Date of Award:

12-2022

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Melissa Tehee

Committee

Melissa Tehee

Committee

Scott Bates

Committee

Breanne Litts

Committee

Daniel Piper

Committee

Bryan Brayboy

Abstract

Native American students in higher education are often asked to find a sense of belonging in places and spaces that do not reflect their cultures or worldviews. This can lead to isolation and a feeling of having to choose between themselves and their identities as Indigenous peoples. This contributes to poorer mental health, loss of well-being, and decreased academic success. The purpose of this study was to ask seven Native American participants how they defined sense of belonging from their own worldviews. Participants were also asked about spaces and places in higher education that helped or did not help them belong, and how this affected their mental health, well-being, and ability to succeed in the university setting. Using a metaphor of a Cherokee double-walled basket, we drew from our collective stories to define belonging in the following ways: connection, safety, acknowledgment, respect, presence, purpose, and growth. These themes became a model of Indigenized belonging called “Having the Spirit in the Circle”. Two other key themes that affected belonging were gatekeepers and way-makers. Gatekeepers in higher education created barriers to success and way-makers decreased barriers. What we learned together will be used to inform universities about ways they can change current academic success structures to promote belonging that aligns with Indigenous ways of knowing and being and to help Native American students succeed.

Checksum

55ca79e950a0c0998ab46aba38198dc9

Download

Included in

Psychology Commons

Share

COinS

Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .