Home-Going as a Strategy for Success Among Haudenosaunee College and University Students

Abstract

Recent research on Native American college students has focused on their success in attaining college degrees (

Understanding and Supporting Historically Native American Fraternities and Sororities

“…Not validating the existence of the HNAFS by those who do not understand, or care to understand them, can be potentially harmful to Native students as it can be seen as an erasure of their own unique expression in F&S life. This can mislead professionals to think that commonplace practices with non‐Native students will produce favorable results for Native students, which scholars have demonstrated to be false (Larimore & McClellan, ; Lowe, ; Martin ; Martin & Thunder, ; Shotton, Lowe, & Waterman, ; Still, ; Waterman, ).…”

“…However, this can have adverse effects on Native students. Waterman () demonstrated that many Native students go where they feel most supported: their home communities. Native students have complex spiritual and cultural needs that institutions are not meeting, so they must seek restoration from their communities (Waterman, ).…”

“…Waterman () demonstrated that many Native students go where they feel most supported: their home communities. Native students have complex spiritual and cultural needs that institutions are not meeting, so they must seek restoration from their communities (Waterman, ). Additionally, Native students often feel a deep sense of responsibility to their families and communities, and believe their Nations cannot endure without their contributions (Waterman, ).…”

Grandmothers’ Pedagogy: Lessons for Supporting Native Students’ Attendance at Universities

“…Despite the challenges previously mentioned, research also demonstrates that family and home has a profound influence on empowering Native students in their pathways to college (Rindone 1988;Pavel and Padilla 1993;Guillory and Wolverton 2008;Jackson and Smith 2001;Jackson et al 2003;Heavyrunner and DeCelles 2002;Waterman 2012). For example, Navajo students from very low-income (below $5,999/year) homes mentioned family support was the driving motivation for promoting their academic success (Rindone 1988).…”

“…And when Native students encountered challenges in college, they indicated that family was the most influential factor in helping them to overcome those challenges (Guillory and Wolverton 2008). For some Native students, such as those from the Haudenosaunee Nation, a crucial strategy for their success included being able to return home to family at frequent intervals (Waterman 2012). This is consistent with other research that found that 56.8% of 155 Native students indicated a need to go home compared to 31.6% of Blacks, 24.4% of Hispanics, and 16.7% of Anglos (Benjamin et al 1993).…”