Examining the Impact of Institutional Integration and Cultural Integrity on Sense of Belonging for Native Students at Non-Native Colleges and Universities

Oxendine, Symphony; Taub, Deborah J.

doi:10.1353/csj.2021.0011

Cited by 9 publications

(10 citation statements)

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“…We also need more research regarding the roles of student support personnel and offices who work with Indigenous students. This area of research is increasing (see, e.g., Ambo, 2018; Bazemore-James & Dunn, 2020; Oxendine, 2015; Pidgeon et al, 2014; Yellow Bird, 2020). Most of the research on Native American postsecondary students is about traditional students or students who identify as Native, even if they are not enrolled with an Indigenous nation or do not have strong ties.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

“…As there are fewer Native staff and faculty who identify as Native than there are students, gaps likely exist in support. Although there is little literature or general understanding on how Native staff support Native students, students have identified noninstructional staff and Native faculty as being important to college success (Brayboy et al, 2012; Jackson et al, 2003; Oxendine, 2015). I wondered how are they important?…”

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confidence: 99%

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“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

Waterman¹

2023

Journal of Diversity in Higher Education

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This article demonstrates how the Haudenosaunee concept of goodness is central to the foundational ontology of five Haudenosaunee higher education personnel who were identified by former students as instrumental to their postsecondary student success. Findings regarding participants' roles in student support and incorporation of Indigenous knowledge systems are based on qualitative data. Themes from the participant interviews were the varied pathways to the profession, importance of motivation and encouragement, contributing more than the job description, and incorporation of traditional value systems. Goodness based on the "Good Mind" stood out as fundamental to this process.

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Section: Recommendations and Conclusionmentioning

confidence: 99%

mentioning

confidence: 99%

“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

Waterman¹

2023

Journal of Diversity in Higher Education

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“…In addition, Strayhorn et al (2016) found a positive association between Indigenous students’ grades and sense of belonging. Among Native American students at NTCUs, their perceptions of institutional integration and cultural integrity contributed to a sense of belonging, which in turn, significantly predicted their intentions to persist in college (Oxendine, 2015). However, Hurtado and Carter (1997) found conflicting evidence among Latinx college students, for whom GPA was not correlated with their sense of belonging.…”

Section: Literature Reviewmentioning

confidence: 99%

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Fong¹,

Owens²,

Segovia³

et al. 2023

Journal of Diversity in Higher Education

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Understanding the college experiences of Indigenous students in the United States is critical to enhance their goals of educational attainment. Indigenous college students have been historically underserved by institutions they attend, which are often fraught with the uncertainty of belonging and feelings of isolation. A driving force behind this marginalization is the lack of proper valuation of cultural ways of knowing and being central to their identities. Thus, we sought to examine factors associated with tribal college students’ academic achievement: the degree to which institutions support Indigenous students’ cultural development and their other academic, social, and nonacademic needs in addition to perceptions of belongingness. With a secondary data sample of 1,393 self-identifying Indigenous students (65% women) across 22 institutions from the Community College Survey of Student Engagement as part of the Tribal Student Success and Completion Project, we situated our study in tribal community colleges, which by design, prioritize the preservation of Indigenous culture and can provide valuable lessons for all institutions to support the academic goals of Indigenous students. Our structural equation model suggested that perceiving institutional support of Indigenous cultural development did not directly impact students’ grade point average (GPA) but rather indirectly via their sense of belonging and perceptions of support for student success. Our study sheds light on possible pathways through which respecting students’ cultural assets can be linked with their academic performance. Implications for higher education and efforts to forefront Indigenous culture are discussed.

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“…For instance, a single-institution, longitudinal study of over 500 students showed that belonging within the university as a whole significantly and positively predicted actual persistence and intentions to persist for both White and African American students (Hausmann et al, 2007(Hausmann et al, , 2009. Among Native American undergraduates at multiple universities, belonging at the university level also positively and significantly predicted intentions to persist, although belonging only explained 13% of the variance (Oxendine, 2015).…”

Section: How Does Belonging Matter In College?mentioning

confidence: 99%

How did the landscape of student belonging shift during COVID‐19?

Misra

Kardam

VanAntwerp

et al. 2023

J of Engineering Edu

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BackgroundBelonging is a fundamental human motivation associated with a wide range of positive psychological, educational, social, and job outcomes. Frequent and predominantly conflict‐free interactions within a stable, relational framework of caring are required to facilitate belonging.PurposeThe goal of this study was to understand if and how emergency remote teaching (ERT) used during the COVID‐19 pandemic changed the ways in which instructional support and interactions were linked to belonging among engineering students.Methodology/ApproachThis study used survey data from a cross‐sectional dataset at a single large institution comprised of sophomore to senior‐level students (n = 1485) enrolled in engineering courses between 2016 and 2021. Hierarchical linear modeling (HLM) was used to study relationships among instructional support, instructor interactions, and belonging.Findings/ConclusionsHLM models of ERT and traditional learning differed dramatically. In traditional classroom learning, race, interactions with faculty and teaching assistants (TAs), and instructional support were important factors in belonging. In ERT, certain motivations to study engineering (altruism, desire to build things) had nuanced associations with belonging, while race and interactions with faculty and TAs became largely irrelevant. Most concerning, faculty interactions in traditional learning were negatively associated with belonging.ImplicationsRather than returning to pre‐pandemic traditional learning, a hybrid model that offers a more level playing field for marginalized students to find belonging in the classroom is recommended. In developing such models, faculty must take special care to avoid having a potentially negative impact on student belonging.

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Examining the Impact of Institutional Integration and Cultural Integrity on Sense of Belonging for Native Students at Non-Native Colleges and Universities

Cited by 9 publications

References 0 publications

“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

How did the landscape of student belonging shift during COVID‐19?

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