Giving Back: Deconstructing Persistence for Indigenous Students

Autor/inn/en	Lopez, Jameson D.; Tachine, Amanda R.
Titel	Giving Back: Deconstructing Persistence for Indigenous Students
Quelle	In: Journal of College Student Development, 62 (2021) 5, S.613-618 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Academic Persistence; Altruism; College Students; School Holding Power; Peer Relationship; Correlation; American Indian Students; Grade Point Average; Tribes; Student Characteristics + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Collegestudent; Peer-Beziehungen; Korrelation; Tribal society; Stammesgesellschaft
Abstract	Nation-building and giving back represent a cyclical relationship rooted in Indigenous ways of knowing. To give back in a postsecondary context means to acquire a college degree to help advance efforts of nation-building. Therefore, students' desire to give back is an Indigenous teaching that emphasizes relationality relationships, reciprocity, and a deep sense of nationhood (Reyes, 2019). Brayboy and colleagues (2012) theorized that persistence rates for Native American students increase when they focus on the desire to give back to a broader community rather than on themselves. Other research suggested the desire to give back influences college persistence among Indigenous students (Drywater-Whitekiller, 2010). The desire to give back also shapes Native students' reciprocal exchange of support (feeling supported and supporting other Native students), desire to nurture relationships, connection to home/land (place), and interest in altruistic behaviors (Reyes, 2019; Waterman, 2007). This study built upon earlier qualitative research using a quantitative analysis to operationalize the desire to give back. It hypothesizes that if the desire to give back is a factor for persistence among Native Americans and an association between giving back and nation-building exists, then contributing to nation-building may relate to the persistence of Native American students. (ERIC).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01