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Home-Going as a Strategy for Success Among Haudenosaunee College and University Students

Indigenous Education Intergenerational Connection Theories of Change
Category: Indigenous Education, Intergenerational Connection, Theories of Change
Description

Home-going is positioned as a resistance strategy of Native students as it directly opposes past educational policies of assimilation and removal. Currently, home-going is misunderstood among campus faculty and policymakers.

Citation

Waterman, S. J. (2012). Home-going as a strategy for success among Haudenosaunee college and university students. Journal of Student Affairs Research and Practice, 49(2), 193–209.
North America
People
Stephanie J. Waterman
Years active
2012
Keywords
Native American, Post-Secondary Education, College & University Students, Home

Interviews, Qualitative data analysis

This study looked at the home-going behaviour of 26 Haudenosaunee college graduates. This research addresses gaps in previous literature on homesickness, which is individualized and lacks the cultural-context of Native students. The author calls for home-going to be viewed, as supported by the data, as a positive success strategy, countering the way in which home-going is misunderstood among campus faculty and policymakers.

Respectful research based on following both tribal protocol and protocols of the academy. Sense of responsibility to both communities (as an Indigenous scholar, to the Native community and academic community).

Home-going is positioned as a resistance strategy of Native students as it directly opposes past educational policies of assimilation and removal. Currently student Affairs encourages students to be engaged in campus life and stay on campus, instead the language of "going home" should be framed positively (as an asset rather than deficit), as a strategy that helps Native students complete their degrees while remaining connected and grounded

Interviews, literature review

Home-going is misunderstood among campus faculty and policymakers. The publication is aimed at student affairs professionals and calls for them to recognize and affirm the importance of Native American students' ties to home, frame home-going positively rather than negatively, and suggests that institutions consider a broader concept of "family" and be creative in including them on campus.

"Do we support Native students' home-going behavior or do we discourage these students from going home and urge them to integrate into the campus? The data indicate that, despite frequent trips home, these participants completed college degrees in a way that was congruent with their cultural integrity. As concluded by Waterman (2004), college was an external demand in their lives as opposed to family and community obligations being external demands to college" (p. 202)

Education; Student Affairs

Metadata prepared by
Jo Billows