"They Won't Do It the Way I Can": Haudenosaunee Relationality and Goodness in Native American Postsecondary Student Support

Autor/in	Waterman, Stephanie J.
Titel	"They Won't Do It the Way I Can": Haudenosaunee Relationality and Goodness in Native American Postsecondary Student Support
Quelle	In: Journal of Diversity in Higher Education, 16 (2023) 4, S.437-446 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waterman, Stephanie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000352
Schlagwörter	American Indians; College Students; Social Support Groups; School Personnel; Success; Indigenous Knowledge; Motivation; Values; Interpersonal Relationship; Personality Traits + Suchen Sie Ihr Suchwort? American Indian; Indianer; Collegestudent; Social support; Soziale Unterstützung; Schulpersonal; Erfolg; psychologische; Motivation (psychologisch); Wertbegriff; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	This article demonstrates how the Haudenosaunee concept of goodness is central to the foundational ontology of five Haudenosaunee higher education personnel who were identified by former students as instrumental to their postsecondary student success. Findings regarding participants' roles in student support and incorporation of Indigenous knowledge systems are based on qualitative data. Themes from the participant interviews were the varied pathways to the profession, importance of motivation and encouragement, contributing more than the job description, and incorporation of traditional value systems. Goodness based on the "Good Mind" stood out as fundamental to this process. (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