Not What Every Other Girl Wants: American Indian Women's Educational Aspirations
2013; Routledge; Volume: 41; Issue: 3 Linguagem: Inglês
10.1080/15507394.2013.875829
ISSN1949-8381
Autores Tópico(s)Education Systems and Policy
ResumoAbstract American Indian (AI) women participate in and complete higher education at better rates than AI males, yet both are underrepresented and unlikely to persist. This study examined the role of factors such as demographics, future goals, individual attributes, family background, precollege educational experiences, values, religion, and culture on AI women's educational aspirations. Findings indicated that aspirations primarily resulted from the desire for a better quality of life, personal growth, and stability for themselves and their immediate and extended families. The women, most of whom had completed either an associate's or a bachelor's degree, wanted to be role models and improve the lives of others—immediate and extended families, and tribes. For these women, a strong aspiration for higher education, resulting from religious- and family-instilled values, resulted in the decision to enroll and to complete some level of education. KEYWORDS: American Indian womenaspirationshigher educationpersistence Notes National Center for Education Statistics, Fast Facts (Washington, DC: U.S. Department of Education, 2009). Chris Chapman, Jennifer Laird, Nicole Ifill, Angelina KewalRamani, "Trends in High School Dropout and Completion Rates in the United States: 1972–2009 (NCES 2012-006)" (U.S. Department of Education. Washington, DC: National Center for Education Statistics, 2011). National Center for Education Statistics, The Condition of Education (Washington, DC: U.S. Department of Education, 2010). Ibid. Ernest T. Pascarella and Patrick T. Terenzini, How College Affects Students: Vol. 2. A Third Decade of Research (San Francisco, CA: Jossey-Bass, 2005). Susan R. Madsen and Cheryl Hanewicz, The Benefits of Higher Education for Women in Utah (Orem: Utah Women and Education Project, Utah Valley University, 2011). Ibid. 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(Thousand Oaks, CA: Sage, 2003); Stan Lester, An Introduction to Phenomenological Research (Taunton, UK: Stan Lester Developments, 1999). Lester, 1999. See Patti Lather, "Research as Praxis," Harvard Educational Review 56, no. 3 (1986): 257–277; Yvonna S. Lincoln and Egon G. Guba, Naturalistic Inquiry (Newbury Park, CA: Sage, 1985). See Louis C. Attinasi, "Rethinking the Study of the Outcomes of College Attendance," Journal of College Student Development 33 (1992): 61–70; Steinar Kvale, InterViews: An Introduction to Qualitative Research Interviewing (Thousand Oaks, CA: Sage, 1996). See Corrine Glesne, Becoming Qualitative Researchers: An Introduction, 2nd ed. (New York, NY: Addison Wesley Longman, 1999); Lincoln and Guba, Naturalistic Inquiry; Renata Tesch, Qualitative Research: Analysis Types and Software Tools (Philadelphia, PA: RoutledgeFalmer, 1990). Rendón, 1994, 44; Saggio and Rendón, 2004. See HeavyRunner and DeCelles, 2002; Guillory and Wolverton, 2008; Waterman, 2007. Saggio and Rendón, 2004. See Doyle, Kleinfeld, and Reyes, 2009. See Castagno, 2005; Jaime, 2003: Brayboy, 2004. See Waterman, 2007. Additional informationNotes on contributorsMaureen Snow Andrade Maureen Snow Andrade is Associate Vice President of Academic Affairs Academic Programs at Utah Valley University. Her responsibilities include distance learning, assessment, curriculum, general education, community college programs, and graduate studies. Dr. Andrade is a professor in the field of education, specializing in teaching English as a second language (ESL). She is a former ESL program director, department chair, and journal editor. Her professional interests include student access, transition, and success, distance language learning, self-regulated learning, and the scholarship of teaching and learning. E-mail: maureen.andrade@uvu.edu
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