'Before They Kill My Spirit Entirely': Insights into the Lived Experiences of American Indian Alaska Native Faculty at Research Universities

Autor/inn/en	Walters, Karina L.; Maliszewski Lukszo, Casey; Evans-Campbell, Teresa; Burciaga Valdez, R.; Zambrana, Ruth E.
Titel	'Before They Kill My Spirit Entirely': Insights into the Lived Experiences of American Indian Alaska Native Faculty at Research Universities
Quelle	In: Race, Ethnicity and Education, 22 (2019) 5, S.610-633 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1579182
Schlagwörter	Minority Group Teachers; College Faculty; American Indians; Alaska Natives; Disproportionate Representation; Colleges; Reputation; Barriers; Equal Opportunities (Jobs); College Environment; Mentors; Family Work Relationship; Cultural Influences; Racial Bias; Stress Variables; Indigenous Knowledge + Suchen Sie Ihr Suchwort? Fakultät; American Indian; Indianer; Inuit; College; Hochschule; Fachhochschule; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Hochschulumwelt; Cultural influence; Kultureinfluss; Racial discrimination; Rassismus
Abstract	American Indian and Alaska Natives (AIAN) comprise about 2% of the US population and 0.5% of the faculty in higher education. While scholars have documented the experiences of underrepresented minority (URM) faculty, the perspectives of AIAN faculty at elite universities are largely absent. Although AIAN faculty share many of the same barriers to success as URM colleagues, their unique status as Tribal peoples and their relationship to settler colonialism pose particular challenges and resistance strategies. Findings from a mixed methods study of 25 AIAN faculty at research universities, employing a decolonizing, survivance-oriented framework, examines their lived institutional experiences. The data yielded five themes regarding (1) institutional climate, (2) mentorship, (3) family--work balance, (4) cultural taxation and role stress, and (5) discrimination. The authors conclude that decolonization involves the repatriation of Indigenous epistemologies and Indigenous 'place' in the growth of science, research, and knowledge production, creating liberatory spaces within the academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01