Research has noted the persistence of hostile campus environments for underrepresented college students. However, Native and Indigenous students continue to be one of the most understudied populations within higher education, particularly as it relates to their campus experience and ways in which they navigate institutional climates. In addition to illuminating the campus climates Native students face at predominantly White institutions, this dissertation examines the impact that Indigenous cultural centers have on their overall campus experience and persistence. As the primary method, it draws on 12 semi-structured interviews with Indigenous students at a predominately White institution within the Southeast United States. Findings from this study demonstrate the systemic colonization which exists in higher education through the analysis of microaggressions students regularly face. Unique to Native students, these were most often laden with narratives of erasure. However, in the face of less-than-ideal climates, participants in the study also derived a sense of community, affirmation, and support from the existence of a Native student center. Though participants derived many benefits from having such a space, they also indicated that the Native center was not always immune to the climate issues faced within the larger campus. These accounts contrast existing research on cultural centers. Findings from this study suggests that the narrow understanding of Indigenous identity as an exclusively racialized one, functions as a powerful tool in advancing erasure narratives within the space itself. / Doctor of Philosophy / Research has noted the persistence of hostile campus environments for underrepresented college students. However, Native and Indigenous students continue to be one of the most understudied populations within higher education, particularly as it relates to their campus experience and ways in which they navigate institutional climates. In addition to illuminating the campus climates Native students face at predominantly White institutions, this dissertation examines the impact that Indigenous cultural centers have on their overall campus experience and persistence. As the primary method, it draws on 12 semi-structured interviews with Indigenous students at a predominately White institution within the Southeast United States. Findings from this study demonstrate the ways in which colonization manifests in the higher education setting through the analysis of participant encounters in and out of the classroom. For Native students, these were most often laden with narratives of erasure or the idea that Native peoples have all but ceased to exist. However, in the face of less-than-ideal climates, participants in the study also derived a sense of community, affirmation, and support from the existence of a Native student center. Though participants derived many benefits from having such a space, they also indicated that the Native center was not always immune to the climate issues faced within the larger campus. These accounts contrast existing research on cultural centers. Findings from this study suggests that the narrow understanding of Indigenous identity as an exclusively racialized one, functions as a powerful tool in advancing erasure narratives within the space itself.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/110111 |
| Date | 17 May 2022 |
| Creators | Faircloth, Melissa |
| Contributors | Sociology, Cook, Samuel R., Brunsma, David L., Ovink, Sarah, Precoda, Karl R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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