Most institutions have application forms which ask students to self-identify. On the other hand, some institutions do not ask students to self-identify on the application form and as a result reach Aboriginal students once they are in the college or institute if they register with the Aboriginal centre. Colleges and institutes in provinces with centralized application processes suggested it may be preferable to gather this type of data through the application structures.

Many institutions determine their Aboriginal enrolment numbers by cross-checking the number of self-identified students with students who are sponsored by Bands, AHRDAs and Aboriginal service providers. One institution indicated that because students are not self-identifying, at times the 'unknown' fraction exceeds both the Aboriginal and non-Aboriginal fractions. This is a frustrating situation for many institutions, especially when they know they have more Aboriginal students than their enrolment statistics show. A number of respondents indicated that their institution is not tracking this information carefully through admissions and rely more on overall percentages of Aboriginal students available from student surveys.

In addition, aside from identifying sponsored or Band-funded Aboriginal students, it is also difficult for institutions to identify and obtain accurate figures on Aboriginal students receiving either provincial or federal financial assistance or loans, who are paying their own way or are receiving alternate types of funding, and students who do not access Aboriginal-specific services.

Without accurate enrolment information on Aboriginal students it is difficult for institutions to understand the scale of services required and to align the human, financial and service-oriented resources needed to offer appropriate support services for Aboriginal students. Some institutions indicated that Aboriginal students do not self-identify even though the college/institute provides incentives to encourage self-identification.

6.4 Structures, Systems or Practices to Address Self-identification Challenges

Mainstream institutions were also asked to identify the structures, systems or practices put in place to address the challenges related to the self-identification of Aboriginal students. Some of the more common approaches and practices include:

• Review and ensure the admissions application self-identifying category is clear, concise, appropriate and encouraging;
• Encourage learners to self-disclose during the admissions process, during interviews or anonymously on the college point of entry survey;
• Encourage Aboriginal students to self-identify in college/institute literature and promotional materials;
• Provide information sessions for aboriginal students, have counselling departments encourage self-identification, and encourage identified student to encourage others;
• Promote Aboriginal student services as much as possible so that students are comfortable and understand the benefit in self-identifying;
• Connect with high school students, Aboriginal high schools and boards and First Nations Band Education Councils to ensure students are informed about the college services;