Social Determinants of Health Inequities in Indigenous Canadians Through a Life Course Approach to Colonialism and the Residential School System

• Published in: Health equity Vol. 3; no. 1; pp. 378 - 381
• Main Author: Kim, Paul J
• Format: Journal Article
• Language: English
• Published: United States Mary Ann Liebert, Inc 01.01.2019; Mary Ann Liebert, Inc., publishers; Mary Ann Liebert
• Subjects: Aboriginal; Canada; Child development; Colonialism; Cultural identity; Economic development; Education; Ethnocentrism; Families & family life; Health disparities; health equity; Learning; Low income groups; Mental disorders; Mental health; Native peoples; Nutrition research; Parents & parenting; Population; social determinants of health; Socioeconomic factors; Students; Success; Suicides & suicide attempts; Unemployment; colonialism; Aboriginal; Canada; health equity; social determinants of health
• ISSN: 2473-1242; 2473-1242
• DOI: 10.1089/heq.2019.0041

Indigenous populations in Canada have experienced social, economic, and political disadvantages through colonialism. The policies implemented to assimilate Aboriginal peoples have dissolved cultural continuity and unfavorably shaped their health outcomes. As a result, indigenous Canadians face health inequities such as chronic illness, food insecurity, and mental health crises. In 2015, the Canadian government affirmed their responsibility for indigenous inequalities following a historic report by the Truth and Reconciliation Commission of Canada. It has outlined intergenerational traumata imposed upon Aboriginals through decades of systemic discrimination in the form of the Residential School System and the Indian Act. As these policies have crossed multiple lifespans and generations, societal conceptualization of indigenous health inequities must include social determinants of health (SDOH) intersecting with the life course approach to health development to fully capture the causes of intergenerational maintenance of poor health outcomes. To provide culturally sensitive care for those who have experienced intergenerational trauma, health care providers should be aware of and understand two key SDOH inequity influencing the indigenous life course, including the residential school system and loss of socioeconomic status, over time due to colonialism.