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Native American Cultural Identity Exploration in Their Postsecondary Education: A Narrative Inquiry

Native American Cultural Identity Exploration in Their Postsecondary Education: A Narrative Inquiry

Susan Shepherd Ferebee, Andrew C. Lawlor
Copyright: © 2020 |Pages: 23
ISBN13: 9781799835837|ISBN10: 1799835839|ISBN13 Softcover: 9781799835844|EISBN13: 9781799835851
DOI: 10.4018/978-1-7998-3583-7.ch009
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MLA

Ferebee, Susan Shepherd, and Andrew C. Lawlor. "Native American Cultural Identity Exploration in Their Postsecondary Education: A Narrative Inquiry." Socioeconomics, Diversity, and the Politics of Online Education, edited by Kristina Setzekorn, et al., IGI Global, 2020, pp. 142-164. https://doi.org/10.4018/978-1-7998-3583-7.ch009

APA

Ferebee, S. S. & Lawlor, A. C. (2020). Native American Cultural Identity Exploration in Their Postsecondary Education: A Narrative Inquiry. In K. Setzekorn, N. Patnayakuni, & T. Burton (Eds.), Socioeconomics, Diversity, and the Politics of Online Education (pp. 142-164). IGI Global. https://doi.org/10.4018/978-1-7998-3583-7.ch009

Chicago

Ferebee, Susan Shepherd, and Andrew C. Lawlor. "Native American Cultural Identity Exploration in Their Postsecondary Education: A Narrative Inquiry." In Socioeconomics, Diversity, and the Politics of Online Education, edited by Kristina Setzekorn, Nainika Patnayakuni, and Tina Burton, 142-164. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3583-7.ch009

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Abstract

Thirteen percent of American Indians/Alaskan Natives have achieved a bachelors' degree or higher compared to 28% of the overall United States population. Improving Native American educational attainment is critical as a pathway to economic prosperity and social equality. The problem is that educational leaders do not know what American Indians/Alaskan Natives consider a successful educational experience as aligned with their cultural identity. The purpose of this qualitative narrative inquiry was to examine the post-secondary experiences of American Indians/Alaskan Natives through their online stories via social media. Results showed the American Indians/Alaskan Natives' culture dominated their educational experience, and they were unlikely to widen their social identity. Moving from a mono-cultural view to one that includes a Eurocentric college culture could be contributory and fruitful. Online education might allow these Native American students to remain in their culture and still experience the Eurocentric college culture.

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