Date of Award

5-14-2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Cultural Foundations of Education

Advisor(s)

Dalia Rodriguez

Keywords

Critical race composite counternarrative, Haudenosaunee, higher education, Indigenous men, Indigenous methodologies, masculinities

Abstract

Native men in higher education experience among the lowest persistence and graduation rates in the United States (Condition of Education, 2020). Native men are subjected to systemic barriers brought by settler colonialism such as racism and patriarchal hegemony which negatively impact their perceptions of masculinity and forces them to move away from their traditional cultural teachings (Boyden, et al., 2014; Innes & Anderson, 2015). These systemic barriers also detrimentally impact the perceptions and experiences of Native men in higher education (Poolaw, 2018; Still, 2019). The experiences of Native men in higher education still need to be explored further (Reyes & Shotton, 2018). Native students often feel marginalized, and their experiences are made invisible in education research and statistics, causing their stories to be left untold.

Using Indigenous Storywork (Archibald, 2008) and Critical Race Methodology (Solórzano & Yosso, 2002), this qualitative study examines the experiences of 13 Haudenosaunee men in higher education and grapples with Indigenous student perceptions of Indigenous masculinities. This study aims to address the following research questions: How do Haudenosaunee men understand Indigenous masculinities? What are the experiences of Haudenosaunee men in higher education? How do perceptions of masculinity affect Haudenosaunee men in higher education? This is an asset-based study, designed to empower Native students, strengthen Haudenosaunee communities, and to inform practice for higher education professionals who are committed to maintaining inclusive campuses amidst the growing demands of richly diverse populations locally, nationally, and globally.

Access

Open Access

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