"Perceptions of Encouragement for Native American Women to Persist in D" by Venicia Mayo Burton

Date of Conferral

1-17-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sue Subocz

Abstract

The problem addressed in this study is the underrepresentation of Native American women in doctoral programs in the United States. The purpose of this basic qualitative study was to explore how encouragement in terms of support, confidence, hope, and advice received from family and tribe, friends and social circles, and faculty and college administrators influence the persistence of Native American women in their doctoral journeys. The conceptual framework for this study is the psychosociolcultural theory (PSC) to help examine the psychological, social, and cultural influences on the educational experiences of minority students in an educational setting. Data from eight interviews were collected and analyzed using coding, categories, and themes. The three themes are that Native American women confront the disdain of academic intimidation with humility, Native American women navigate the intersectionality of cultural obligations with ancestral wisdom, and Native American women confront the legacy of generational trauma with a sense of solidarity. Three recommendations for institutions were created from the themes: adopt a holistic approach for the encouragement to persist in the recruitment and retention of Native American women, communicate with Indigenous community members to ensure encouragement for Native American women to persist, and collaborate with Indigenous community members to enable encouragement for Native American women to persist. This study has the potential to foster positive social change by encouraging institutions to apply these findings to improve the representation of Native American women in doctoral programs in the United States.

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