Elder‐led cultural identity program as counterspace at a public university: Narratives on sense of community, empowering settings, and empowerment

Abstract

Higher education institutions present unique settings in which identities and life paths are distinctively shaped. While at their best universities should serve as empowering settings that support their members to grow and develop, to raise awareness of injustice, and to catalyze change, too often systems of higher education in the United States serve to marginalize Indigenous cultures and promote assimilation to White, Euro‐American cultures. Counterspaces offer an important response, spaces developed by and for people experiencing oppression that allow for solidarity‐building, social support, healing, resource attainment, skill‐building, resistance, counter‐storytelling, and ideally, empowerment. The Alaska Native (AN) Cultural Identity Project (CIP) is based at an urban U.S.‐based university and was rolled out during the COVID‐19 pandemic. Developed from the best available scientific and practice literature, local data from AN students, and traditional wisdom from Elders, CIP incorporated storytelling, experiential learning, connection, exploration, and sharing of identity and cultural strengths with the aim of helping AN students understand who they are and who they are becoming. In all, 44 students, 5 Elders, and 3 additional staff participated in the space. In this paper, we sought to understand how CIP was experienced by these unique members who co‐created and engaged in this space through 10 focus groups with 36 of the CIP members. We found that the counterspace promoted a sense of community, served as an empowering setting, and set the stage for empowering actions and ripple effects beyond its impact on individuals.

Knowing Who You Are (Becoming): Effects of a university-based elder-led cultural identity program on Alaska Native students’ identity development, cultural strengths, sense of community, and behavioral health.

“…Future research should explore implementing a lengthened program, booster sessions, or other ways of supporting students to return to program concepts and learnings and the impact of such changes on these outcomes. Of note, current work is underway to lengthen the program based on these data and focus group findings (see Buckingham et al, 2023).…”