A Haudenosaunee Intrinsic Multiple Case Study on the Influence of Dissonance on Yukwatsistay^ for Young Oneida Women at Predominantly White Institutions

Abstract

Students from Native communities often face challenges in predominantly white institutions (PWIs) when navigating their academic and social experiences (Smith, 2001; Goodyear-Ka’opua, 2013; Quiver, 2020). However, the literature shows that students who maintain a strong connection with their cultural identity and traditions have a greater sense of resilience and are better equipped to face the challenges that they encounter in PWIs (Yosso, 2005; Huffman, 2003; White Shield, 2009; Huffman, 2010; Fryberg et al., 2013). This Haudensaunee intrinsic multiple case study deeply explored the experiences of three young Oneida women attending predominantly white institutions of higher education and how their understanding of yukwatsistay^ (the fire or spirit within each of us) helped them navigate experiences of dissonance. The research sought to understand 1) what experiences of dissonance young Oneida women encountered as they attended PWIs; 2) in what ways young Oneida women drew upon yukwatsistay^ to navigate the experiences of dissonance; and 3) In what ways experiences of dissonance helped young Oneida women strengthen yukwatsistay^. The experiences of the young Oneida women in this study highlighted the importance of the dialectic between dissonance and yukwatsistay^ in navigating new stages of life and adjusting to the challenges of attending a PWI. The findings revealed that encountering dissonance led to personal growth and positive change and found that a strong cultural identity was necessary to embody other Oneida cultural values, including the good mind. Overall, this study highlights the importance of cultural identity and introspection in navigating the challenges of attending a PWI and serves as a reminder of the need for institutions to create a supportive and inclusive environment for all students.