Date of Conferral

2021

Degree

Doctor of Psychology (Psy.D.)

School

Psychology

Advisor

Ethel Perry

Abstract

Often public stereotyping and prejudicial attitudes follow parents of Indigenous children with FASD throughout their day-to-day life. Stigma affects Indigenous people, particularly parents of Indigenous children with FASD, in different facets of their lives. The purpose of this study was to explore the perceptions that parents of Indigenous school-aged children with FASD have had of their experiences with school personnel. The study was grounded in Goffman’s social stigma theory and used a narrative inquiry approach in an interview-style format which collected data for this study. The research question explored the experiences of six parents of Indigenous children with FASD with the education system. The findings showed that prejudice, stigma, bias, and racism were prevalent in their experiences, and the effects of intergenerational trauma from residential schooling and colonization have led to stereotyping, exclusion, and discrimination. The findings from this study may support other parents experiencing difficulties with the education system and assist them with their child’s transition to the school system and interaction with educators. Improving these transitions, along with helping other community members understand the challenges that must be overcome, will help create a positive social change in the community.

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