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The main goals of this article are twofold. The first is to explore whether the General Education Development (GED) program has the potential to meet the academic requirements cited by the scholarship in the area of mathematics for First Nations upgrading programs. Secondly, this paper explores how the GED program influences identity in students who are several years behind mainstream mathematics programs and who are interested in securing their high school credential equivalencies. Researchdoi:10.11114/jets.v2i1.213 fatcat:uedjanemw5aedljf5fcifq4n24