American Indian tribal identity in the 21st century: exploratory narratives of American Indian college students at predominantly white institutions

American Indian;Exploratory narrative research;Qualitative;Indigenous research methodology

Smith, Beverly Jean

关键词: American Indian;    Exploratory narrative research;    Qualitative;    Indigenous research methodology;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/97419/SMITH-DISSERTATION-2017.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This study explores the identity of American Indian college students who have attended a predominantly white institution within the 21st century.This study responds to the needed inquiry of research and literature about and for American Indian college students by American Indians.‘Stories within stories’ is the overall framework centralizing Horse’s (2005) American Indian Identity list of the 5 consciousnesses as the point of reference for aiding in defining American Indian and tribal identity.The qualitative exploratory narrative puts research into action not only as a form of resistance (Kovach, 2005) but to establish American Indian identity throughout this dissertation research process with indigenous research process considerations (Tuhiwai Smith, 2013; Wilson, 2008).The literature reviews the overall American Indian higher education pipeline including the formation of American Indian tribal identity beyond the erasure in research, literature and sociohistorical institutions. Through their narratives, the 7 co-researchers who identify as American Indian tribal people confirm the inclusion of Horse’s (2005) five areas of consciousnesses.Spirituality was the dominant theme of empowerment but also central in their narrative of their self-definition. The conclusion and discussion of this dissertation study aims to inform and improve the understanding of empowerment of American Indian students and its insight for student affairs theory, practice, praxis and pedagogy.