Bridging differences between Indigenous student self-identified needs and institutional perceptions at a Predominantly White Institution

This article shares insights garnered from online survey data, collected as part of a needs assessment during the COVID-19 pandemic, which revealed a substantive dissonance between Indigenous students’ self-identified needs and faculty/staff perceptions. While Indigenous students prioritized direct support mechanisms—such as enhanced financial aid, robust academic resources, and culturally-informed teaching practices—university employees at the Midwestern Predominantly White Institution tended to emphasize the importance of fostering a sense of community and safe campus climates. Despite well-intentioned institutional initiatives, Indigenous learners continue to face significant financial, academic, and cultural barriers to completing their degrees. Recommendations for institutional reform include expanding financial resources, improving academic support services, and providing ongoing professional development for faculty/staff focused on knowledge of Indigenous peoples. Additionally, new or deepened institutional engagements with Tribal Colleges and Indigenous communities may offer opportunities for developing collaborative strategies that meaningfully reflect the priorities and lived experiences of Indigenous students. This research contributes to the broader discourse on educational equity by calling for changes that transcend performative measures and provide pragmatic, sustainable support to Indigenous learners in higher education.