Dissertation/Thesis Abstract

Validation Theory and the Persistence of American Indian Female Scholars into the Professoriate
by Shade, Sandra J., Ed.D., Grand Canyon University, 2019, 289; 13428560
Abstract (Summary)

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.

Indexing (document details)
Advisor: Markette, Nicholas J.
Commitee: Shutay, Jeanette, Tippeconnic Fox, Mary Jo
School: Grand Canyon University
Department: Doctoral Studies
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
Publication Number: 13428560
ISBN: 978-0-438-91336-3
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy