Cultivating belonging: A Q methodology study of fellows' perceptions of the tribal agriculture fellowship program

Indigenous students face multiple barriers in higher education such as financial struggles and lack of preparation (Shapland, 2011). Enrollment rates for Indigenous students in higher education has decreased by nearly 40% from 2010 to 2021 (Postsecondary National Policy Institute, 2025). To reduce these struggles, the Tribal Agriculture Fellowship was established in 2021 (Tribal Agriculture Fellowship, n.d.-a). The program is a last-dollar scholarship, meaning any other financial support is first applied to the student’s academic costs, and the program funds the remaining costs (Tribal Agriculture Fellowship, n.d.). The program also offers a living stipend, academic enrichment fund, and professional development opportunities (Tribal Agriculture Fellowship, n.d.-d). The purpose of this Q methodology study was to explore the fellows’ perceptions of the TAF program. Fifteen participants sorted 40 statements based on the condition of instruction, “What are your feelings about your experience of the Tribal Agriculture Fellowship program?” This study identified three perspectives: Affirmed Leaders, Reconnecting Natives, and Proud Connectors. Affirmed Leaders have a strong cultural connection and sought out the professional development benefits of the program. Reconnecting Natives favor to take a slower pace in developing their tribal identity but appreciated the welcoming space TAF offers. Proud Connectors also have a strong culture connection and saw TAF as a place to share their identity and learn how to be more authentic in personal and professional spaces. These findings contribute to research regarding Indigenous voices and emphasize the need for research of nuanced voices.