Author ORCID Identifier
Document Type
Thesis
Date of Award
2025
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Beth Boyd
Abstract
This study explored the lived experiences of Native American undergraduate students at a small Midwestern university, with particular attention to how identity development, systemic challenges, and culturally grounded support systems shape their academic and personal paths. Using a phenomenological approach paired with an autoethnographic lens, this research amplifies Native student voices while drawing on the reflections of the Indigenous researcher who shares similar lived experiences. Data were collected through semi-structured interviews and field notes. Three major themes emerged from the analysis: Identity Development, which captured how students negotiated cultural identity, intergenerational impact, and a sense of belonging; Barriers and Challenges, including experiences of racism, cultural invisibility, and concerns about academic retention; and Support Systems, which emphasized the importance of peer support, family encouragement, culturally safe spaces like the Native American Cultural Center (NACC), and mentorship from faculty and staff. Participants described carrying the dual responsibility of personal success and community uplift, an experience deeply familiar to the researcher. The emotional toll of existing in predominantly white academic spaces was frequently mitigated by access to culturally affirming environments and relationships. These findings reinforce the urgent need for institutions to move beyond performative inclusion and actively invest in Indigenous-led spaces, programming, and mentorship. By centering Indigenous perspectives, this study contributes to the growing literature on Native students in higher education and offers practical recommendations for creating environments where Native students can be seen, supported, and thrive.
Subject Categories
Clinical Psychology
Keywords
Autoethnographic Identity Indigenous Native American Phenomenological
Number of Pages
79
Publisher
University of South Dakota
Recommended Citation
Bowman, Collette, "Voices from Within: Understanding Native American Student Journeys in Predominantly White Institutions: A Phenomenological & Autoethnographic Study" (2025). Dissertations and Theses. 380.
https://red.library.usd.edu/diss-thesis/380