An Emergent Phenomenon of American Indian Postsecondary Transition and Retention

被引：15

作者：

Flynn, Stephen V. ^{[1
]}

Duncan, Kelly ^{[1
]}

Jorgensen, Maribeth F. ^{[1
]}

机构：

[1] Univ S Dakota, Dept Counselor Educ & Supervis, Vermillion, SD 57069 USA

来源：

JOURNAL OF COUNSELING AND DEVELOPMENT | 2012年 / 90卷 / 04期

关键词：

American Indian; postsecondary; phenomenology; COLLEGE ADJUSTMENT; ACCULTURATION; PREDICTORS; BELIEFS; FAMILY; SELF;

D O I：

10.1002/j.1556-6676.2012.00055.x

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study examined 21 American Indian students postsecondary transition and retention experiences through a phenomenological methodology. Postsecondary transition is the process of leaving home and adjusting to postsecondary education. Postsecondary retention is achieving success and remaining at a university for at least 6 months. Data sources included individual interviews, journal analysis, and document analysis. The 10 emergent themes described an interconnected phenomenon centered on institutional, social, and interpersonal dimensions.

引用

页码：437 / 449

页数：13