Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education, Health & Behavior Studies

First Advisor

Deborah Worley

Abstract

Sense of belonging is a primary indicator of retention and persistence to graduation forNative American college students. Though more than doubling in the past 30 years, Native American college student enrollment has decreased since 2010 (197,000 in 2010 to 107,000 in 2021) (PNPI, 2021; NCES, n.d.). In 2020, Native American students’ 2nd year retention rate was more than 20% lower than their white peers at the University of North Dakota (UND, 2020). When college students of color feel like they belong, they are more likely to retain, persist, and graduate (Mowreader, 2024; Hurtado & Carter, 1997; Hurtado et al., 1999). The purpose of this study was to find factors that contribute to Native college students’ sense of belonging or sense of not belonging. This research utilized talking circles, visiting, discussions, and self-reflection as part of the Indigenous methodological approach. This study found that Native students and alumni feel like they belong when professors and staff members know about Native people, are Native American, advocate for them, or simply tell them they belong in college. They feel like they do not belong when professors do not know about Native Americans, mention racist stereotypes in lectures, do not treat them equally to their peers, or are unwelcoming. The results of this study were used to create a professional development activity for university faculty and staff to promote an understanding of: Native college student demographics; their own biases towards Native students; Native students’ complex identities; and self- reflection and self-growth opportunities when working with Native students. Keywords: Native American college student, sense of belonging, retention

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