1. Andrew C. Lawlor, PhD Susan F. Ferebee, PhD University of Phoenix
American Indian/Alaskan Native cultural identity exploration in their postsecondary education: A narrative inquiry
Andrew C. Lawlor, PhD
Susan F. Ferebee, PhD
University of Phoenix

2. Why Study the American Indian/Alaskan Native postsecondary experience?

3. American Indian/Alaskan Native Postsecondary Education Attainment
Enrollment
Persistence
Completion
Enrollment – rising 60% between 2000 and 2012, although the numbers are small, 0.8 percent of all enrollments
Persistence – significantly lower, in crisis
Completion – lowest rate of all ethnic and racial groups

4. Purpose of the Study
Explore the postsecondary experiences of Native Americans by examining their online narratives via social media (such as blogs, Facebook, or YouTube videos) with an aim towards learning what may increase educational attainment. 
The online narratives were examined via a content research methodology combined with a narrative inquiry design. Researchers looked for insights designed to understand the Native American experience within the postsecondary education context. The population consisted of self-identified Native Americans, American Indians, and/or Alaskan Natives who were attending undergraduate higher education institutions (colleges or universities) at the time of the social media record. Our sample are those from this population who engaged in social media, sharing their personal experiences as an undergraduate student, both in mainstream (Eurocentric) and tribal colleges. Purposive sampling was used given the nature of secondary data, and were located through Internet searches in May The definition of the cultural group for this study will use "American Indian or Alaskan Native" as defined in the 2010 United States Census, which refers to a person whose origins are from any of the original peoples of North and South America (including Central America) and who maintains either a tribal affiliation or is somehow attached to the one of the aforementioned communities.
Tina Norris, Paula L. Vines, and Elizabeth M. Hoeffel, "The American Indian and Alaskan Native Population: 2010," 2010, Accessed June 05,

5. Research Question
How does the cultural identity of Native Americans relate to their postsecondary education experience?

6. Guiding Theories

7. Schooler Native American School Transition Theory
Reflecting on History
Learning to Maneuver
Moving Toward Independence
Building Trust Relationships
Reform their Identity
Decisions relevant to cultural identity

8. Social Identity Theory – In Group
Perceived significance of the comparison out-group
How strongly people identify with the in-group and how strongly the group belonging is a part of their own self-image
How strongly the existing context allows for inclusion
A person’s self image is formed from perceived membership in social groups. Three variables influence the emerging sense of in-group. Third, how the context of the school environment enables inclusion in student in-groups

9. Study Parameters Qualitative Population Social Media Records
Narrative Inquiry
Lived experiences
Qualitative
American Indian/Alaskan Native attending postsecondary
First person narratives from Internet sources
Population
Informal first person sharing
Two YouTube videos, three blog posts
Social Media Records

10. Initial Central Interests
Navigation
Negotiation
Notion
Belonging
How the population to be studied navigates the system, the effect of cultural identity and negotiation of cultural differences on the students, how they perceive themselves within this environment, and how they develop a sense of belonging

11. Method of Analysis

12. Import Texts into NVivo Final Themes and Narratives
Frequency Analysis
Create Nodes
Create Child Nodes
Consolidate Nodes
Advanced Search and Cluster Analysis
Secondary Frequency Analysis
Final Themes and Narratives

13. Themes and Subthemes Theme Subtheme Culture
Elders, Food, Indian, Language, Native, Reservation, Stories, Time, Tribe, Community, Tradition, Foods, Ecological
Tribe
Family, Home, Mother, Food, Parents, Native, Community, Youth
College
Students, Professors, Teaching, School, Education, Learn, Community
Knowledge
Experience, Know, Research, Learning, Attend, College, Students
Life Values
Love, Change, Time, Path, Different, Connection, Important, Working, Involved

14. Theme Relationship Model

15. Narratives
“You need to hear those stories that my grandma tells and seeing all the lessons that I learned from my grandparents at that time have stayed with me to this point in my life.”
“Western science has paid little attention to Native traditional foods. It falls upon us as Native students of science to conduct meaningful research for our Native communities…”

16. Narratives
“Our lives don’t revolve around money or like getting that top paying job. Or having that big house. A lot of our values are around family; so long as we have family, we have everything.”
“And already I didn’t like the routine, I don’t like this routine. I don’t like time, having to be at a certain time, like it’s controlling me. It was like this weird in a box feeling.”

17. Narratives
“My boss and I had ditched the conference we were attending and found a bike rental shop… It gave me a high that I’ve only ever heard runners describe, and then it hit me, because O’odham have always been great runners and it was a major part of the culture, that riding bikes was my way of running. I had found a way that connected me to my Himdag. Just as the horse became our brother…Ultimately, it is how I made a connection and with it I’ve found my sense of empowerment and spirituality.”

18. Contrasting Perspectives
Culture clash
alternative
Eurocentric Education
US Government approach
Indoctrination
Social Identity Theory
And, not Or
Singular Group to Multiple Group membership

19. Cultural Positioning Identity Map

20. Conclusion and Recommendations
Recognize culture, life values, approach to knowledge
Culture -> Classroom
“Two eyed seeing”

21. Limited to existing data
Limitations
Ephemeral nature
Limited to existing data
No ability to query

22. Thank you!
Special thanks to irene chen and steven watkins, and Mansureh Kebritchi and elizabeth johnston

23. Contact Information
Susan ferebee, PhD: or
Andrew lawlor, PhD: or