Ya’at’eeh: Race-reimaged belongingness factors, academic outcomes, and goal pursuits among Indigenous community college students

Fong, Carlton J.; Alejandro, Adam J.; Krou, Megan R.; Segovia, John; Johnston-Ashton, Karen

doi:10.1016/j.cedpsych.2019.101805

Cited by 35 publications

(21 citation statements)

References 76 publications

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“…Another implication for higher education is the potential to reconceptualize belonging as more than the degree of integration into the institution or even the close nature of relationships with various campus agents including faculty and staff. Understanding that a sense of belonging at its core is the valuation of students’ holistic identities which for Indigenous students consists of the mind, body, and spirit and their cultural ways of knowing and being (Alejandro et al, 2020; Fong et al, 2019). For instance, Tachine et al (2017) argued for a peoplehood sense of belonging, derived from the peoplehood matrix from Holm et al (2003).…”

Section: Discussionmentioning

confidence: 99%

“…We measured students’ sense of belonging using a single item, “Within a class or through another experience at this college, I have felt a sense of belonging.” It was a 4-point Likert scale item that ranged from 1 ( strongly disagree ) to 4 ( strongly agree ). Although single-item indicators are generally discouraged in quantitative research, other scholars have relied on such approaches especially when using secondary data (see Fong et al, 2019). In addition, scholars such as Nora and Cabrera (1996) and Carpiano and Hystad (2011) have measured belonging using a one-item scale.…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, previous research indicates that Native American students might experience belonging differently than other student populations (Duran et al, 2020; Fong et al, 2019). Examining belongingness factors among Indigenous students in community colleges, Fong et al (2019) found that the degree to which cultural values about reciprocity toward their community and self-empowerment were salient for the academic and career-related goals they had set for themselves.…”

Section: Literature Reviewmentioning

confidence: 99%

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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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

Self Cite

View full text Add to dashboard Cite

show abstract

“…That perhaps racial and cultural disparities still exist despite considering the contextual environments because the constructs being measured remiss the importance of race, in it of itself. We see this need for race‐reimage from a critical race theory in measurement methodology as an opportunity to counter the conventional color‐blind lens through which constructs are typically examined (e.g., DeCuir‐Gunby & Schutz, 2014; Fong et al, 2019). Such models may inform where the assessment process can be fallible and how test developers, researchers, and practitioners can better account for contexts.…”

Section: Discussionmentioning

confidence: 99%

An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment

French

2021

Educational Measurement

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The use and interpretation of educational and psychological test scores are paramount to individual outcomes and opportunities. Methods for detecting differential item functioning (DIF) are imperative for item analysis when developing and revising assessments, particularly as it pertains to fairness across populations, languages, and cultures. We discuss the practical application of third generation of DIF, which proposes an ecological framework for explaining why DIF occurs using sociological, community, and contextual variables as possible explanations of item responding. We examined school district clusters for DIF through a model‐based approach via multilevel logistic regression random‐intercept and random‐coefficient models to detect racial/ethnic DIF on a youth risk and needs assessment. We demonstrate how the use of district‐level administrative data as estimates of student's contextual environments shows promise to understand ecological sources of DIF and DIF variance. The implication of the work progresses DIF research, enhances the approach to understanding item responses, and provides a more accurate understanding of youth development through an ecological framework. Recommendations for practice and future studies are discussed.

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“…Goegan et al (2021) compared mindsets in students with LD with non-LD peers and found that both groups reported similar levels of both fixed and growth mindsets. This does not surprise us, because the relationships within motivation theories are proving robust as the field expands its focus on equity, diversity, and inclusion (Decuir-Gunby & Schutz, 2016; Zusho & Kumar, 2018) and embraces anti-hegemonic perspectives (e.g., Fong et al, 2019). Nonetheless, the accumulation of empirical research will be needed in order to make evidence-based claims as is required by the practice of school psychology.…”

Section: Future Directions For School Psychology and Conclusionmentioning

confidence: 99%

Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue

Daniels

Dueck

2021

Canadian Journal of School Psychology

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A theoretically grounded understanding of achievement motivation appears to be largely overlooked in both initial education programs and ongoing professional development of school psychologists. This is unfortunate because motivation constructs such as perceived control, value, and self-beliefs predict students’ academic performance in a way that complements the variance explained by intelligence tests. This empirical evidence is rooted in long-standing theorizing that motivation constructs hold an important role alongside cognitive constructs in understanding student learning. Moreover, because motivation constructs are viewed as malleable, they provide an untapped source of intervention for school psychologists in supporting students. For these reasons, this special issue presents five review articles that integrate discrete theories of achievement motivation to the practice of school psychology. Largely representing Canadian expertise, the articles describe the potential for the control-value theory of emotions, achievement goal theory, mindset theory, self-determination theory, and self-regulated learning in the work of school psychologists. The final commentary article explicates a whole-child framework to highlight the role motivation can hold alongside cognition and guide school psychologists to partner these constructs for the betterment of children.

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Ya’at’eeh: Race-reimaged belongingness factors, academic outcomes, and goal pursuits among Indigenous community college students

Cited by 35 publications

References 76 publications

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

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

An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment

Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue

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