Navigating Imposter Syndrome from an Indigenous lens at a PWI

 

Presenter(s)

Olivia Verley, Taysha Curry

Abstract or Description

This was a qualitative investigation of students’ experiences transferring from a tribal college to a predominately White institution (PWI). Specifically, it explored students’ experiences of imposter syndrome, and how institutional cultural awareness and culturally relevant programming buffer against imposter syndrome. Research has shown that American Indian students who transferred to PWIs became disengaged on campus because of stereotypes they faced and the lack of connection with non-American Indian people on campus (Van Alstine Makemenaw, 2012). There have also been documented differences in how students who transferred from tribal colleges to PWIs learn differently and have different perspectives than non-American Indian students at PWIs (Ward et al., 2024; Chesborough, 2010). Cultural disconnection, systemic barriers, discrimination and historical loss contribute to student mental health symptoms such as imposter syndrome and depression (Chakraverty, 2022; Tucker et al., 2016). Culturally relevant programming can foster a flourishing cultural identity, which is an integral part of American Indian student success. Indigenous theory such as Grande’s Red Pedagogy (2014) describes how revolutionary pedagogies must articulate “intersecting layers of Indigenous identity and root them in historical material realities of Indigenous life” (p. 8). Colonial dynamics are inherent within American higher education systems, which devalue American Indian cultural values and practices (Fish & Syed, 2018). This research seeks to understand how centering Indigeneity in campus programming can buffer against student experiences of imposter syndrome. Semi-structured interviews with American Indian students at a four-year public PWI occurred and will continue until saturation. Consensual Qualitative Research (CQR) methodology was used to identify themes by consensus (Hill, Thompson, & Williams, 1997). Triangulation and reflexivity enhanced credibility and validity of the findings. Preliminary results include themes of disconnection, importance of cultural awareness, and resilience. These findings are important to understand how culturally relevant programming at a PWI impacts American Indian students’ experiences.

Mentor

Dr Sarah Cronin