Data show the number of doctoral degrees conferred in the U.S. increased for students of all racial/ethnic groups. However, from a percentage standpoint, American Indian students earning doctoral degrees were the least amount of increase. More American Indian females sought doctoral degrees than did American Indian men. However, it was not known what factors influenced American Indian female scholars, what characteristics of validation theory may have contributed, and how supportive factors–tribal culture, family, faculty, peers—contributed to earning a doctoral degree and becoming professors within a single higher education institution. Rendón’s validation theory provided the theoretical framework for the study. The purpose of this qualitative single-case study was to explore what factors influenced American Indian female scholars to earn a doctoral degree and become professors within a single higher education institution. Data were collected using a questionnaire, interviews, and interview notes. A constant comparative method was used to analyze qualitative data. Audio-recorded interviews were transcribed, and hand coded to identify commonalities in language and thought. Study findings included themes of self-determination/strong self-concept, love of learning, a degree for everyone, elements of validation theory, spirituality, ceremonies, religion, culture, family, faculty, and peers. Sub-themes included lack of cultural capital and no real plan. Study implications may assist higher education institutions, American Indian female scholars, and other minority scholars through the development of programs designed to support a holistic approach towards academic persistence.
|Advisor:||Markette, Nicholas J.|
|Commitee:||Shutay, Jeanette, Tippeconnic Fox, Mary Jo|
|School:||Grand Canyon University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Organizational behavior, Gender studies, Native American studies, Higher education|
|Keywords:||American Indian doctoral scholars, Higher education American Indian students, Native American doctoral scholars, Native Americans and higher education, Organizational leadership, Validation theory|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be