A Comparative Exploration of the College Experience of Native Men in Alaska and Hawai'i

Abstract

The purpose of this study is to explore the lifeworld experiences of Native men in college in Alaska and Hawai'i. The research on these two groups of Native men indicates worse outcomes than both other minority men and Native women in college. Meanwhile, these regions are undergoing rapid social and economic change requiring well-educated leaders to address the dynamic environment. This qualitative research study attempts to uncover the individual stories and reveals that their progress in higher education may not be as dire as the numbers first suggest. The 12 one-on-one interviews delve into the complex world these men face at the institution. The narratives reveal, in turn, inspirational and troubling narratives on their paths to college degrees. Despite coming from disparate regions, the findings highlight surprisingly similar phenomena: Both groups take longer; are older; have paradoxical relationships with families: both offering strength and impeding progress; a love of learning flourishes-- a point of pride and surprise for those who had not previously considered themselves exceptional students. The findings illuminate potential paths to support for these Native men who come to college with greater responsibilities, experience and needs than the traditional student. Universities can reach Native men by offering pro-active advising, not only in the crucial first year, but also their transition to university for those seeking a four-year degree. Among the critical services that institutions can focus on are advising and counseling, facilitating men's meetings to navigate the complexities of college culture, including family in the college experience, and peer and mentoring opportunities focusing on both cognitive and affective skills. Finally, as institutions adjust to roles and accept responsibilities for these students, they will support not only Native men but also the increasingly diverse student body coming to college as first generation, non-traditional students.