The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education (pp. 21-39)

Authors

  • Maureen Snow Andrade Utah Valley University

DOI:

https://doi.org/10.18251/ijme.v16i1.751

Keywords:

American Indian, women, higher education, aspirations

Abstract

American Indians (AIs) have lower higher education enrollment and completion rates than Whites and most minority groups. AI women, however, participate at higher rates than AI men, White women, and White men. Research has not examined what contributes to their higher education aspirations. This study explored the middle and high school experiences of educationally successful AI women to determine how academic factors-activities within and beyond school and relations with peers, teachers, and counselors-affected their enrollment decisions. Findings indicate that academic engagement, community and culture, resiliency to challenges, and knowledge of higher education contribute to aspirations. Implications are discussed.

Author Biography

Maureen Snow Andrade, Utah Valley University

Dr. Maureen Snow Andrade is Associate Vice President of Academic Affairs for Academic Programs at Utah Valley University. Her responsibilities include distance learning, assessment of student learning, 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. She is a former ESL program director, department chair, and journal editor. Her professional interests include distance language learning, self-regulated learning, student transition and success issues, and the scholarship of teaching and learning.

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Published

2014-02-19

How to Cite

Andrade, M. S. (2014). The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education (pp. 21-39). International Journal of Multicultural Education, 16(1). https://doi.org/10.18251/ijme.v16i1.751

Issue

Vol. 16 No. 1 (2014): Open Theme Issue

Section

Articles (Peer-reviewed)

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