Beschreibung
This study explored the experience of transitioning from common education to higher education for a group of Cheyenne and Arapaho students. Additional features of resilience were examined as well, which included their persistence in pursuit of a baccalaureate degree. A phenomenological approach was used in order to explore the lived experiences of the purposeful sample of seven Cheyenne and Arapaho tribal members, all students at a public regional university. Data were acquired by qualitative inquiry based on in-depth interviews. Participants ascribed meaning to what they experienced through textural themes, including a sense of belonging and affectional ties. Furthermore, participants spoke of how they experienced the phenomenon, resulting in structural descriptors of determination, autonomy, self-discipline, and spirituality. Implications for school personnel and teacher preparatory programs are presented, as well as suggestions for future research.
Autorenporträt
Ruth Boyd is Assistant Professor in the Department of Education at Southwestern Oklahoma State University. She holds a Ph.D. from the University of Oklahoma in Educational Administration, Curriculum, and Supervision. Her research interest is resiliency in all aspects of education.
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