| dc.description.abstract | Between 2015 and 2016, only 40% of the total population of Native students enrolled in degree granting public post-secondary institutions identified as being male. However, since 1977 we have seen a steady decline in the matriculation, retention, and completion of Native males in higher education. The purpose of this exploratory study is to tell the stories of full-time undergraduate Native men in four-year public colleges and universities. To help tell those stories the researcher took an Indigenous qualitative approach utilizing the Indigenous Storywork methodology. The study itself is theoretically conceptualized in the Indigenous Research Paradigm and the researcher’s own Keetoowah tribal epistemology and ontologies. Five sharing circles were conducted with Native men at five colleges and universities that identified as Non-Native Colleges and Universities (NNCU), Tribal Colleges and Universities (TCU), and Minority Serving Institutions (MSI) in five distinct regions of the United States. In total there were 22 participants ranging from ages 18-64 years of age representing over 25 different tribal nations. The major themes included the perception of Native identity and masculinity and support systems of Native men.
Keywords: Indigenous Men, Native Men, Undergraduate Native Student Experiences, Indigenous Masculinity, Historically Native American Fraternities and Sororities, Support Systems, Indigenous Methodologies, Indigenous Storywork, Tricksters. | en_US |
