How Ethnic Identity Affects Campus Experience and Academic Outcomes for Native American Undergraduates
Saved in:
| Title: | How Ethnic Identity Affects Campus Experience and Academic Outcomes for Native American Undergraduates |
|---|---|
| Language: | English |
| Authors: | Alise Dabdoub (ORCID |
| Source: | Journal of Diversity in Higher Education. 2025 18(2):142-151. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Institute of General Medical Sciences (NIGMS) (DHHS/NIH) |
| Contract Number: | R01GM10769601 R35GM12710701 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, American Indian Students, Ethnicity, Student Experience, College Environment, Racial Discrimination, Stress Variables, Teacher Student Relationship, Grade Point Average |
| Assessment and Survey Identifiers: | College Student Experiences Questionnaire, Multigroup Ethnic Identity Measure |
| DOI: | 10.1037/dhe0000494 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | College can serve as a transition point that encourages exploration and development of one's ethnic identity (EI; Syed & Azmitia, 2009). This may be especially critical for Native American (NA) college students given the turbulent history between the U.S. government, institutions of higher education, and tribal nations. Thus, it is important to examine how NA EI interacts with the climate of universities. This study examines changes in NA students' EI over the course of their college careers. Results reveal three distinct, stable EI trajectories with low, moderate, and high intercepts. Those with high EI trajectories demonstrate higher levels of campus comfort and better experiences with faculty than those low in EI. However, those with high EI levels also reported poorer race-based interactions on campus and reported higher levels of discrimination and stress. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503572 |
| Database: | ERIC |
| Abstract: | College can serve as a transition point that encourages exploration and development of one's ethnic identity (EI; Syed & Azmitia, 2009). This may be especially critical for Native American (NA) college students given the turbulent history between the U.S. government, institutions of higher education, and tribal nations. Thus, it is important to examine how NA EI interacts with the climate of universities. This study examines changes in NA students' EI over the course of their college careers. Results reveal three distinct, stable EI trajectories with low, moderate, and high intercepts. Those with high EI trajectories demonstrate higher levels of campus comfort and better experiences with faculty than those low in EI. However, those with high EI levels also reported poorer race-based interactions on campus and reported higher levels of discrimination and stress. |
|---|---|
| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000494 |
