Cultivating Honor: How Indigenous Students Harness Resilience and Cultural Wealth to Thrive at a Borderlands University
Abstract
This qualitative study sheds light on students’ lived experiences regarding Native American and Indigenous Studies (NAIS) at Borderlands University (BU), a Hispanic-serving institution on the U.S.-Mexico border where First Peoples lived for thousands of years. This study supports Indigenous students whose dismal national college graduation rates must be addressed. It recognizes students’ cultural wealth and richness (Yosso, 2005) and is grounded by the Peoplehood Matrix (Holm, 2003; Tachine, Cabrera, and Yellow Bird, 2017). This study was consistent with previous studies revealing that prioritizing student support raises equity and improves the overall academic experiences for all students in higher education (Tachine et al., 2017). Findings showed that Indigenous students want to be listened to and included in conversations that affect them and their communities. As revealed in this study, they have cultural wealth that helped improve and address many issues, such as NAGPRA. This study showed that students need support from faculty, but faculty also need support from administrators for their program to succeed. This study opens the discussion for Indigenous student advancement and positive inclusion and diversity through education that can change the trajectory of institutions.
Subject Area
Higher education|Indigenous studies|History|Educational administration|Educational leadership
Recommended Citation
Garcia, Lourdes, "Cultivating Honor: How Indigenous Students Harness Resilience and Cultural Wealth to Thrive at a Borderlands University" (2024). ETD Collection for University of Texas, El Paso. AAI31298629.
https://scholarworks.utep.edu/dissertations/AAI31298629