American Indian Graduate Students' Peer, Mentor, and Institutional Interactions on Cultural Congruity and Academic Confidence

• In Event: Graduate Student Success in Higher Education

Abstract

This is a quantitative study of American Indian/Alaskan Native (AI/AN) graduate students transcultural socialization experiences in STEM. The sample consisted of AI/AN STEM graduate students (n=44) from 12 research universities. We used OLS models to examine the relationships among peer, mentors’ cultural support, and institutional interactions on students’ academic confidence and cultural congruity. Predictor variables were peer, faculty, and institutional interactions; all are important in socialization. Peer and environment interactions positively contributed to perceived levels of congruity. Mentors support and environment were positively associated with confidence. Importantly, perception of the campus environment was positively associated with both congruity and confidence, suggesting that students who perceive a supportive environment benefit psychologically, maintain cultural identity, and develop a sense of belonging.

Authors

• Shihua Chen Brazill, Montana State University

• Carrie B. Myers, Montana State University

• Scott M Myers, Montana State University

• Catherine Mary Johnson, Montana State University