Home Away From Home: Native American Students’ Sense of Belonging During Their First Year in College

Tachine, Amanda R.; Cabrera, Nolan L.; Bird, Eliza Yellow

doi:10.1080/00221546.2016.1257322

Cited by 84 publications

(83 citation statements)

References 29 publications

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“…Because students who leave college possess a lowered risk of socioeconomic attainment than graduates, locating the causes of academic failure among service-members/vet erans is crucial (Horn, Berger, & Carroll, 2004). Likewise, students' initial college year most often determines whether they will graduate, yet studies involving tribal students' first year of university life, especially, are almost unknown (Tachine, Cabrera, & Yellow Bird, 2017). 6 In the last decade, some colleges have begun informing students, faculty, and administrators about the roadblocks that service-members/veterans may encounter (Hart & Thompson, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, through storytelling, veterans can present pictures of themselves to civilians conveying the former as individuals instead of as stereotypes and also diminish the utilization of platitudes attached to war remembrances (Travis, 2017). 15 Comparably, storytelling is key to most Indigenous groups (Tachine, Cabrera, & Yellow Bird, 2017) because narratives establish Native ways of being and place them in tribal terms, with storytelling and knowing/meaning being congruent terms (Tachine, Yellow Bird, & Cabrera, 2016). 16 Stories are also important to many Native veterans because they allow them to relay past conflicts they overcame, as well as those with which they continue to deal.…”

Section: The Importance Of Storytellingmentioning

confidence: 99%

“…13 Many tribal students find difficulty in transitioning to a post-secondary institution and acclimating to curricular and campus philosophies (Hunt & Harrington, 2010), as well as their experiencing feelings of inadequacy, isolation, and ostracism (Brayboy & Maaka, 2015). Indeed, while at the university, many Native students feel disconnected from their home communities and are also the victims of racial microaggressions (Tachine, Cabrera, & Yellow Bird, 2017), as well as their experiencing the pressure to alter their Native identity, a situation resulting in their display of identity conflicts and self-doubt (Reynolds, Sodano, Ecklund, & Guyker, 2012). 14 Because most universities cater to Caucasian, middleclass students (Gusa, 2010), this scenario eliminates tribal students from academic consideration and renders them "invisible" (Fryberg & Stephens, 2010).…”

Section: Study Limitations Future Directions and Conclusionmentioning

confidence: 99%

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A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

Hembrough

2020

JVS

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This study addresses college students in a Southwestern, economically depressed, rural area, with their state of residence having a high number, per capita, of service-members and veterans of recent wars. Additionally, some students identified as Native American. The study's purpose was to investigate within this sociocultural dynamic to what extent students with a military identity, a military family history, and/or no military-related affiliation associate with this background and also enjoy reading and writing about military topics, especially within the composition classroom. The students sampled enrolled in a first-year-composition class based upon an experimental course model formulated to be military-friendly and military-theme focused, which assisted them in reading about military topics connected to their personal family background and writing about their military-related identity. The article discusses a three-year, mixed-methods study and involves the following student types: seven service-members/veterans and 57 nonveterans, with 15 being the child of a parent(s) with military service. As instruments, the author utilized surveys, interviews, and course papers. The study resulted in several findings. A majority of students reported having strong connections to their personal and/or family military history as factors correlating with their enjoyment of reading about military topics and writing about their military-related backgrounds, including those who served as role models. The study's results have implications for teaching students who are service-members/veterans, have a military-affiliated identity, and/or possess a recent military family history within a first-year-writing classroom featuring military-themed readings and writings. Furthermore, in addressing the call to identify and accommodate student groups and their academic needs, this article has implications for instructing Native American students of the geographical area.

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Section: Literature Reviewmentioning

confidence: 99%

Section: The Importance Of Storytellingmentioning

confidence: 99%

Section: Study Limitations Future Directions and Conclusionmentioning

confidence: 99%

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A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

Hembrough

2020

JVS

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“…For Indigenous youth, even though boarding schools began closing after 1928, it was not until 1970s that parents were granted the legal right to stop their child's placement in off-reservation schools (Northern Plains Reservation Aid 2015). As a result, Indigenous communities in U.S. higher education remains rarely acknowledged (Tachine, Cabrera, and Bird 2017;Waterman 2019). In this system, merit in education was defined by whether students conformed with the larger political social system in which Black and Indigenous communities were educated for the purposes of continued assimilation, or extinction.…”

Section: Merit As Race Talkmentioning

confidence: 99%

Merit as Race Talk: The Ontological Myopia of Merit Knowledge

kehal¹

2019

Preprint

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Can merit be self-evident and anti-racist within U.S. academic evaluative culture? Race is assumed to be self-evident, and merit is no exception. Merit’s reality is not questioned as it is something that is obvious and identifiable within an academic evaluative culture. While scholars note that the definitions of merit reflect the societal elite's cultural norms and definitions of merit transformed to justify racial hierarchies in the U.S., scholars have seldom questioned the racial assumptions upon which these merit transformations take place. Specifically, what have the transformations in merit within the U.S. academy had to presume about race, its role in the social world, and how it operates within the U.S. academy? Conducting a knowledge culture analysis of merit within the academy from 1890 until present, the study argues the contemporary academic evaluative culture has inherited a presumption of the twentieth-century academic evaluative cultures: adjudications of merit are premised upon the colonized proving their assimilability. The colonized have served as fundamental backdrop for how to judge merit because merit in academia’s social world emerged as a language and technology to manage the inclusion of racial difference; or simply, merit as race talk. This myopia makes it so academic evaluative cultures do not question whether the study of merit is the same as the colonial study of intelligence. Given this myopia, academia could begin to explore alternative bases of merit knowledge that are not dependent on adjudicating colonized communities' worth.

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“…PWIs, therefore, can learn much from the FEM models employed by tribal colleges; such models encourage long-lasting relationships between mentor-caseworkers (recruiter-retainers, in PWIs) and students. Although PWIs cannot immediately offer Native American students the benefits of immersion in their home cultures, they can, like tribal colleges, offer support to students via Native American student unions and the visible presence of other Native Americans on campus, creating a "home away from home" for them (Tachine, Cabrera, & Yellow Bird, 2016)-even the presence of a Native American recruiter would be a beneficial beginning.…”

Section: Recruitment and Retention Of Native American Student At Pwismentioning

confidence: 99%

Creating community on campus: Attracting, retaining, and graduating first-generation Native American students.

Freeman¹,

Forthun²,

Mapendo³

2018

Preprint

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Native Americans are the single most underrepresented racial group in American higher education today; those enrolled in college are also disproportionately first-generation students. In order to help universities attract and retain Native American students, this study utilizes the four R’s of indigenous research to document the motivations of first-generation Native American students to attend and remain at a mid-sized public university in the northwest. Student participants report that social and cultural support were key factors in their decisions to attend and remain at their institution. Implications of these findings are discussed, and recommendations are made to higher education institutions seeking to attract and retain Native American students.

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Home Away From Home: Native American Students’ Sense of Belonging During Their First Year in College

Cited by 84 publications

References 29 publications

A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

Merit as Race Talk: The Ontological Myopia of Merit Knowledge

Creating community on campus: Attracting, retaining, and graduating first-generation Native American students.

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