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| Autor/inn/en | Rendon, Aspen Lakota; Al-Asfour, Ahmed |
|---|---|
| Titel | Lakota Female Scholarship: A Collective Case Study on Transcending Indigenous Educational Pathways and Persistence at the Graduate Level |
| Quelle | In: Journal of Educational Issues, 5 (2019) 2, S.97-117 (21 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2377-2263 |
| Schlagwörter | Females; Womens Education; American Indian Students; American Indian Education; Academic Persistence; Graduate Students; Tribes; Masters Programs; Incentives; Cultural Influences; Tribally Controlled Education |
| Abstract | This study explored the perspectives of seven Lakota females who graduated from Oglala Lakota College (OLC) master's degree in Lakota Leadership and Management or Lakota Leadership and Management with an emphasis in Education Administration programs. Education histories, cultural identification, and college experiences were evaluated to investigate what incentives, not only influenced but propelled the women through the world of academia. The research was qualitative in nature, thus giving a thorough examination of each student perspective. The qualitative research was conducted through a collective case study. Four themes identified through in the findings were: financial support, high female influence, cultural identification, and formal versus informal supports. (As Provided). |
| Anmerkungen | Macrothink Institute. 5348 Vegas Drive, Unit 825, Las Vegas, Nevada 89108. Tel: 702-953-1852; Fax: 702-420-2900; e-mail: info@macrothink.org; Web site: http://www.macrothink.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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