A Qualitative Study of Native American Higher Education and Student Resiliency

2021 ◽  
pp. 38-53
Author(s):  
Elizabeth Peralez
Keyword(s):  
Native American ◽  
Role Models ◽  
American Culture ◽  
Research Question ◽  
The United States ◽  
Tribal College ◽  
Tribal Colleges ◽  
Native American Culture ◽  
Native American Students ◽  
American Students

This chapter explores the degree to which Native American culture impacts the resiliency of Native American students earning degrees at three tribal colleges in the southwestern part of the United States. This is a qualitative case study that was based on the following research question: “How does Native American culture contribute to the resiliency of Native American students who are earning a degree at a tribal college?” This chapter focuses on the concerns of Native American students, and the cultural events they may have encountered during their educational journey. The research data were collected from interviews of 18 Native American students who were in their last year of college. Themes surrounding culture, resiliency, tribal colleges, academics, and Native American role models were discovered and used to determine the impact Native American culture has on the resiliency of Native American students.

Cultural Processes of Ethnoracial Disadvantage among Native American College Students

Social Forces ◽  
2018 ◽  
Vol 98 (1) ◽  
pp. 355-380
Author(s):  
Erin A Cech ◽  
Jessi L Smith ◽  
Anneke Metz
Keyword(s):  
United States ◽  
Native American ◽  
Social Science Research ◽  
Science Research ◽  
The United States ◽  
Indigenous Populations ◽  
Theoretical Understanding ◽  
Native American Students ◽  
American Students ◽  
Cultural Processes

Abstract Although indigenous populations have been subjected to some of the worst forms of institutionalized oppression in the United States, little social science research has sought to understand the day-to-day ethnoracial biases that contemporary Native American populations face. Seeking to expand this knowledge, we present a theoretical framework of the cultural processes of ethnoracial disadvantage experienced by Native American students in predominantly white colleges. Drawing on 65 in-depth interviews with 50 Native students, we identify four cultural processes of disadvantage: derogatory stereotyping, exoticized othering, delegitimation, and assimilation pressures related to cultural hegemony. Intertwined with these processes is the cultural permissibility of ignorance, a willful dearth of knowledge—and lack of accountability for knowledge—about indigenous peoples, traditions, and histories of oppression which enable these biases and exclusions. Students tend to respond to these cultural processes of disadvantage in three ways: educating others, working to disprove stereotypes, and spanning two worlds. We end by discussing how these results help advance theoretical understanding of ethnoracial bias toward indigenous populations and cultural processes of ethnoracial inequality in the United States more broadly.

scholarly journals Challenges for Rural Native American Students With Disabilities During COVID-19

2021 ◽  
pp. 875687052098229
Author(s):  
Candi Running Bear ◽  
William P. A. Terrill ◽  
Adriana Frates ◽  
Patricia Peterson ◽  
Judith Ulrich
Keyword(s):  
Native American ◽  
Students With Disabilities ◽  
High Speed ◽  
The United States ◽  
Contributing Factors ◽  
Running Water ◽  
Native American Students ◽  
Adequate Funding ◽  
American Students ◽  
Bureau Of Indian Education

The COVID-19 pandemic unexpectedly changed almost all aspects of people’s everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantly disrupted. Contributing factors were high rates of poverty, lack of adequate funding and staffing for health care, populations with higher rates of chronic illness, high percentages of homes with no running water or electricity, shortages of certified special educators, and barriers to alternative forms of education due to lack of access to high-speed internet and technology.

Intergenerational Trauma and Other Unique Challenges as Barriers to Native American Educational Success

2021 ◽  
pp. 180-199
Author(s):  
Thomas Reed
Keyword(s):  
Native American ◽  
Native Americans ◽  
Role Models ◽  
Intergenerational Trauma ◽  
American People ◽  
Educational Success ◽  
Native American Languages ◽  
Educational Barriers ◽  
Native American Students ◽  
American Students

This chapter examines unique challenges in the way of Native American educational success as well as solutions to overcoming. The chapter addresses why intergenerational trauma matters, the impacts of public policy on Native American people such as the Native American Languages Act of 1990, and the importance of Native American people being connected to the land, protecting traditions, language, and their ancestors. The purpose of this literature review is to shed light on Native American educational barriers and to critique existing literature. Areas analyzed include the trend of low rates of educational attainment among Native Americans, the history of abuse towards Indigenous people and other minorities, the impact on individuals, and solutions for the future. There is a need for Native American students to stay connected to cultural tradition, cultural relevancy in education, role models for Native American people, and an importance of Native American students staying connected to family.

Developing Native Student Leadership Skills: The Success of the Oklahoma Native American Students in Higher Education (ONASHE) Conference

2013 ◽  
Vol 37 (3) ◽  
pp. 59-74 ◽  
Author(s):  
Robin Minthorn ◽  
Stephen Wanger ◽  
Heather Shotton
Keyword(s):  
Higher Education ◽  
Native American ◽  
Role Models ◽  
Student Leadership ◽  
Leadership Skills ◽  
Annual Conference ◽  
Native American Students ◽  
American Students ◽  
Native Student ◽  
The Impact

This article examines the development of leadership skills among Native American college students through the Oklahoma Native American Students in Higher Education (ONASHE) annual conference. It provides opportunities for students to develop and strengthen their leadership skills through interaction with tribal leaders, contemporary and leadership focused workshops, and fellowship with other Native students. A research study was designed to assess the impact of ONASHE on the development of leadership skills among student attendees of the conference. Three major themes emerged regarding Native student leadership development, including developing a positive self-image, community building, and Native role models.

scholarly journals Transition from Tribal College to Four Year University

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Cindy Ann Dell ◽  
Richard D. Howard ◽  
Kenneth W. Borland Jr.
Keyword(s):  
Native American ◽  
Grounded Theory ◽  
Tribal College ◽  
Interview Data ◽  
Traditionally White ◽  
Native American Students ◽  
Grounded Theory Study ◽  
American Students ◽  
Tribally Controlled

Native American college stuents face unusual and difficult transitions. This grounded theory study provides an exploration of the issues Native American students face in transferring from tribally controlled colleges to a traditionally white university. Using interview data, findings identified specific transitional phases, including Expectations and Apprehension, Acclimation, Reality, and Adjustment and Discouragement. Specific recommendations for further research are also offered.

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