Literaturnachweis - Detailanzeige
Autor/inn/en | Lopez, Jameson D.; Tachine, Amanda R. |
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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 |
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 |
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 |