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The Higher Education Experiences of Native American Students: A Qualitative Study of Historical Trauma, Identity, and Institutional Support
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Abstract:
This study addressed Native American students’ perceptions of their educational experiences, 142 years after the first federally-run, off-reservation Indian Boarding School opened, and their perceptions of how university staff, faculty, and administrators could better serve Native students. Qualitative interviews were conducted with five Native students and two Native alumni who were members of an American Indian student organization at a university that sits on Tribal land in California. Owing to COVID-19 pandemic protocols, 60-90 minute interviews took place online utilizing a video-conferencing tool. Research questions focused on Native students’ intersectional identities, experiences identified by students regarding the historical trauma of Indian Boarding Schools, students’ descriptions of challenges and gaps in service at the university, and students’ descriptions of how the university might better support Native students. The literature reviewed for the study included how education was brought to Native Americans and its impact, the theoretical underpinnings of Indigenous research methodologies, and belongingness among Native students. Study findings were organized according to major themes, minor themes, and subthemes related to challenges (such as lack of funding, space, and resources), identity, belongingness, and trauma, including first- and second-generational accounts of trauma. Students (termed Relatives) relayed the connections they felt to the history of the Indian Boarding Schools and other acts of historical trauma. They indicated there were so few Native-identified students on campus that they sometimes felt isolated, invalidated, unsafe, and deeply dissatisfied, citing numerous examples. Suggestions for improvements on campus, related to the types of support they wanted the university to provide, also were offered. Findings from this study supported what is authored by other Native researchers and expanded understanding about belongingness and resilience, as well as Native students’ desires to practice heritage languages, ceremonies, and Indigenous knowledgeways. Implications for practice included creating a Native student support center/department, creating a full academic program, and initiating partnerships with local Tribes.Keywords: Native American, American Indian, Indigenous research methodologies, intersectionality, historical trauma, Indian boarding school, higher education
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Keyword:
American Indian; Education; Higher education; Historical trauma; Indian boarding school; Indigenous research methodologies; Intersectionality; Native American; Native American studies
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URL: https://escholarship.org/uc/item/4bd8b54m
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| 2 |
Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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Indigenous schooling Mẽbêngôkre Kayapó Gorotire ; Escolarização indígena Mebengokre Kayapó Gorotire
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In: Educação; Educação, v. 44, 2019 – Publicação contínua; e25/ 1-25 ; 1984-6444 (2019)
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O ensino de português para os Kadiwéu - realidade, desafios e estratégias para professores indígenas ; Teaching portuguese to kadiwéu - reality, challenges and strategies for indigenous teachers
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Mazoni, Lilian Moreira Ayres de Souza. - : Biblioteca Digital de Teses e Dissertações da USP, 2019. : Universidade de São Paulo, 2019. : Faculdade de Filosofia, Letras e Ciências Humanas, 2019
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| 7 |
Теоретические основания психолого-педагогической адаптации первоклассников с задержкой психического развития – представителей коренных малочисленных народов Севера ...
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HEGEMONY AND INDIGENOUS EDUCATIONAL PROGRAMS IN MEXICO AND BRAZIL (1940-1970) ; HEGEMONIA E OS PROGRAMAS DE EDUCAÇÃO INDÍGENA NO MÉXICO E NO BRASIL (1940 — 1970)
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In: Espaço Ameríndio; v. 11, n. 2 (2017); 229 ; 1982-6524 (2017)
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| 9 |
Sentindo ideias, germinando saberes : movimentos de Apropriação (Afetiva) da Política de Territórios Etnoeducacionais por Professores Kaingang e Guarani no RS
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| 10 |
Immersion Schools and Language Learning: A Review of Cherokee Lanugage Revitalization Efforts among the Eastern Band of Cherokee Indians
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In: Chancellor’s Honors Program Projects (2017)
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ОБ ИННОВАЦИОННОМ ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ В ШКОЛЕ МАЛОЧИСЛЕННЫХ НАРОДОВ СЕВЕРА
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МАРФУСАЛОВА В.П.. - : Общество с ограниченной ответственностью «Институт стратегических исследований», 2015
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| 12 |
Teaching Aboriginal curriculum content in Australian high schools
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Booth, Sarah. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
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In: Theses: Doctorates and Masters (2014)
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| 13 |
Indigenous Urban School Leadership: A Critical Cross-Cultural Comparative Analysis of Educational Leaders in New Zealand and the United States
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In: Comparative and International Education / Éducation Comparée et Internationale (2014)
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| 14 |
Reclaiming Our Indigenous Voices: The Problem with Postcolonial Sub-Saharan African School Curriculum
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Shizha, E.. - : Myron B. Thompson School of Social Work, University of Hawaii at Manoa, 2013
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| 15 |
Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios ; Indigenous school education in Apiaká-Kayabi indigenous land in Juara-MT : resistance and challenges
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| 16 |
Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios ; Indigenous school education in Apiaká-Kayabi indigenous land in Juara-MT : resistance and challenges
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| 17 |
Knowledge of an Aboriginal language and school outcomes for children and adults
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In: Aboriginal Policy Research Consortium International (APRCi) (2012)
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| 18 |
Growing Effective CLD Teachers for Today’s Classrooms of CLD Children
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local Context
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276628128 (2010)
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| 20 |
Attendance, performance and the acquisition of early literacy skills: A comparison of Indigenous and non-Indigenous school children
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In: Faculty of Education - Papers (Archive) (2010)
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