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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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Demonstratives in Nsélišcn ‘Montana Salish’
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In: Graduate Student Theses, Dissertations, & Professional Papers (2022)
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All These Things We've Done Before: A Brief History of Red-Power Inspired Projects, Programs, and Efforts at the University of Nebraska-Lincoln and What They Can Do For Us Today
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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A Critical Discourse Study of Indigenous Language Revitalisation Policy in Taiwan
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Silence, Sound and Subtitles: Exploring Quechua, K’iche’ and the History of Indigenous Languages in United States Film and Television
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Heart of the Stone: A Critical Translation and Trilingual Edition of Rosa Chávez’s Ri uk’u’x ri ab’aj / El corazón de la piedra
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The Higher Education Experiences of Native American Students: A Qualitative Study of Historical Trauma, Identity, and Institutional Support
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Abstract:
This study addressed Native American students’ perceptions of their educational experiences, 142 years after the first federally-run, off-reservation Indian Boarding School opened, and their perceptions of how university staff, faculty, and administrators could better serve Native students. Qualitative interviews were conducted with five Native students and two Native alumni who were members of an American Indian student organization at a university that sits on Tribal land in California. Owing to COVID-19 pandemic protocols, 60-90 minute interviews took place online utilizing a video-conferencing tool. Research questions focused on Native students’ intersectional identities, experiences identified by students regarding the historical trauma of Indian Boarding Schools, students’ descriptions of challenges and gaps in service at the university, and students’ descriptions of how the university might better support Native students. The literature reviewed for the study included how education was brought to Native Americans and its impact, the theoretical underpinnings of Indigenous research methodologies, and belongingness among Native students. Study findings were organized according to major themes, minor themes, and subthemes related to challenges (such as lack of funding, space, and resources), identity, belongingness, and trauma, including first- and second-generational accounts of trauma. Students (termed Relatives) relayed the connections they felt to the history of the Indian Boarding Schools and other acts of historical trauma. They indicated there were so few Native-identified students on campus that they sometimes felt isolated, invalidated, unsafe, and deeply dissatisfied, citing numerous examples. Suggestions for improvements on campus, related to the types of support they wanted the university to provide, also were offered. Findings from this study supported what is authored by other Native researchers and expanded understanding about belongingness and resilience, as well as Native students’ desires to practice heritage languages, ceremonies, and Indigenous knowledgeways. Implications for practice included creating a Native student support center/department, creating a full academic program, and initiating partnerships with local Tribes.Keywords: Native American, American Indian, Indigenous research methodologies, intersectionality, historical trauma, Indian boarding school, higher education
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Keyword:
American Indian; Education; Higher education; Historical trauma; Indian boarding school; Indigenous research methodologies; Intersectionality; Native American; Native American studies
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URL: https://escholarship.org/uc/item/4bd8b54m
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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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Rez Theory: Aesthetics of the Everyday in Native American Literature and Television ...
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| 10 |
The Current Language Crisis in Siberia
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In: University Honors Theses (2021)
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Maine Bilingual Signage Photographs_Memorial Union/máwikamik w
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In: Social Justice: Diversity, Equity, & Inclusion (2021)
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UMaine Bilingual Signage Photographs Mahaney Diamond/ɑttali-apesk w amhàtimək
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In: Social Justice: Diversity, Equity, & Inclusion (2021)
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UMaine Bilingual Signage Photographs South/sαwànahkik/pkite'snuk
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In: Social Justice: Diversity, Equity, & Inclusion (2021)
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UMaine Bilingual Signage Photographs Cutler Health Center/sαkəlamálsəwαkan mαwte
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In: Social Justice: Diversity, Equity, & Inclusion (2021)
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Maine Bilingual Signage Photographs_Fogler Library/awihkhikaní-wikəwαm
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In: Social Justice: Diversity, Equity, & Inclusion (2021)
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UMaine Bilingual Signage Photographs Bike Path/àwətəssis
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In: Social Justice: Diversity, Equity, & Inclusion (2021)
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UMaine Bilingual Signage Photographs Littlefield Garden/kkìhkαn
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In: Social Justice: Diversity, Equity, & Inclusion (2021)
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Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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Non-Māori-speaking New Zealanders have a Māori proto-lexicon
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| 20 |
A Review of Indigenous Second Language Acquisition: Factors leading to proficiency in te reo Māori (the Māori language)
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