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Navigating mainstream higher educati...

Harrington, Billie Jo Graham.

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Navigating mainstream higher education: Examining the experiences of Native students using Tinto's interactionalist's model.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Navigating mainstream higher education: Examining the experiences of Native students using Tinto's interactionalist's model./
Author:	Harrington, Billie Jo Graham.
Description:	313 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.
Contained By:	Dissertation Abstracts International73-10A(E).
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3511159
ISBN:	9781267384980

Navigating mainstream higher education: Examining the experiences of Native students using Tinto's interactionalist's model.
Harrington, Billie Jo Graham.

Navigating mainstream higher education: Examining the experiences of Native students using Tinto's interactionalist's model. - 313 p.

Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2012.

Postsecondary degree attainment for American Indian college students at predominantly White institutions has consistently been the lowest among any ethnic and/or racial group for the past three decades. A plethora of studies have been conducted to examine the experiences of Native students at mainstream institutions within the conceptual framework of Vincent Tinto's interactionalist's theory whether in segments or in its entirety. Tinto's model considers, among other variables, prematriculation characteristics and dispositions of students including the influence of family, postsecondary aspirations, components of informal and formal academic integration, and the phenomenon of transient transition of students through institutional assimilation. Today, the retention and graduation of college students is the bedrock of conversations on quality and accountability in the field of higher education and Tinto's model has served as one of the catalysts for policy and program development in this area of study. In keeping with this model, this study examines the experiences of American Indian college students at The University of North Carolina at Pembroke (UNCP) to determine the applicability of this particular model and its Western paradigm to an examination of Indigenous students.

ISBN: 9781267384980Subjects--Topical Terms:

543175
Education, Higher.

Navigating mainstream higher education: Examining the experiences of Native students using Tinto's interactionalist's model.
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245 1 0 $a Navigating mainstream higher education: Examining the experiences of Native students using Tinto's interactionalist's model.
300 $a 313 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.
500 $a Adviser: Leila E. Villaverde.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2012.
520 $a Postsecondary degree attainment for American Indian college students at predominantly White institutions has consistently been the lowest among any ethnic and/or racial group for the past three decades. A plethora of studies have been conducted to examine the experiences of Native students at mainstream institutions within the conceptual framework of Vincent Tinto's interactionalist's theory whether in segments or in its entirety. Tinto's model considers, among other variables, prematriculation characteristics and dispositions of students including the influence of family, postsecondary aspirations, components of informal and formal academic integration, and the phenomenon of transient transition of students through institutional assimilation. Today, the retention and graduation of college students is the bedrock of conversations on quality and accountability in the field of higher education and Tinto's model has served as one of the catalysts for policy and program development in this area of study. In keeping with this model, this study examines the experiences of American Indian college students at The University of North Carolina at Pembroke (UNCP) to determine the applicability of this particular model and its Western paradigm to an examination of Indigenous students.
590 $a School code: 0154.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Native American Studies. $3 626633
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710 2 $a The University of North Carolina at Greensboro. $b School of Education: Educational Leadership and Cultural Foundations. $3 1058975
773 0 $t Dissertation Abstracts International $g 73-10A(E).
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791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3511159