Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

Native American-Identified Students’ Transition to College: A Theoretical Model of Coping Challenges and Resources

Native American-Identified Students’ Transition to College: A Theoretical Model of Coping... Interviews with 10 first-year Native American students at a predominately White institution focused on perceptions of risk and protective factors for persistence. Grounded theory analyses suggested a model of mixed resources from two clusters of sources that assist adaptation. Participants generally experienced very high anxiety during the initial 6 to 8 weeks on campus. To cope, they tended to rely initially on established relationships with family and close others off-campus. As participants became more familiar with the university, they formed new connections with faculty, staff, and campus peers. Participants also became more resilient in the face of obstacles through use of internal coping strategies. Through this transition process, participants became involved in various campus support programs or organizations and resolved to further explore their Native American heritage. First-year transition efforts should consider interventions to help Native American-identified students to manage anxiety and form connections on campus very early in their initial semester. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Journal of College Student Retention: Research, Theory & Practice" SAGE

Native American-Identified Students’ Transition to College: A Theoretical Model of Coping Challenges and Resources

Download PDF
22 pages

Loading next page...
 
/lp/sage/native-american-identified-students-transition-to-college-a-M509rYSywT

References (52)

Publisher
SAGE
Copyright
© The Author(s) 2018
ISSN
1521-0251
eISSN
1541-4167
DOI
10.1177/1521025118799747
Publisher site
See Article on Publisher Site

Abstract

Interviews with 10 first-year Native American students at a predominately White institution focused on perceptions of risk and protective factors for persistence. Grounded theory analyses suggested a model of mixed resources from two clusters of sources that assist adaptation. Participants generally experienced very high anxiety during the initial 6 to 8 weeks on campus. To cope, they tended to rely initially on established relationships with family and close others off-campus. As participants became more familiar with the university, they formed new connections with faculty, staff, and campus peers. Participants also became more resilient in the face of obstacles through use of internal coping strategies. Through this transition process, participants became involved in various campus support programs or organizations and resolved to further explore their Native American heritage. First-year transition efforts should consider interventions to help Native American-identified students to manage anxiety and form connections on campus very early in their initial semester.

Journal

"Journal of College Student Retention: Research, Theory & Practice" – SAGE

Published: May 1, 2021

Keywords: Native American,transition to college,acculturation concerns,resilience,forming connections

There are no references for this article.