The challenges faced by American Indian students are multifaceted and complex, stemming from a combination of historical, social, and economic factors. These factors contribute to a lack of access to quality education, limited support systems, and a sense of alienation from the dominant culture. One of the most significant challenges is the lack of culturally relevant educational resources and support systems. Many American Indian students come from communities where traditional knowledge and practices are valued and respected.
PWIs, on the other hand, are often characterized by a lack of cultural awareness and sensitivity, leading to a disconnect between students and the institution (Bryan, 2019). This disconnect can manifest in various ways, including a lack of culturally relevant curriculum, limited access to Native American faculty and staff, and a lack of support for Native American student organizations (Bryan, 2019). The lack of support for American Indian students at PWIs is a significant barrier to their academic success and overall well-being.
This research gap highlights the need for a deeper understanding of the complex interplay between identity, belonging, and academic success for Native students. **Here’s a breakdown of the key points:**
1. **Differences in Support:**
* **TCUs (Tribal Colleges and Universities):** Offer culturally relevant support systems, often tailored to the specific needs of Native students.
* The study investigated the relationship between American Indian students’ sense of belonging and the type of institution they attend. * The research focused on two types of institutions: Predominantly White Institutions (PWIs) and Tribal Colleges and Universities (TCUs). * The study aimed to determine if there was a significant correlation between the type of institution and American Indian students’ sense of belonging.
* **Quantitative Methodology:** The study employed a quantitative approach, utilizing data that can be measured and analyzed statistically. * **Correlational and Causal-Comparative Design:** The research design incorporated both correlational and causal-comparative elements.
The SOBS is a comprehensive instrument designed to assess the validity and reliability of various types of research instruments. The SOBS consists of a series of questions that are designed to elicit information about the construct being measured, the measurement process, and the relationship between the construct and the measured variables. The SOBS is a valuable tool for researchers because it provides a structured framework for evaluating the quality of their research instruments. This framework helps researchers to identify potential weaknesses in their instruments and to take steps to improve their instruments. The SOBS can be used to assess the validity and reliability of a wide range of research instruments, including surveys, interviews, and experiments.
The study employed a mixed-methods approach, combining quantitative and qualitative data collection methods. Quantitative data was collected through surveys, while qualitative data was collected through focus groups and interviews. The surveys were administered to a sample of 100 students from each of the three groups (community college, undergraduate, and graduate). The surveys were designed to assess the students’ experiences with academic support services, including tutoring, writing centers, and academic advising.
* **IRB Approval:** Explain the purpose of the IRB and its role in protecting participants’ rights and welfare. * **Informed Consent:** Elaborate on the concept of informed consent and its importance in research. * **Potential Risks:** Discuss the types of potential risks involved in research and how researchers should assess and mitigate them. * **Privacy and Confidentiality:** Explain the importance of protecting participants’ privacy and confidentiality in research.
The study focused on the experiences of American Indian students in a college setting. The study aimed to understand the unique challenges and opportunities they face in navigating the academic and social environments of a college campus. The study’s methodology involved a qualitative approach, utilizing semi-structured interviews and focus groups. These methods allowed researchers to delve deeper into the participants’ experiences, exploring their perspectives and understanding the nuances of their lived experiences.
The independent variable, perceived social support, was measured using a 10-item questionnaire, with each item assessing a different aspect of social support. The questionnaire was designed to assess the level of perceived social support from various sources, including family, friends, and colleagues. Participants were asked to rate their agreement with each statement on a 5-point Likert scale, ranging from strongly disagree to strongly agree.
This suggests that American Indian students at PWI may experience a greater sense of isolation or exclusion compared to American Indian students at TCU. **Key Points:**
* **Independent Samples T-test:** Used to compare the means of two independent groups. * **Null Hypothesis:** The hypothesis that there is no difference between the means of the two groups. * **Mann-Whitney U test:** A non-parametric alternative to the t-test, used when the data does not meet the assumptions of the t-test.
2019; Oxenine & Taub, 2021). These studies have highlighted the importance of fostering a sense of belonging and persistence in Native students. The summary provided is a good starting point, but it lacks depth and detail.
This study contributes to the understanding of the unique challenges and opportunities that American Indian students face when navigating the higher education system. **Key Findings:**
* **Positive Correlation:** American Indian students who attend PWIs have a statistically significant positive correlation with their sense of belonging. * **Unique Challenges and Opportunities:** The study highlights the unique challenges and opportunities that American Indian students face when navigating the higher education system.
Journal of College Student Development, 61(4), 367-384. Bazemore-James, C.M., & Dunn, M. (2020). The Modern Era of Indigenous College Student Support in Primarily White Institutions.
This study explores the impact of race-reimaged belongingness on academic outcomes and goal pursuits among Indigenous community college students. The researchers used a mixed-methods approach, combining quantitative and qualitative data to understand the complex interplay of factors influencing these students’ experiences. The study found that Indigenous community college students who experience race-reimaged belongingness, a sense of belonging that acknowledges and affirms their Indigenous identity, are more likely to achieve higher academic outcomes and pursue their goals. This finding is significant because it challenges the traditional view of belongingness that often overlooks or minimizes Indigenous identities.
This article explores the challenges faced by American Indian graduate students and the factors that contribute to their persistence. The authors examine the impact of various factors, including cultural factors, academic factors, and social factors, on the academic journey of these students. The study highlights the importance of understanding the unique challenges faced by American Indian graduate students.
Masta’s article, “I Am Exhausted: Everyday Occurrences of Being Native American,” explores the lived experiences of Native Americans in the United States. Masta argues that Native Americans face a constant barrage of challenges and injustices, stemming from historical and ongoing systemic oppression. He highlights the pervasive nature of these challenges, arguing that they are not isolated incidents but rather a systemic issue that permeates all aspects of Native American life.
This article examines the impact of institutional integration and cultural integrity on the sense of belonging for Native students at non-native colleges and universities. The authors argue that these factors play a significant role in fostering a sense of belonging and reducing the negative impacts of being a minority group on campus. The study focuses on the experiences of Native students at a variety of non-native institutions, including public and private, and across different geographic regions.
u=n00017744&sid=AONE&xid=2b52748a. This study examines the relationship between academic stress and persistence decisions among Diné College students attending Diné Community College. The researchers used a mixed-methods approach, combining quantitative and qualitative data to understand the experiences of Diné students. The study found that academic stress significantly impacted students’ persistence decisions.
