Perspective of indigenous students on admission to and retention in a public university: a qualitative study

Abstract

Objective: To understand the difficulties and facilitators experienced by Indigenous students in the process of admission to and retention in university. Method: Descriptive, exploratory, qualitative study developed at a public university located in the northwest region of the state of Paraná. Data collection occurred between May and July 2024 through individual semi-structured interviews conducted in person and recorded in audio. The empirical material was submitted to thematic content analysis. Results: A total of 13 Indigenous students participated in the study. They were aged between 18 and 52 years, and seven of them were women, including two who were married. Among the courses attended, four students were enrolled in Nursing, three in Medicine, three in Law, one in Chemistry, one in Accounting Sciences, and one had recently entered a master’s program in Pedagogy. Qualitative data analysis allowed the identification of three thematic categories: i) family and community support as motivation for admission to higher education; ii) factors that hinder and facilitate retention in university, highlighting distance from family, language barriers, financial vulnerability, and episodes of prejudice and exclusion, partially mitigated by institutional programs; and iii) belonging and welcoming: institutional support for Indigenous students, considered essential for their retention in university. Conclusion: The results highlight the relevance of family support, the appreciation of Indigenous culture, and the existence of institutional support programs for promoting a positive academic experience among Indigenous students in higher education.