Grandmothers’ Pedagogy: Lessons for Supporting Native Students’ Attendance at Universities

Tachine, Amanda R.

doi:10.1007/978-981-10-4062-7_10

Cited by 8 publications

(11 citation statements)

References 14 publications

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“…But how does that actually play out in the interactions between students, faculty, and staff? Tachine () built on the FEM by exploring the theoretical concept of “Grandmother's Pedagogy.”…”

Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

“…Tachine's () theoretical concept of “Grandmother's Pedagogy” provided specificity in how institutions can better retain Native students. This concept emphasizes the relationship between student and institution and advances a mode of open and trusting interaction with the student.…”

Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

“…The agent must also promote conditions for students to embrace the state of vulnerability, which in turn can motivate students to persist in the face of significant challenges. For instance, Tachine () shared the story of Jessie, who expressed loneliness and admitted to contemplating suicide to her great‐grandmother. The great‐grandmother, in turn, helps Jessie see that life is worth living and emphasizes her continued support to be there for Jessie.…”

Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

“…“Grandmothers are pillars of many families,” (Tachine, , p. 162), suggesting that incorporating similar approaches in institutional practice can communicate to Native students how much they are valued and respected by the institution. Furthermore, Grandmother's Pedagogy can offer faculty and staff a more meaningful and effective pathway by which to understand and address the needs of their students.…”

Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

“…Differences in roles and responsibilities do not preclude staff, administrators, and faculty from interacting with students in similar ways. For instance, “Grandmother's Pedagogy” can be a model for shaping working relationships with students (Tachine, ). Institutions can use “Grandmother's Pedagogy” to cultivate a “grandmother‐like atmosphere” (p. 162) on campuses that encourage listening, story sharing, and being vulnerable (Tachine, ).…”

Section: Recommendations For Practicementioning

confidence: 99%

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Drawing Inspiration From American Indian Student Success Frameworks: The Role of Family

Nguyen

Gutierrez

Aregano

2019

New Drctns for Student Srvcs

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Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

Section: Discussion Of Relevant Frameworkmentioning

confidence: 99%

Section: Recommendations For Practicementioning

confidence: 99%

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Drawing Inspiration From American Indian Student Success Frameworks: The Role of Family

Nguyen

Gutierrez

Aregano

2019

New Drctns for Student Srvcs

View full text Add to dashboard Cite

show abstract

“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

Waterman¹

2023

Journal of Diversity in Higher Education

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This article demonstrates how the Haudenosaunee concept of goodness is central to the foundational ontology of five Haudenosaunee higher education personnel who were identified by former students as instrumental to their postsecondary student success. Findings regarding participants' roles in student support and incorporation of Indigenous knowledge systems are based on qualitative data. Themes from the participant interviews were the varied pathways to the profession, importance of motivation and encouragement, contributing more than the job description, and incorporation of traditional value systems. Goodness based on the "Good Mind" stood out as fundamental to this process.

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Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

Fong¹,

Owens²,

Segovia³

et al. 2023

Journal of Diversity in Higher Education

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Understanding the college experiences of Indigenous students in the United States is critical to enhance their goals of educational attainment. Indigenous college students have been historically underserved by institutions they attend, which are often fraught with the uncertainty of belonging and feelings of isolation. A driving force behind this marginalization is the lack of proper valuation of cultural ways of knowing and being central to their identities. Thus, we sought to examine factors associated with tribal college students’ academic achievement: the degree to which institutions support Indigenous students’ cultural development and their other academic, social, and nonacademic needs in addition to perceptions of belongingness. With a secondary data sample of 1,393 self-identifying Indigenous students (65% women) across 22 institutions from the Community College Survey of Student Engagement as part of the Tribal Student Success and Completion Project, we situated our study in tribal community colleges, which by design, prioritize the preservation of Indigenous culture and can provide valuable lessons for all institutions to support the academic goals of Indigenous students. Our structural equation model suggested that perceiving institutional support of Indigenous cultural development did not directly impact students’ grade point average (GPA) but rather indirectly via their sense of belonging and perceptions of support for student success. Our study sheds light on possible pathways through which respecting students’ cultural assets can be linked with their academic performance. Implications for higher education and efforts to forefront Indigenous culture are discussed.

show abstract

Grandmothers’ Pedagogy: Lessons for Supporting Native Students’ Attendance at Universities

Cited by 8 publications

References 14 publications

Drawing Inspiration From American Indian Student Success Frameworks: The Role of Family

Drawing Inspiration From American Indian Student Success Frameworks: The Role of Family

“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success.

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