Biculturalism among Indigenous College Students

Autor/in	Miller, Colton D.
Titel	Biculturalism among Indigenous College Students
Quelle	(2011), (72 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Brigham Young University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2670-3813-5
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Dropouts; Academic Persistence; Cultural Differences; Foreign Countries; Mentors; Biculturalism; College Students; Dropout Rate; Canada Natives; American Indian Students; Educational Experience; Interviews; Qualitative Research; Racial Bias; Career Planning; Family (Sociological Unit) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kultureller Unterschied; Ausland; Bikulturalität; Collegestudent; Bildungserfahrung; Interviewing; Interviewtechnik; Qualitative Forschung; Racial discrimination; Rassismus; Karriereplanung; Familie
Abstract	"Indigenous" college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10