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Indigenous Students Navigating Commu...

Scott, Mona.

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Indigenous Students Navigating Community College an Assessment of Culturally-Based Empowerment Workshops.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Indigenous Students Navigating Community College an Assessment of Culturally-Based Empowerment Workshops./
Author:	Scott, Mona.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	136 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814095
ISBN:	9780355973129

Indigenous Students Navigating Community College an Assessment of Culturally-Based Empowerment Workshops.
Scott, Mona.

Indigenous Students Navigating Community College an Assessment of Culturally-Based Empowerment Workshops. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 136 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ed.D.)--Arizona State University, 2018.

This item must not be sold to any third party vendors.

Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college.

ISBN: 9780355973129Subjects--Topical Terms:

2122836
Community college education.

Indigenous Students Navigating Community College an Assessment of Culturally-Based Empowerment Workshops.
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520 $a Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college.
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