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- W2618219828 abstract "Relationships with and support from family is vital to increasing Native American college students’ persistence and their overall degree attainment. Native family and support systems extend beyond the nuclear family. Missing from our general conversations about family support is the powerful and unique influence that grandmothers have among Native college students. Using Indigenous storywork, an Indigenous qualitative methodological approach, first-year Navajo (n=10) college students share stories of how grandmothers supported their transition into college. Findings reveal that grandmothers’ teachings such as listening, sharing stories, and an openness to vulnerability motivated students to navigate through complex challenges. Examples from universities that have incorporated grandmother-like pedagogy are discussed. These lessons probe our thinking to consider how higher education institutions can move towards grandmothers’ pedagogy that cultivates a loving and caring environment for Native students." @default.
- W2618219828 created "2017-06-05" @default.
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- W2618219828 date "2017-01-01" @default.
- W2618219828 modified "2023-09-30" @default.
- W2618219828 title "Grandmothers’ Pedagogy: Lessons for Supporting Native Students’ Attendance at Universities" @default.
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- W2618219828 doi "https://doi.org/10.1007/978-981-10-4062-7_10" @default.
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