Author ORCID Identifier:
Date of Graduation
7-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Higher Education (PhD)
Degree Level
Graduate
Department
Counseling, Leadership, and Research Methods
Advisor/Mentor
McCray, Suzanne
Committee Member
Bassett, Becca
Second Committee Member
Shelton, Leslie
Keywords
Indigenous higher education; Land-grant universities; Native American students; Predominantly White Institutions; Sense of belonging; Student belonging
Abstract
Native American students remain one of the most underrepresented populations within higher education and continue to experience unique challenges related to belonging, visibility, and persistence, particularly within predominantly White institutions (PWIs). Although sense of belonging has been widely recognized as a significant factor influencing student success and retention, traditional approaches to belonging often fail to account for distinct cultural, historical, and relational experiences that shape Native students’ educational journeys. This study explores how Native American students describe their interpersonal experiences and sense of belonging at a public, land-grant, PWI in the mid-South region of the United States. Guided by Tribal Critical Race Theory (TribalCrit) and the Peoplehood Matrix, this qualitative study utilizes Indigenous research methodology and storytelling interviews to center Native students as knowledge holders. Eight undergraduate students who self-identified as Native American participated in one-on-one semistructured storytelling interviews. Through an analytical process informed by Indigenous understandings of “coming to know” and thematic analysis, three interconnected themes emerged from participants’ narratives: Belonging through Connection; Identity, Visibility, and Authenticity; and Institutional Climate. Findings revealed that participants understood belonging primarily as a relational experience grounded in meaningful connections with peers, faculty, staff, and supportive communities. While Native-centered relationships and cultural spaces were meaningful for some participants, students most frequently described belonging through relationships characterized by acceptance, reciprocity, and the ability to be authentic. Participants also described navigating complex processes of identity negotiation within the predominantly White institutional environment, including experiences related to being White-presenting, questioning their own cultural authenticity, and balancing multiple intersecting identities. Finally, participants’ narratives demonstrated that institutional climate shaped belonging through campus culture, Native representation, relationships with institutional agents, and awareness of the university’s land-grant history. These findings suggest that Native students’ experiences within land-grant PWIs cannot be understood solely through traditional models of student integration and persistence. Instead, Native student belonging must be examined through culturally grounded frameworks that recognize relationality, identity, community connections, and the ongoing impact of colonial histories within higher education. This study highlights the need for land-grant institutions to move beyond enrollment and access initiatives toward creating environments where Native histories, cultures, and students are meaningfully recognized, supported, and represented.
Citation
Ames-Patton, S. (2026). Beyond Access: Native American Students' Sense of Belonging at Land-Grant PWIs. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/6369
