Cultural Congruity and Academic Confidence of American Indian Graduate Students in STEM: Peer Interactions, Mentor Cultural Support, and University Environment Fit

Autor/inn/en	Brazill, Shihua Chen; Myers, Carrie B.; Myers, Scott M.; Johnson, Catherine Mary
Titel	Cultural Congruity and Academic Confidence of American Indian Graduate Students in STEM: Peer Interactions, Mentor Cultural Support, and University Environment Fit
Quelle	In: Journal of Diversity in Higher Education, 16 (2023) 4, S.425-436 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brazill, Shihua Chen) ORCID (Myers, Carrie B.) ORCID (Johnson, Catherine Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000353
Schlagwörter	Graduate Students; Indigenous Populations; American Indian Students; STEM Education; Self Esteem; Academic Achievement; Cultural Background; Peer Relationship; Interaction; Mentors; Social Support Groups; College Environment; Socialization; Acculturation; Student Experience + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Sinti und Roma; STEM; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Peer-Beziehungen; Interaktion; Social support; Soziale Unterstützung; Hochschulumwelt; Socialisation; Sozialisation; Akkulturation; Studienerfahrung
Abstract	This quantitative study aimed to understand processes germane to Indigenous graduate students' transcultural socialization in Science, Engineering, Technology, and Math fields (STEM). We theorized that transculturation and "wayfinding" are complementary socialization processes to promote healthy socialization of Indigenous graduate students in STEM. We hypothesized that socialization components including peer interactions, mentor's cultural support, and university environment fit would facilitate academic confidence and cultural congruity. We conducted an exploratory study using a sample of 44 Indigenous STEM graduate students from 12 American public research universities. Our results found elevated levels of cultural congruity among those students who reported more favorable peer interactions, but the simultaneous experiences of mentor's cultural support and university environment fit did not reveal such an influence. Students reported greater levels of academic confidence in the presence of mentor's cultural support and university environment fit but not for peer influence. We situated these findings within prior research and recommendations for programs and practices where universities, peers, and mentors can provide cultural support, inspire academic confidence, and further enhance well-being through honoring the cultural strengths of Indigenous students. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01