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'Many Buds Blooming': Lived Experience and Insights from Native American Graduate Students

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Bibliographic Details
Title: 'Many Buds Blooming': Lived Experience and Insights from Native American Graduate Students
Language: English
Authors: Cori Bazemore-James, Kelly Collins, Christy Anderson, Thomas J. Barbano, Kelly Berry, Mark Bolin, Charisse Bordeaux, Janelle Cronin, Christina Johnson, Kelley McCall, Deante' Moore, Jaidyn Probst, Lindsey Willow Smith, Angela Teeple
Source: New Directions for Student Services. 2025 (192):53-63.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Opinion Papers
Education Level: Higher Education
Postsecondary Education
Descriptors: American Indian Students, Graduate Students, Student Experience, Barriers, Resilience (Psychology), College Environment, Cultural Relevance, Student Needs
DOI: 10.1002/ss.70028
ISSN: 0164-7970
1536-0695
Abstract: Native American graduate students have a unique experience in higher education from their peers and from Native undergraduate students. This article highlights the challenges and triumphs of 12 Native American graduate students, focusing on their unique cultural perspectives and systemic obstacles they encounter in graduate education. Through their narratives, the article offers insights into their experiences, resilience, and the importance of cultural and academic support, providing guidance for faculty, staff, and future Native American graduate scholars.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502627
Database: ERIC
Description
Abstract:Native American graduate students have a unique experience in higher education from their peers and from Native undergraduate students. This article highlights the challenges and triumphs of 12 Native American graduate students, focusing on their unique cultural perspectives and systemic obstacles they encounter in graduate education. Through their narratives, the article offers insights into their experiences, resilience, and the importance of cultural and academic support, providing guidance for faculty, staff, and future Native American graduate scholars.
ISSN:0164-7970
1536-0695
DOI:10.1002/ss.70028