Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Gizelle Luevano
Second Advisor
Heather Saunders
Abstract
Previous research has examined retention rates of Native American and Indigenous students within the United States in higher education; however, there remains a significant narrative silence regarding the lived stories and personal chronologies of these students (Brayboy et al., 2015; Davidson & Lopez, 2023; Oxendine et al., 2018). The purpose of this qualitative narrative inquiry was to elicit and restory the lived narratives of Native American and Indigenous students enrolled in predominantly White institutions (PWI) of higher education. This study’s literature review themes include: (a) history of Native American and Indigenous students, (b) contemporary research on Native American and Indigenous students, (c) sense of belonging among Native American and Indigenous students, (d) support systems for Native American and Indigenous students, (e) preserving cultural identity and tribal connections for Native American and Indigenous students, and (f) Indigenous knowledge systems for Native American and Indigenous students. Semi-structured interviews lasting approximately 1 hour were conducted with eight Native American and Indigenous students who shared their individual narrative accounts. After transcription and narrative threading, their interviews were restoryed and sent to them for verification. Three primary resonant patterns were identified: (a) recognizing the need for Indigenous support systems, (b) navigating a sense of belonging and cultural identity, and (c) recognizing institutional cultural incompetence. These findings shed light on the challenges of navigating systemic cultural barriers, seeking support systems, and reconciling their cultural identities. With this study’s recommendations, institutional leaders can learn how to improve practices that combat isolation so Native American and Indigenous students can thrive, be acknowledged, and feel heard.
Comment
Ed.D. Dissertation
Recommended Citation
Anderson, Chandra, "Navigating Predominantly White Institutions: A Narrative Inquiry Restorying Native American And Indigenous Students' Lived Experiences Of Higher Education" (2026). Doctor of Education Program Dissertations. 71.
https://dune.une.edu/edu_diss/71