Indigenous Cultural Development and Academic Achievement of Tribal Community College Students: Mediating Roles of Sense of Belonging and Support for Student Success

Autor/inn/en	Fong, Carlton J.; Owens, Sam L.; Segovia, John; Hoff, Meagan A.; Alejandro, Adam J.
Titel	Indigenous Cultural Development and Academic Achievement of Tribal Community College Students: Mediating Roles of Sense of Belonging and Support for Student Success
Quelle	In: Journal of Diversity in Higher Education, 16 (2023) 6, S.709-722 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fong, Carlton J.) ORCID (Hoff, Meagan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000370
Schlagwörter	Indigenous Populations; Tribally Controlled Education; Community College Students; American Indian Education; Cultural Influences; Educational Attainment; Academic Achievement; Sense of Community; Academic Support Services; Self Concept; Learner Engagement; Cultural Maintenance; American Indian Students; Alaska Natives; Financial Support; Child Care; Student Surveys; Student Characteristics; Student Attitudes; American Indian Culture; Community College Survey of Student Engagement + Suchen Sie Ihr Suchwort? Sinti und Roma; Community college; Community colleges; College students; Community College; Collegestudent; Cultural influence; Kultureinfluss; Bildungsabschluss; Bildungsgut; Schulleistung; Selbstkonzept; Inuit; Finanzielle Förderung; Kinderfürsorge; Kinderbetreuung; Schülerbefragung; Schülerverhalten
Abstract	Understanding the college experiences of Indigenous students in the United States is critical to enhance their goals of educational attainment. Indigenous college students have been historically underserved by institutions they attend, which are often fraught with the uncertainty of belonging and feelings of isolation. A driving force behind this marginalization is the lack of proper valuation of cultural ways of knowing and being central to their identities. Thus, we sought to examine factors associated with tribal college students' academic achievement: the degree to which institutions support Indigenous students' cultural development and their other academic, social, and nonacademic needs in addition to perceptions of belongingness. With a secondary data sample of 1,393 self-identifying Indigenous students (65% women) across 22 institutions from the Community College Survey of Student Engagement as part of the Tribal Student Success and Completion Project, we situated our study in tribal community colleges, which by design, prioritize the preservation of Indigenous culture and can provide valuable lessons for all institutions to support the academic goals of Indigenous students. Our structural equation model suggested that perceiving institutional support of Indigenous cultural development did not directly impact students' grade point average (GPA) but rather indirectly via their sense of belonging and perceptions of support for student success. Our study sheds light on possible pathways through which respecting students' cultural assets can be linked with their academic performance. Implications for higher education and efforts to forefront Indigenous culture are discussed. (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