Being Native American In a Higher Education Setting

Ototivo, Benjamin

Being Native American In a Higher Education Setting

dc.contributor.advisor	Robbins, Rockey
dc.contributor.author	Ototivo, Benjamin
dc.contributor.committeeMember	Stoltenberg, Cal
dc.contributor.committeeMember	McWhirter, Paula
dc.contributor.committeeMember	Heddy, Benjamin
dc.contributor.committeeMember	Swan, Daniel
dc.date.accessioned	2017-05-19T17:51:22Z
dc.date.available	2017-05-19T17:51:22Z
dc.date.issued	2017-05-12
dc.date.manuscript	2017-05-03
dc.description.abstract	This qualitative study examined the Native American Graduate Student experience at the University of Oklahoma. Native American graduate students who are enrolled members of their tribes were included in this study. Participants reported membership to Choctaw, Shawnee, Pawnee, Creek, Comanche, Taos Pueblo, Navajo tribes. Participants were interviewed in two separate groups across three meetings to elicit comments about their experience of graduate school. After conducting interviews with participants, data was analyzed for themes reflecting their various experiences. The study identified 13 themes (Appropriation, Alienation, Surviving rather than Achieving, Lateral Oppression, Respectability Politics, Internalization, Structural Posturing, Christian Colonization, Fungibility, Participation, Self-Love, and Decolonization) of participant experiences.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/50895
dc.language	en_US	en_US
dc.subject	Counseling Native American Education	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Being Native American In a Higher Education Setting	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Psychology	en_US