Abstract
This chapter explores the degree to which Native American culture impacts the resiliency of Native American students earning degrees at three tribal colleges in the southwestern part of the United States. This is a qualitative case study that was based on the following research question: “How does Native American culture contribute to the resiliency of Native American students who are earning a degree at a tribal college?” This chapter focuses on the concerns of Native American students, and the cultural events they may have encountered during their educational journey. The research data were collected from interviews of 18 Native American students who were in their last year of college. Themes surrounding culture, resiliency, tribal colleges, academics, and Native American role models were discovered and used to determine the impact Native American culture has on the resiliency of Native American students.
TopBackground
Native American education today is very different from how it began with boarding schools, where the focus was to remove the “Indian” from the Native American students. Historically, the U.S. government had four goals in providing academic education for all Native American students who were sent to boarding schools. The first was to civilize them by teaching them “to read, write, and speak the English language” (Adams, 1995, p.21). The next goal was to individualize them by teaching them to work for individual gain of property, money, and to learn American egotism. Also, the U.S. Government sought to Christianize them so they would “embrace an entire ethical code” (p. 23), which would allow them to be responsible for their Christianity. Lastly, the government wanted to train them for citizenship by teaching them to accept that the taking of their land was justifiable, and the only hope for their race was to join in American progress.
Adams (1995) revealed several early struggles that resulted in the resistance of Native Americans students to their education. First, Native American students struggled with being separated from their parents to attend school. Second, older Native American students struggled because they viewed their education as an “assault on their cultural identity” (p. 223). Third, Adams described their struggle in psychological terms; he stated they struggled with cognitive control. Native American culture, like other cultures, has a distinct paradigm of the world that impacts views, decisions, and actions. Adams acknowledged this as cognitive control. Native American students struggled with knowing what to think and how to act because they faced a severe culture clash between their culture and the white culture exhibited in the boarding schools. Though many Native American students struggle with their education, a growing number have persisted and continued to the point of seeking higher education.
In order to understand their resiliency, it is essential to recognize the current challenges experienced by a majority of Native American college students. These challenges include a) the perception that white campuses are hostile toward them, b) inadequate preparation for college in high school, and c) low levels of financial support (Jackson, Hill, & Smith, 2003).
Key Terms in this Chapter
Resilience: Resilience is the ability to overcome any personal, family, or social challenges that keep a person from continuing to work toward a particular goal.
Native American: Native American heritage can be traced back to the indigenous peoples of North America.
Native American Culture: Native American culture involves the beliefs, values, and traditions of Native Americans in today’s world, especially concerning family, elders, respect for the earth and living in balance with one’s self and others.
Tribal College: Tribal colleges are federally recognized colleges or universities with the goal to preserve native languages and native culture.