<p> 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. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:13428560 |
| Date | 13 March 2019 |
| Creators | Shade, Sandra J. |
| Publisher | Grand Canyon University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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