Indigenous University Students Research Articles

Sovereignty for your body: Acceptability of sexual victimization risk reduction interventions among Indigenous college students.

Sovereignty for your body: Acceptability of sexual victimization risk reduction interventions among Indigenous college students.

Plantar Pressure Characteristics with Foot Postures and Balance Abilities in Indigenous Taiwanese: A Preliminary Exploration.

BACKGROUND Although Indigenous Taiwanese are generally known for having excellent athleticism and balance abilities, the correlation between foot characteristics and balance abilities has rarely been discussed. This study aimed to explore the characteristics of plantar pressure profiles associated with foot posture and balance abilities among Indigenous Taiwanese. MATERIAL AND METHODS We recruited 165 Indigenous college students and 183 healthy age-matched students. Bipedal static plantar pressure distributions (PPDs) with arch index (AI) and centers of gravity balance were examined using the JC Mat. Foot posture was determined by estimating the rearfoot postural alignment. RESULTS Indigenous Taiwanese in the study generally had low-arched feet with increased plantar loads at the medial (left: 1.21±0.43%; right: 1.20±0.46%) and lateral longitudinal arches (left: 24.51±5.26%; right: 24.45±6.64) (P<0.01) and the medial metatarsals (left: 21.78±3.81%; right: 22.19±3.91) (P<0.01). Footprint images illustrated pronounced cuboid and navicular collapses. Performances of balance abilities (left: 49.53±4.38%; right: 50.47±4.38) (P<0.01) and rearfoot postural angles (left: 1.37±1.25°; right: 1.32±1.17°) (P<0.05) were better than those of controls. CONCLUSIONS The feet in Indigenous Taiwanese had low arches and higher plantar loads at the medial and lateral longitudinal arches and medial metatarsals, while their centers of gravity were symmetrical and rearfoot posture was normal. These results may facilitate further studies on the relationship between foot characteristics, potential athleticism, and musculoskeletal injuries in Indigenous Taiwanese.

Suicidal ideation, suicide attempt, and self-injury among American Indian, Alaskan Native, and Native Hawaiian college students in the United States from 2015 to 2019.

Suicide is a major driver of mortality among college students and is the leading cause of death among American Indian, Alaska Native, and Native Hawaiian (AI/AN/NH) young adults. Data on suicidal ideation, suicide attempt, and self-injury among AI/AN/NH college students (n = 8103) were analyzed via multivariable logistic regressions employing the American College Health Association National College Health Assessment survey from 2015 to 2019. Adjusted odds ratios (aORs) were used to assess how opioid misuse may act as a risk or protective factor for suicidality and self-injury. Between 2015 and 2019, suicidal ideation was the most prevalent dimension of suicidality affecting AI/AN/NH college students (ranges from 12.69% to 18.35%), followed by self-injury (7.83%-11.41%) and suicide attempt (2.40%-4.10%). AI/AN/NH college students who reported opioid misuse were significantly more likely to experience suicidal ideation (aOR: 1.417; 95% confidence interval [CI]: 1.154-1.740) and self-injury (aOR: 1.684; 95% CI: 1.341-2.116) than those who did not engage in such behavior. We identified opioid misuse as a potential risk factor for suicidal ideation and intentional self-injury among populations of AI/AN/NH college students. Programs seeking to reduce suicide prevalence among Indigenous college students may benefit from the inclusion of evidence-based interventions that prevent and treat issues related to opioid use.

ATTITUDES TOWARDS MENTAL ILLNESS AND THEIR EFFECTS ON BARRIERS IN SEEKING PSYCHOLOGICAL HELP: A STUDY FROM THE PERSPECTIVE OF INDIGENOUS UNIVERSITY STUDENTS IN SABAH

ABSTRACT The mental health programs/campaigns organized by the relevant authorities can help elevate awareness among Indigenous students’ attitudes towards seeking psychological support. It is assumed that attitude towards mental illness can affect their interest in gaining psychological support when experiencing distress and depression. To explore this phenomenon, 87 Indigenous students in Sabah were involved in this study. Participants were selected via a random sampling of readily available and willing students. Data was collected using Google Forms links and face-to-face surveys. The data was then analyzed using descriptive and inferential analysis. This study aimed to examine students’ attitudes towards mental illness and its impact on barriers to seeking psychological support. Based on a simple regression analysis, the study found that students’ attitudes had no significant effect on obstacles to seeking psychological help. However, students’ attitudes showed notable negative effects on one barrier component (i.e., perceived devaluation). The attitudes towards mental illness contributed 8.2 percent of the variance in perceived devaluation. This indicates that Indigenous students who showed more positive attitudes towards mental illness tended to demonstrate less perceived devaluation in seeking psychological help (e.g., they disagreed that their self-confidence might decrease if they sought psychological support from a professional). These positive attitudes likely derive from mental health programs/campaigns organized by universities and relevant organizations. Indeed, highlighting the importance of fostering positive mental health awareness for Indigenous university students may help to reduce the impediments to students seeking psychological help. Keywords: Mental Illness, Indigenous students, Attitude, Psychological help, Awareness

Skills, Confidence and Challenges in Speaking English among Indigenous College Students

The study tried to assess the skills, confidence, and challenges in speaking English among indigenous people college students and utilized descriptive research method. 526 indigenous college students from the public and private institutions of the second district of Oriental Mindoro were involved in the study. Results showed that the majority of respondents were female and within the 18-24 age bracket, with the largest proportion of Buhid Mangyan tribe. Most of the respondents demonstrated consistent performance across all speaking skills and often performed the statements in all the indicators in vocabulary, followed by fluency, grammar, and pronunciation. The respondents often showed a prevalent confidence in speaking English, particularly in familiar settings such as home and school, reflecting a positive attitude towards English communication within their community. The respondents often encountered frequent and equally pronounced difficulties in speaking English, spanning academic, personal, and social domains, demanding comprehensive strategies to alleviate these challenges and enhance their English communication skills effectively. It was observed that there was a significant difference in students’ skills, confidence, and challenges in speaking English when grouped according to profile and based on the test conducted, it was found out that females from the Buhid tribe studying in private and belonging to the 3rd level have better assessment than others. English speaking skills of indigenous students are closely related to their English-speaking confidence and challenges. The study revealed that the better the skills and confident in speaking English, the more challenges they experienced. Therefore, a language learning program was put forward to help indigenous college students enhance their English speaking skills to reduce the challenges they might encounter to attain confidence in speaking English.

Demystifying the Indigenous College Students’ Learning of English as Determined by Their Language Learning Motivation

The study aimed to assess the motivation and proficiency of English language learning among indigenous college students at Kapalong College of Agriculture, Sciences and Technology in the Municipality of Kapalong, Davao del Norte. It employed a mixed-method approach using a convergent parallel design. The quantitative phase involved 202 students selected through complete enumeration, while the qualitative phase included 17 participants. Standardized questionnaires were used for the quantitative phase, and researcher-made questionnaires were utilized for the qualitative phase. The findings revealed a high level of motivation for language learning and proficiency in English among the respondents. Furthermore, the study found that language learning motivation significantly influences the English proficiency of indigenous college students. The qualitative analysis identified six themes related to the respondents' experiences in learning English, including enhancing communicative competence, various strategies, challenges encountered, intrinsic and extrinsic motivation, and barriers to learning English. Additionally, five themes emerged from participants' insights on the impact of English language learning motivation on their English proficiency, including external factors, benefits of motivation, aspirations, obstacles to growth and development, and facilitation of growth and development. Integrating quantitative and qualitative data resulted in a convergence of variables and phenomena describing students' English language learning experiences.

Willingness of Indigenous Students in Communication Using Filipino Language

The willingness to use a second language in communication is a challenge faced by indigenous students, resulting in a lack of self-confidence, difficulty in finding appropriate words, and anxiety that affects the lack of interest in engaging in conversations. This research aims to identify the willingness of indigenous students to use the Filipino language in communication. The study utilized descriptive research involving (N=96) indigenous college students from UM Digos who participated in the adopted questionnaires. Mean, frequency distribution and t-tests were used as statistical tests. The survey results showed that the willingness of indigenous students to use the Filipino language in communication is at a high level, indicating that it is frequently observed. However, the researchers encourage students, teachers, and staff to consistently use the Filipino language, both inside and outside the school. This serves as a way to maintain their willingness to communicate using the Filipino language at a high level.

Racial challenges and finding meaning in ethnic identity: ethnic-racial socialization experiences of indigenous college students in Taiwan’s higher education

ABSTRACT The culturally diverse higher education settings is conceptualized to facilitate indigenous university students in Taiwan to establish a deeper connection with and understand the meaning of their ethnic identity. Guided by the ethnic identity development theory and school ethnic-racial socialization framework, we asked two research questions: (1) What racial challenges did indigenous students in Taiwan experience at their colleges? (2) How did students utilize college resources to overcome racial challenges and develop a meaningful sense of ethnic identity? A participatory research approach using narrative inquiry was employed (N = 20). Convenience sampling and thematic analysis were adopted. Six themes emerged. Racial challenges were: (1) intergroup discrimination; (2) internal stratification; (3) ethnic identity confusion. Social resources in higher education were: (4) confronting discrimination together; (5) peer appraisal support and encouragement; (6) multicultural social interactions. Research, practice, and policy implications were discussed.

Indigenous university students in the first semester of the Covid-19 pandemic: experiences in a student housing

O artigo descreve experiências de indígenas universitários que viveram em uma moradia estudantil durante o período de distanciamento social ampliado no primeiro semestre da pandemia de Covid-19. Trata-se de uma pesquisa qualitativa, com utilização de diário de campo, levantamento documental e entrevistas. Foi realizada análise temática de conteúdo, sob a óptica dos conceitos de situação-limite, inéditos viáveis e resiliência. Foram duas categorias identificadas: sofrimento no contexto do distanciamento social e estratégias de superação de dificuldades. Vivenciaram incertezas e limites trazidos pela pandemia, medos por estarem distantes e adoecimentos. Como enfrentamento, surgiram adaptações no ensino, na pesquisa e na extensão; estratégias individuais para além de atividades acadêmicas; e busca de construções coletivas possíveis visando à resiliência e à desconstrução de visões estereotipadas no ambiente acadêmico.

Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander university students

Research on transformative learning (Mezirow, 1991), particularly within the context of higher education, has demonstrated the significant impact university learning can have on a wide range of cohorts across diverse learning contexts. However, the extensive body of literature pertaining to transformative learning remains largely silent on the experiences of Aboriginal and Torres Strait Islander university students and the extent to which their engagement with academia can be transformative. Nevertheless, Nakata’s (2007b) cultural interface theory has shaped policy, practice and thought in Indigenous higher education, elucidating the nuances, complexities and challenges that confront Indigenous students in their journey through university. In bringing together these two critical theories, this study investigated the journeys of three undergraduate Indigenous university students finding that university can indeed be a site of positive personal transformation. Such changes were fostered through critical peer support relationships, relationships with family and loved ones as well as a growing confidence and pride in their cultural identities. These findings have important implications for the way institutions support and teach Aboriginal and Torres Strait Islander students and provides a nuanced insight into their university journeys at the cultural interface.

University indigenous students' perspectives on climate change and survival of indigenous peoples in Brazil: a concept mapping study.

This study aimed to identify what indigenous university students in Brazil perceived to be important and feasible actions to protect the survival of indigenous peoples from climate change-related impacts. Concept mapping, which is a participatory mixed methodology, was conducted virtually with 20 indigenous students at two universities in Brazil. A focus prompt was developed from consultations with indigenous stakeholders and read "To protect the survival of the Indigenous Peoples from climate change, it is necessary to…". Students brainstormed 46 statements, which they then sorted into clusters based on conceptual similarity. They rated each statement for importance and feasibility. Quantitative multivariate analyses of clusters and ratings were conducted to produce multiple visual maps of perceived actionable priorities. These analyses used the Group Wisdom TM software. Students agreed on 8 clusters that reflect the factors that influence the survival of indigenous peoples-preservation of lands 0.16 (SD 0.13), protection of demarcated lands 0.31 (SD 0.10), indigenous health and wellbeing 0.35 (SD 0.14), ancestral customs 0.46 (SD 0.04), global and national actions 0.61 (SD 0.13), indigenous rights 0.64 (SD 0.23), collective living 0.71 (SD 0.21), and respect 0.75 (SD 0.14). The most actionable priorities are related to the respect for their lands and customs, educational initiatives in schools about the importance of indigenous peoples to society, guarantees for basic health rights, and culturally appropriate provision of care, with specific mention of mental healthcare. The findings aligned closely with the concept of indigenous self-determination, which is rooted in autonomy and respect for cultural diversity, and the right to make decisions that impact their lives, land, and resources.

Resilience and Low Substance Use Among Indigenous College Students from a Sexual Assault Prevention Study

Resilience and Low Substance Use Among Indigenous College Students from a Sexual Assault Prevention Study

The Role of Cognitive Engagement in Mediating the Relationship between Foreign Language Learning Motivation and Intercultural Effectiveness among Indigenous College Students

The Role of Cognitive Engagement in Mediating the Relationship between Foreign Language Learning Motivation and Intercultural Effectiveness among Indigenous College Students

Does ABO Blood Type Implicate Susceptibility to Respiratory Abnormalities? A Controlled Cross-sectional Study among Indigenous University Students in Rivers State, Nigeria

Background: The blood typing is a genetically defined immune system characteristic that has a well-known role in transplantation and chemotherapy. However, it is unclear what role it could serve in diagnosing or predicting respiratory pathologies. The study aims at investigating the prevalence of respiratory disorder among ABO blood type. This study investigated the prevalence of respiratory disorder among ABO blood types.&#x0D; Methods: Using a quantitative survey research design, this cross-sectional study comprises of 102 young University students (64 females and 36 males) within the age of 17-28 years, extracted from different local Government Area in Rivers State. A semi-structured questionnaire was used to gather the social demograpgic characteristics of respondent’s. Anthropometric investigations and respiratory function test was done.&#x0D; Results: The prevalent blood types A, B, O, and AB was 19.6%, 16.7%, 56.9%, and 6.9% respectively. BMI showed that 2.9%, 39.2%, 38.2% and 19.6% was underweight, normal weight, overweight and obese respectively. Respiratory problems were distributed unevenly among blood types, with risk of obstructive pulmonary dysfunction having the highest frequency of occurrence.&#x0D; Conclusion: The susceptibility to respiratory abnormalities is not associated with any blood type, the risk of obstructive pulmonary disease is higher in blood type O, which is largely influenced by the predominancy.

Perspectives of Indigenous University Students in Canada on Mindfulness-Based Interventions and their Adaptation to Reduce Depression and Anxiety Symptoms

ObjectivesIndigenous university students experience high rates of anxiety and depression due primarily to the pernicious and persistent effects of colonialism, racism, and discrimination. Mindfulness-based interventions (MBIs) hold promise, but likely require adaptation to make them culturally relevant for Indigenous peoples. We sought to gather Indigenous students’ perspectives on the consistency and adaptability of MBIs for Indigenous students experiencing symptoms of depression and anxiety.MethodThis three-part longitudinal investigation employed a qualitative design mixed with Indigenous research methods to elicit feedback from students (n = 14; Mage = 28.92) on the acceptability of MBIs and ways to tailor MBIs to make them more consistent with Indigenous cultures and student lifestyles. We subsequently used this feedback to develop an outline for an adapted MBI that was then re-evaluated by the same participants for its cultural relevance and safety.ResultsIndigenous students emphasized the need for the adapted MBI to incorporate (a) traditional Indigenous practices; (b) Indigenous facilitators; (c) holistic conceptualizations of mental health that include spirituality; and (d) practices and methods that could improve flexibility and accessibility of the adapted intervention. Based on this feedback, we presented students with an outline of an adapted MBI tentatively titled Miyowâyâwin Mindful Wellbeing Program, which received favorable evaluations by students for cultural consistency and safety.ConclusionsWe confirmed the perceived acceptability and consistency of mindfulness and mindfulness programs with Indigenous cultures. The need for a flexible MBI that centers Indigenous elements and Indigenous facilitators was highlighted by Indigenous participants. This study paves the way for latter steps of the development and subsequent evaluation of the Miyowâyâwin Mindful Wellbeing Program.PreregistrationThis study is not preregistered.

Rates and Correlates of Intimate Partner Violence Among Indigenous College Students: A Multi-Campus Study.

Research suggests that Indigenous girls, women, and LGBTQ+ Two-Spirit people experience disproportionately high rates of intimate partner violence (IPV), but there is a dearth of research on IPV among Indigenous college students. Therefore, the current study sought to explore rates of IPV victimization and perpetration among Indigenous college students, as well as correlates including depressive and anxious symptoms, emotion dysregulation, on-campus social support, and hazardous drinking. Participants were 230 undergraduate students who identified as American Indian/Alaska Native attending 20 medium- and large-sized universities across the contiguous U.S. Results indicated that 28.9% of Indigenous students reported any type of IPV victimization in the past 6 months (psychological: 24.5%; physical: 9.1%; sexual: 9.8%; coercive control: 12.4%). Further, 18.3% of Indigenous students reported any type of IPV perpetration in the past 6 months (psychological: 16.9%; physical: 4.5%; sexual: 2.6%; coercive control: 7.1%). Anxious and depressive symptoms were related to many forms of IPV victimization; emotion dysregulation was related to all forms of IPV victimization and sexual IPV perpetration; and hazardous drinking was related to most forms of IPV victimization and perpetration. These findings underscore the alarmingly high rates of IPV among Indigenous college students as well as the potential deleterious effects of IPV victimization on psychological functioning, as well as the need to concurrently address hazardous alcohol use in IPV prevention and response efforts.

English Instructors Navigating Decoloniality with Afro Colombian and Indigenous University Students

As English spreads globally, it continues to displace local languages and cultures at all levels of education. Concerned with this issue, in this article we report our experiences as English instructors attempting to decolonize English lessons to embrace the diverse cultures, languages, and realities of Indigenous and Afro-Colombian students enrolled in English courses at a public university in Medellín, Colombia. To attain this, we framed lessons from a decolonial, critical intercultural (ci) perspective and strived to interrogate language ideologies and cultural power relations by inviting students’ languages and cultures to the classroom. The experience suggests that sustaining local languages and cultures through English entails the production of teaching materials that contest the erasure, homogenization, and misrepresentations of Black and Indigenous peoples. It also implies positioning students as experts on their cultures and as text producers, all of which provides a broader understanding of intersectionality in Indigenous and Black communities.

Gentle Action Theory as a Method of Deliberative Democracy in Addressing the Lack of Voice for Indigenous Students in Institutions of Higher Education

This paper examines how Indigenous college students attending non-tribal colleges and universities in the United States experience feelings of alienation and marginalization. The concept of democracy and deliberation from the model of the larger oppressive society is not a cultural norm. Civic engagement is experienced differently in Indigenous communities. This paper articulates the outcomes of a deliberative forum which examined the concept of democracy employing Gentle Action Theory as the method to provide the students an opportunity to share their thoughts and experiences and to express their frustrations and needs regarding their academic endeavors. The comparison of Traditional Ways and cultural norms provided a basis for discussions of identity and their experiences as students. *Note – Indigenous, Native American, and Indian are used throughout the paper. All are accepted within tribal culture and some are used in reference to Federal Indian Law.

“A Stepping Stone That Just Pushed Me Further Into Wanting to Go to University”: Student Perspectives on ‘What Works’ for Effective Outreach Strategies for Indigenous Students

In Australia, there are numerous outreach initiatives run by universities for Indigenous high school students that attempt to elevate aspirations of Indigenous students to go to university. The theoretical case for these initiatives is strong as much data exists surrounding the barriers Indigenous students face in entering university. However, the research and evidence base for these equity programs remains largely underdeveloped and limited (Bennett et al., 2015). Drawing on findings from interviews with Indigenous university students as part of a National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellowship, this paper identifies what works and what areas to strengthen in Indigenous specific outreach programs. The paper concludes by discussing the development of strategies and resources to build the evidence base of effective outreach activities for Indigenous students.

Decolonizing campus spaces to include mixed‐race Indigenous students

AbstractThis article delves into the uniquely layered barriers faced by mixed‐race Indigenous college students in campus environments. Observations are provided on how to decolonize our practices to better support their identity development and inclusion.