Institutional Commitments to Ensure Native Graduate Student Success

Abstract

Rather than implementing diversity initiatives piecemeal, institutions seeking to broaden the participation of Indigenous students in higher education should consider adopting a comprehensive strategy of transformation. This chapter provides elements of a comprehensive strategy to ensure the success of Indigenous students.

Enabling Success Through Transformative Practices in STEM: The Effects of Applying an Anti-Deficit Framework to Diversity and Equity Programming

“…The theory highlights three factors that influence each of these facets of SCCT: sociocognitive mechanisms as in the student's belief system, person factors as in the student's personal characteristics and aptitude, and contextual variables as in the features of the environment or culture that promote or inhibit choices (Lent et al, 1994). Existing studies of HUM student graduate training and career choices have examined socio-cognitive mechanisms (Carlone & Johnson, 2007;Gardner 2008;Gibau 2015), person factors (Carlone & Johnson, 2007;Gardner 2008;Gibau 2015), and to a lesser extent, contextual variables (Mills et al, 2019). The anti-deficit framework can enhance SCCT by orienting the line of inquiry about the facets of the theory towards the enablers of persistence and success, rather than the ongoing structures that perpetuate persistent disparities and inequities in achievement (Harper, 2010).…”