American Indian College Students Research Articles

“That's Why We Hold Hands”: Gadugi and the Path Toward Indigenizing a PWI

This article seeks to extend our understanding of how American Indian college students’ success is crafted from their lived experiences and ancestral understanding to create community on a college campus. Using a methodology of portraiture, the Cherokee concept of gadugi is explored as a formidable concept to indigenize spaces on a primarily white institution campus. The findings highlight the strength and agency of Eastern Band of Cherokee Indian students in disrupting the marginalizing structures of a settler academy.

Everyday discrimination for American Indian tribal college students enrolled in the Internet All Nations Breath of Life program

Objective Identify factors associated with perceived discrimination, including depression, body image satisfaction, body mass index (BMI), social support, stress, and self-reported social status. Participants A total of 249 American Indian tribal college students Methods Students were recruited for an Internet-based smoking cessation program. A total of 249 students answered the Everyday Discrimination Scale questions to assess perceived discrimination. We conducted bivariate analyses to determine potential significant associations between perceived discrimination and health outcomes at baseline. Results We found 63% of the sample reported racial discrimination. Among those who reported moderate/severe depression, 87% reported discrimination. Among those who were not satisfied with their body image, 70% reported racial discrimination. Conclusion Reports of racial discrimination are highly prevalent among our participants. We found reports of discrimination are significantly associated with depression and dissatisfaction with body image. Our study highlights a high priority population that perceives racial discrimination, potentially increasing their risk for adverse health outcomes.

Understanding measures of racial discrimination and microaggressions among American Indian and Alaska Native college students in the Southwest United States

BackgroundRacial discrimination, including microaggressions, contributes to health inequities, yet research on discrimination and microaggressions has focused on single measures without adequate psychometric evaluation. To address this gap, we examined the psychometric performance of three discrimination/microaggression measures among American Indian and Alaska Native (AI/AN) college students in a large Southwestern city.MethodsStudents (N = 347; 65% female; ages 18–65) completed the revised-Everyday Discrimination Scale, Microaggressions Distress Scale, and Experiences of Discrimination measure. The psychometric performance of these measures was evaluated using item response theory and confirmatory factor analyses. Associations of these measures with age, gender, household income, substance use, and self-rated physical health were examined.ResultsDiscrimination and microaggression items varied from infrequently to almost universally endorsed and each measure was unidimensional and moderately correlated with the other two measures. Most items contributed information about the overall severity of discrimination and collectively provided information across a continuum from everyday microaggressions to physical assault. Greater exposure to discrimination on each measure had small but significant associations with more substance use, lower income, and poorer self-rated physical health. The Experiences of Discrimination measure included more severe forms of discrimination, while the revised-Everyday Discrimination Scale and the Microaggressions Distress Scale represented a wider range of severity.ConclusionsIn clinical practice, these measures can index varying levels of discrimination for AI/ANs, particularly for those in higher educational settings. This study also informs the measurement of racial discrimination and microaggressions more broadly.

Higher Education for California Native Nation Building: A Retrospective on College Experience and Completion

ABSTRACT The purpose of this study was to empirically investigate the symbiotic relationship between Native nation-building and higher education in California (CA)—an understudied topic in Indian education. The aim was two-fold: 1) understand how, and whether, educational achievement and nation-building are tied together, and 2) extend current literature on in-college experience by elevating the perspectives of CA Indian students. Working with a select sample of CA Indians (n = 5), all who graduated from the same public university in the state and are actively involved in their tribes, this exploratory retrospective study examined aspects of college student experience, motivations to complete, and the role of tribal communities in graduation. Participants reflect on the relevancy of education, feeling (under)valued on campus, classroom invalidation and hostility, campus involvement, giving back, and the role of their tribes in pursuing and completing college. These findings extend current research on American Indian college students, while concurrently centering the voices of and building on existing scholarship to include CA Indian college graduates.

Health mindsets as a predictor of physical activity and body mass index in American Indian college students.

American Indians are at increased risk for cardiovascular disease in adulthood, and levels of physical activity and body mass index associate with cardiovascular disease risk. Recent research indicates that one's mindset may play a role in determining health behaviors and outcomes. In a sample of 105 American Indian college students, greater growth health mindset associated with lower body mass index. Bootstrapping analyses revealed a significant indirect effect of health mindset on body mass index through levels of physical activity. These findings suggest that interventions aiming to promote growth health mindsets may be successful in reducing risk for cardiovascular disease in American Indian college students.

Life stress, sense of belonging and sleep in American Indian college students

ObjectivesIn a sample of 90 American Indian (AI) college students (Age M(SD) = 21.47(3.02), 61.1% female), we investigated relationships between stress (perceived psychological stress and recent negative life events), sense of belonging to the university community and tribal community and sleep. We hypothesized that belonging and stress would associate with sleep. MethodsParticipants wore a wrist accelerometer for 7 nights and answered surveys during an in-lab visit. ResultsSense of belonging to the university community associated with actigraphy-measured wake after sleep onset (WASO) (β = −.45, t(80) = −3.98, P < .001, R2 change = 0.16), total sleep time (β = .30, t(80) = 2.49, P = .02, R2 change = .07), sleep efficiency (β = .38, t(80) = 3.29, P = .001, R2 change = .11) and subjective global sleep quality (β = −.44, t(75) = −4.82, P < .001, R2 change = .15). Sense of belonging to the tribal community predicted average wake after sleep onset (β = −.29, t(80) = −2.64, P = .01, R2 change = 0.08). Total negative life events in the preceding year associated with WASO (β = .24, t(80) = 2.19, P = .03, R2 change = 0.05), while perceived psychological stress associated with actigraphy-measured sleep efficiency (β = −.28, t(80) = −2.25, P = .03, R2 change = 0.06) and subjective global sleep quality (β = .40, t(78) = 3.94, P < .001, R2 change = 0.16). ConclusionsStress and sense of belonging associate with sleep in AI college students. Future research should investigate whether life stress and belonging may affect health in this population by affecting patterns of sleep and investigate psychosocial resources that may moderate the relationships between stress, belonging and sleep.

Supplemental Material for Association of Belief in the “Firewater Myth” With Strategies to Avoid Alcohol Consequences Among American Indian and Alaska Native College Students Who Drink

Supplemental Material for Association of Belief in the “Firewater Myth” With Strategies to Avoid Alcohol Consequences Among American Indian and Alaska Native College Students Who Drink

Use of cell phones and computers for health promotion and tobacco cessation by American Indian college students in Montana.

Cell phones and personal computers have become popular mechanisms for delivering and monitoring health information and education, including the delivery of tobacco cessation education and support. Tobacco smoking is prevalent among American Indians (AIs) and Alaska Natives (ANs), with 26% AI/AN adult men smoking compared to 19% of Caucasian adult males and 22% of African American adult males. Smoking is even more prevalent in Northern Plains AI populations, with 42% of men and women reporting current smoking. The literature on the availability and use of cell phones and computers, or the acceptability of use in health promotion among AIs and ANs, is scant. The authors report findings from a survey of AI students regarding their cell phone and computer access and use. The survey was conducted to inform the development and implementation of a text messaging smoking cessation intervention modeled on a program developed and used in Australia. A 22-item paper and pencil survey was administered to students at tribal colleges in rural Montana. The survey questions included cell phone ownership and access to service, use of cell phones and computers for health information, demographics, tobacco use habits, and interest in an intervention study. The study was reviewed and determined exempt by the institutional review boards at the tribal colleges and the lead research university. The study was conducted by researchers at the tribal colleges. Survey respondents received $10 when the survey was completed and returned. Data analysis was performed with the Statistical Package for the Social Sciences. Among 153 AI respondents, the mean age was 29 years, range was 18-64 years. Overall, 40% reported smoking cigarettes with a mean age of 16 years at initiation. A total of 131 participants (86%) had cell phones and, of those, 122 (93%) had unlimited text messaging. A total of 104 (68%) had smart phones (with internet access), although 40% of those with smart phones reported that internet access on their phone was very slow or location limited. A total of 146 (95%) participants reported having access to a computer, although 32% of those did not have daily access. Students aged less than 23 years were more likely to have cell phones with internet access. Cell phone ownership differed by site (93% vs 77%, p=0.007). About 60% of the respondents who smoked indicated interest in participating in the intervention study. This study revealed that AI tribal college students in the rural communities surveyed had less cell phone, smart phone, and computer and internet access than that reported for undergraduate college students elsewhere in the USA. Research efforts and public health interventions must be culturally appropriate and technologically viable, therefore access to and acceptability of mobile technology must be evaluated when planning and implementing interventions for rural and other marginalized populations. The findings from this study contribute to the literature regarding the access to and acceptability of mobile technology for health promotion among AI/AN college students in rural and remote areas, and helped introduce the proposed study to the community and solicited useful data regarding tobacco prevalence and interest in tobacco research in the target population.

Tailoring a web-based weight maintenance intervention for Northern Plains American Indian public university students

Objective: High levels of obesity-related health disparities are common among US American Indian (AI) populations. AI public university students often face unique challenges that may contribute to weight gain and related consequences. Few weight maintenance interventions have been developed that meet the needs of AI public university students. The goal of this study was to determine how to tailor Project Y.E.A.H. (Young Americans Eating and Active for Health), a web-delivered, weight maintenance tool developed for college students to make it culturally relevant for AI public university students. Methods: Three mini focus groups ( N = 15) and five in-depth interviews ( N = 11) were conducted with self-identified AI college students on the campus of South Dakota State University. Participants were recruited with assistance from the American Indian Education and Cultural Center and through campus publicity. Recorded sessions were transcribed and multistep coding was used to assess the aesthetic appeal of the website and determine variations of certain health-related factors. Results: AI public university students have specific and culturally influenced aesthetic, food and physical activity exposures and preferences. AI students may perceive unique stressors compared to non-AI students and practise cultural forms of stress relief. Conclusion: Specific and culturally relevant psychographic information regarding AI college student preferences is needed for the development of effective weight maintenance tools.

Historical loss thinking and symptoms of depression are influenced by ethnic experience in American Indian college students.

Recent research has indicated that historical loss may play an important role in the experience of depression symptoms in American Indian/Alaska Native people. Increased frequency of historical loss thinking has been related to symptoms of depression and other pervasive psychological outcomes (i.e., substance abuse) in American Indian and Canadian First Nations communities. The current study investigated how aspects of ethnic minority experience relate to the incidence of historical loss thinking and symptoms of depression in American Indian adults. Data are presented from 123 self-identified American Indian college students (ages 18-25, 67.50% female) who participated in the study in return for course credit and/or entrance into a raffle for gift cards. Participants completed the Adolescent Historical Loss Scale (AHLS), Scale of Ethnic Experiences (SEE), and the Center for Epidemiologic Studies-Depression Scale (CES-D). Indirect effects of ethnic experience on symptoms of depression through historical loss thinking were calculated with nonparametric bootstrapping procedures. Results indicated that a strong ethnic identification, desire to predominantly socialize with other American Indians, and perceptions of discrimination were associated with increased historical loss thinking. Feelings of comfort and assimilation with the mainstream American culture were negatively related to historical loss thinking. Only perception of discrimination was directly related to symptoms of depression; however, ethnic identification and the preference to predominantly socialize with other American Indians were both indirectly related to elevated depressive symptoms through increased historical loss thinking. The clinical implications for these results are discussed. (PsycINFO Database Record

Barriers and Strategies for Success for American Indian College Students: A Review

American Indian and Alaska Native students have a significantly lower college graduation rate than that of other ethnic groups in the United States. These students often face a variety of barriers to the completion of their education. Overcoming barriers for the achievement of an advanced education takes commitment, hard work, and dedication on behalf of the educational institution as well as the student. Identified and tested strategies that address barriers and assist American Indian and Alaska Native students with positive academic experiences can contribute to academic success.

Indigenous Knowledge Realized: Understanding the Role of Service Learning at the Intersection of Being a Mentor and a College-Going American Indian

The article explores the experiences of 13 undergraduate American Indian college students who served as mentors through a service-learning course while attending a 4-year, predominantly White institution (PWI). This chapter elucidates how serving as a mentor allowed participants to draw on three culturally-relevant persistence factors in higher education: relationship, community, and power. Previous research demonstrates that service learning actively involves college students and encourages them to build a connection and a sense of commitment to the community (Lee &amp; Espino, 2011; Rhoads, 1998). Through a Tribal Critical Race Theory lens, the purpose and function of service learning is deconstructed and redefined to fit the needs of North American Indigenous college students. This article reveals that Indigenous undergraduate students tapped into their own supply of Indigenous knowledge in relating their mentoring experience to building meaningful relationships, to being a positive influence in tribal communities, and to recognizing that service is a cyclical power that positively impacts their collective role in society. The article details how relationship, community, and power from Indigenous perspectives are sources of persistence for American Indian students and how social justice-based, service-learning courses provide safe spaces for students to realize their Indigenous knowledge while attending PWIs.Keywords: American Indian college student; service learning; Indigenous knowledge&gt;

Effects of a Culturally-Relevant Educational Intervention on College Retention and Self-Efficacy for Healthy Choices among American Indian College Students

Effects of a Culturally-Relevant Educational Intervention on College Retention and Self-Efficacy for Healthy Choices among American Indian College Students

A Phenomenological Investigation into Cultural Factors Which May or May Not Contribute to Degree Completion Among American Indian Students in One Community College

This study investigated cultural factors’ contribution to degree completion among American Indian college students. Surveys were sent to 238 currently enrolled and 87 formerly enrolled American Indian students during March 2013. From the survey respondents, a group of ten, all currently enrolled American Indian students, agreed to one-on-one interview sessions with the researcher. Dialoguing sessions were recorded and transcribed; answers were analysed and subjected to close examination through metasynthesis leading to the discovery of themes. Verification of dialogue and transcriptions through triangulation was obtained. The results indicated there were no reported cultural factors that contributed to the retention or attrition of the American Indian college student. For administrators, faculty and staff, the findings affirm practices used to welcome students of various cultures may be effective in preventing attrition of the American Indian student and that cultural factors may not play a role in retention or attrition.

Blood inorganic mercury is directly associated with glucose levels in the human population and may be linked to processed food intake.

Background:The goals of the study were (1) to determine the impact of inorganic mercury exposure on glucose homeostasis; and (2) to evaluate the effectiveness of two community-based interventions in promoting dietary changes among American Indian college students to reduce risk factors for Type-2 Diabetes including fasting glucose, insulin, and mercury levels, weight, and body mass index.Methods:To accomplish goal one, the National Health and Nutrition Examination Survey (NHANES) dataset was analyzed using a previously published method to determine if there is a relationship between inorganic blood mercury and fasting glucose. To accomplish goal two, ten college students were recruited and randomly assigned to a group receiving the online macroepigenetics nutrition course and the support group for eliminating corn sweeteners. Participants in both groups were assessed for diet patterns, weight, body mass index (BMI), fasting glucose, insulin, and mercury levels. The interventions were implemented over a 10-week period.Results:Analysis of the NHANES data (n=16,232) determined a direct relationship between inorganic mercury in blood and fasting glucose levels (p<0.001). The participants who took the online macroepigenetics nutrition intervention course significantly improved their diets (p<0.01), and fasting blood glucose levels (p<0.01) while having lower levels of inorganic mercury in their blood compared to the subjects in the group who eliminated corn sweeteners from their diet and participated in the support group. The trend in lower blood inorganic mercury was strong with p=0.052. The participants in the support group who eliminated corn sweeteners from their diet achieved significant weight loss (p<0.01) and reduced their body mass index (p<0.01).Conclusion:Total blood mercury levels may be influenced by dietary intake of highly processed foods and lower inorganic mercury levels are associated with lower fasting glucose levels. Alternative community-based interventions emphasizing the role food ingredients and toxic substances play in gene modulation and the development of diseases can result in significant dietary improvements and reductions in risk factors associated with type-2 diabetes. A healthier diet can be promoted among community members using a novel online nutrition course. Consumption of corn sweeteners may be a risk factor in the development of obesity.

Goals, Family, and Community: What Drives Tribal College Transfer Student Success

This article examines success factors for American Indian tribal college students who transfer to 4-year predominantly White institutions. The study examined the experiences of 8 tribal college transfer students to Midwest universities. Using an indigenous methodology, 3 themes were found to help American Indian tribal college transfer students succeed, which were personal goals and dreams, family matters, and being a member of an American Indian community.

Life Skills at a Tribal College: Addressing College Retention and Self-Efficacy for Healthy Choices for American Indian College Students

Life Skills at a Tribal College: Addressing College Retention and Self-Efficacy for Healthy Choices for American Indian College Students

American Indian Acculturation: Tribal Lands to Predominately White Postsecondary Settings

Grounded theory provided a framework for examining 25 acculturating American Indian college students, 12 relatives of acculturating American Indians, and 7 postsecondary administrators. Acculturation was defined as the transformative process resulting from the integration of tribal culture and predominately White culture. Data sources included individual interviews, focus groups, and artifact analysis. The 16 emergent themes form an acculturation theory centered on a strength‐based acculturation process affecting American Indians’ transition to predominately White postsecondary settings.

School Culture and American Indian Educational Outcomes

American Indians have the lowest educational attainment rates of any group in the United States. Researchers have attributed this educational disparity gap that American Indians experience to the lack of cultural relevance in mainstream educational settings. American Indian students perceive a cultural bias against them in classroom curriculum as well as pedagogical practices. While some states have passed legislation to support teaching about American Indians, no funding to support culturally relevant curriculum changes or teacher training accompany these measures. Successful American Indian college students learn how to develop a strong academic identity, while retaining strong cultural ties. A continuing educational gap in access to higher education, in a knowledge-based economy affects the socio-economic status of families and tribes. Incorporating tribal values into mainstream schools would not only educational connections for American Indian students, but can also enhance the learning environment for all students.

American Indian Male College Students Perception and Knowledge of Human Papillomavirus (HPV)

The authors explored American Indian male college students’ HPV attitudes, perceptions and knowledge of HPV prevention and transmission. Eight focus groups with male and female students ages 19-26 were conducted at four Southwest universities. Audio recordings were transcribed and analyzed using Grounded Theory methods. American Indian males reported little or no responsibility for HPV prevention and transmission (p=0.048) and held poor personal risk perception (p=0.0001). Male students also had low levels of HPV knowledge (p=0.003) and lenient attitudes, indicating an overall disregard for safer sexual practices. Misinformation regarding HPV vaccination played a significant part in their lack of intention to modify sexual behaviors. Cultural barriers to obtaining HPV information and sources of HPV education were identified, as was preference for receiving HPV information. We recommend school-based culturally sensitive HPV prevention programs that focus on improving responsible safer sexual practices by educating students in activities to reduce cancer and STI disease burden. Emphasis on preventing genital warts, other STIs, as well as HPV-related cancers found in males and females may increase acceptability and responsibility of HPV prevention measures among male American Indian students.