The Value of an Education: An Exploratory Study of the Relationship Between Cultural and Institutional Values

• In Event: Native American Women Scholars: Exploring Lived Experience Through Applied Indigenous Research Methodologies and Traditional Knowledge

Abstract

The purpose of this study was to explore the value and meaning that first-generation American Indian students place on higher education. Are these values different from those of the institution and how does that impact their educational journey? Finding purpose and meaning in your education encourages continued commitment to your educational goals. I conducted a single-site qualitative study at a Southwestern Non-Tribal Community University (SWNTCU), collecting data through an arts-based inquiry methodology employing photovoice narrative as a tool. To situate these narratives, I utilized an Indigenous paradigm interweaving Tribal Critical Race Theory, Relationality, and an Indigenous Wellness Model (Brayboy, 2006; Secatero, 2015; Wilson, 2008). The most notable findings of this study were: students’ connections to cultural wealth and knowledge carry substantial meaning that compels one to thrive; education holds fundamental value in one’s pursuit for a better life and developing one’s capacity for leadership and advocacy to ultimately help others.

References
Brayboy, B. M. J. (2006). Toward a Tribal Critical Race Theory in Education. The Urban Review, 37(5), 425-446. https://doi.org/10.1007/s11256-005-0018-y.
Secatero, S. (2015). The Leadership Tree: The Emergence of Indigenous Well-Being Factors in Rural Leadership and Higher Education. In Minthorn, R. S. & Chavez, A. F. (Eds.) Indigenous Leadership in Higher Education (pp. 111-126). Routledge Taylor and Francis Group.
Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.

Author

• Michelle Lee, University of New Mexico - Gallup
  Presenting Author