Designing belonging: Culturally grounded campus housing for Native American students

Abstract

Native American students pursuing higher education face challenges in environments primarily designed for a predominantly white, middle-class demographic, which often alienates students from diverse ethnic backgrounds, particularly Native American students. With Native American graduation rates among the lowest in the country, this exclusion continues to marginalize them from broader educational conversations, rendering their experiences invisible and undermining efforts toward equitable education. In contrast to the Western perspective of college as a time for young people to separate from their families and communities to discover adult identity, Native American students possess a deep sense of gratitude and connection to their people, community, and place. Their approach to individualism is rooted in communal needs, which significantly influences their academic experience. This communal bond creates challenges when transitioning to college, as being away from home fosters feelings of isolation, depression, and a deterioration in academic performance, due to the cultural importance placed on maintaining a connection with family and community.Many academic institutions have begun to prioritize design spaces through architecture to challenge the long historical practice of institutions to assimilate Native peoples. Such spaces are important for fostering a strong sense of cultural belonging and community in what can often be isolating academic environments. These spaces offer a supportive atmosphere where students can connect through shared traditions, values, and experiences, helping to ease the transition to college life. They also play a crucial role in supporting academic success and retention, as students who feel seen, respected, and supported are more likely to thrive. Beyond serving Native students directly, these spaces contribute to cultural preservation by providing room for language use, traditional practices, and community-building, while also creating opportunities for cross-cultural learning among the broader student body. Importantly, such housing addresses the lasting impact of historical injustices and systemic inequities, offering a concrete step toward reconciliation and institutional accountability. For many Native students, these spaces are not just housing — they are places of safety, identity affirmation, and empowerment. There are few universities and colleges that have begun to incorporate Native American architecture and design principles into their campuses. This study provides a design example and methodology that demonstrates how culturally responsive design can be a pathway for healing, empowerment, and offering Native American students a place not just to live, but to be fully seen, culturally supported and ultimately celebrated in their pursuit and attainment of higher education.