A Pathway to College Success: Reverse Transfer as a Means to Move Forward Among the Haudenosaunee (Iroquois)

Phenomenological study of the paths Haudenosaunee college graduates (54) throughout their education journey in post-secondary
Qualitative strengths-based interviewing of students on the process of earning their degrees
Haudenosaunee protocol of doing work "in a good way"

This article looks at reverse transfer behaviour (transfer from a four-year institution to a two-year institution) among Haudenosaunee college graduates. This study takes a qualitative strength-based approach to better understand why participants chose to leave four- year institutions. The finding affirms the importance of family and community
for Native American students and seeks ways that post-secondary institutions can better support Native students. The recommendations, including the Family Education Model, could also offer support to other "nontraditional" students, including adult returning students.

Utilizing the expertise of Indigenous research methods and doing work “in a good way”
Using a strengths-based approach in interviewing students
Pseudonyms used for names to protect privacy of student, family and community
Small gifts, meals available for students participating

Being closer to home and engaging in reverse college transfers allows for Indigenous students to participate in community
By moving home, students were able to engage in ceremonies and language to strengthen Haudenosaunee values which challenges western notions of college success

Interviews with students, the questions that drove this analysis were:
• What were the reasons for leaving the four- year institution?
• Why did the participants enroll in a two- year institution?
Emerging themes of the project identified various reasons for students to pursue a reverse transfer: personal/relationships reasons, not serious/unclear career goal, a way to improve GPA, skills, advancement, being taken seriously, to complete the four-year degree
Findings support reverse transfer in two ways, being close to home and friends in addition to support from family and community for Native American college students.

Recommendations for support of Native American college students when entering post-secondary
Implications for research, bettering understanding student’s experiences and supporting Indigenous student success; this can transcend beyond for non-Indigenous students as well

"The Family Education Model is a support framework that could serve as a guide for all Native students. Our recommendations might well apply to other nontraditional students, including adult returning students and veterans, and any student who engages in reverse transfer. Understanding more about reverse transfer will inform institutional policies that will likely increase diversity on college campuses" (p. 68)

Indigenous Education