNav=cities_and_towns

Methods

Table 2: Profile of Moosonee and Moose Factory, Ontario.

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 road system. Rail service is provided by Ontario Northland in Cochrane, and scheduled air service is available from Timmins

Access is provided through Moosonee.

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

● Profile of the participating communities11,12 (see also, Figure 3) :

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)– β0 is the intercept

– β1, β2, β3 are the regression coefficients

– Sex, education and baseline represent the independent variables

– Ɛ is the random error

baselineeducationsex

pp

oL 32101ln)ln(

Statistical Analyses• Coding of variables

- Education

- Baseline interest in science

lessor 10 gradein students if 0

12or 11 gradein students if 1education

sciencein interested allat not or somewhat if 0

sciencein interested very if 1baseline

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

ResultsTable 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 Proportion of Students (%) (95% CI)

Increased general interest in science 43.96 (33.77, 54.14)

Increased interest in science as an area of study

29.67 (20.26, 39.08)

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

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 Crude Odds Ratio [95% CI]

General interest in science and technology

Sex 1.49 [0.65, 3.41]

Class level 1.11 [0.43, 2.83]

Baseline interest 3.41 [1.43, 8.10]

Interest as an area of study Sex 2.19 [0.87, 5.50]

Class level 1.26 [0.46, 3.44]

Baseline interest 1.51 [0.61, 3.73]

Interest as a career choice Sex 1.46 [0.56, 3.79]

Class level 0.72 [0.23, 2.20]

Baseline interest 1.97 [0.75, 5.17]

Knowledge of research and innovation underway in Ontario

Sex 1.63 [0.71, 3.74]

Class level 0.52 [0.19, 1.37]

Baseline interest 1.23 [0.54, 2.82]

● 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

19

Results

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

● 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

Favours increased interest

OR =3.50 (1.45, 8.42)

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.

AcknowledgementsScience 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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