‘I am exhausted:’ everyday occurrences of being Native American

Masta, Stephanie

doi:10.1080/09518398.2018.1499984

Cited by 17 publications

(11 citation statements)

References 21 publications

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“…Alexis describes realizing, after several semesters of trying to find her place at Bryn Mawr College, "that many parts of my identity contributed to my sense of non-belonging in academia and insecurities in the classroom". This experience is consistent with that of other students from underrepresented and underserved backgrounds who feel excluded due to dimensions of their identity [39][40][41]. The space of the partnership and the respect of Jamie, both of which explicitly valued Alexis's experience and perspective, gave her "so much more room to feel confident in the position of student consultant".…”

Section: Partnership Supporting Inclusionsupporting

confidence: 76%

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

2020

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Postsecondary educational institutions often struggle to enact their espoused commitments to inclusion. Faculty on temporary appointments and students traditionally underrepresented in and underserved by colleges and universities, in particular, can feel excluded. In this article, we argue that student–faculty pedagogical partnership can help postsecondary institutions better enact their espoused commitments to inclusion by nurturing rhizomatic development for human sustainability. We describe how a student–faculty pedagogical partnership program provides a brave space within which rhizomatic growth can unfold by offering an autoethnographic case study of one faculty–student pair who worked in a semester-long pedagogical partnership through this program. Their work aimed to affirm and extend inclusive practices in the faculty member’s STEM course, and the unexpected intertwining of their paths also served to foster a sense of inclusion for both partners. After an introductory discussion of the partnership program, definition of rhizomatic growth as we use it, and an explanation of our method, the faculty and student partners present their autoethnographic case study by alternating their voices. We focus our discussion and recommendations on how partnership supports rhizomatic growth, inclusion, resistance to hegemony, and human sustainability. Finally, we propose possible directions for future research in each of these areas.

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Section: Partnership Supporting Inclusionsupporting

confidence: 76%

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

2020

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“…Despite the fact that she notes likely racial slurs, she does not believe students of different racial backgrounds have different experiences, even as she admits that these slurs must negatively affect them; data indicate both slurs and macroaggressions negatively affect students of color (Brooms & Davis, 2017; Masta, 2018a). In short, and consistent with other literature, we see strong evidence of the specific categories of color-blind racism originally articulated by Bonilla-Silva.…”

Section: Resultsmentioning

confidence: 99%

Undergraduate students’ perceptions of diversity over time.

Dingel

Sage

2020

Journal of Diversity in Higher Education

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The United States is an increasingly diverse nation. It is therefore critical to cultivate an appreciation of racial difference. To bridge lay understandings with the reality of racial inequality, we must understand the ways citizens think about diversity and contextualize these within our current racial structure. In this paper, we interviewed 32 first- and second-year college students about their perceptions of diversity and, in the context of diversity, how well they fit in at their university. We reinterviewed 18 of these students 2 years later, when they were in their third or fourth year in college. We found that these students classified a wide range of traits under the concept of diversity. With respect to race, students exhibited a high degree of what Eduardo Bonilla-Silva describes as color-blind racism. Beyond that, we found that although students’ attitudes about diversity were quite stable over these 2 years, there were interesting changes. Namely, students’ introduction of learning styles and career goals in the second interviews reflects both the depth with which individuals’ concepts of difference and diversity are deeply embedded in their social context, and that color-blind ideology is flexible enough to incorporate these context-specific frameworks.

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“…In our study, peers provided additional support for students’ cultural congruity and may reduce the feelings of isolation as AI/AN students navigate the STEM context. In terms of mental health issues and programs, past research has emphasized microaggressions that AI/AN students experience by their peers in the academic setting (Masta, 2018). Our research provides a contrast to these experiences of microaggressions and a guide to future programs by showing the positive ways in which peers can support AI/AN graduate students.…”

Section: Discussionmentioning

confidence: 99%

Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

Brazill¹,

Myers²,

Myers³

et al. 2023

Journal of Diversity in Higher Education

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This quantitative study aimed to understand processes germane to Indigenous graduate students' transcultural socialization in Science, Engineering, Technology, and Math fields (STEM). We theorized that transculturation and "wayfinding" are complementary socialization processes to promote healthy socialization of Indigenous graduate students in STEM. We hypothesized that socialization components including peer interactions, mentor's cultural support, and university environment fit would facilitate academic confidence and cultural congruity. We conducted an exploratory study using a sample of 44 Indigenous STEM graduate students from 12 American public research universities. Our results found elevated levels of cultural congruity among those students who reported more favorable peer interactions, but the simultaneous experiences of mentor's cultural support and university environment fit did not reveal such an influence. Students reported greater levels of academic confidence in the presence of mentor's cultural support and university environment fit but not for peer influence. We situated these findings within prior research and recommendations for programs and practices where universities, peers, and mentors can provide cultural support, inspire academic confidence, and further enhance well-being through honoring the cultural strengths of Indigenous students.

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‘I am exhausted:’ everyday occurrences of being Native American

Cited by 17 publications

References 21 publications

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

Undergraduate students’ perceptions of diversity over time.

Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

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