Author Type

Graduate Student

Date of Award

2008

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research.

Extent

xi, 178 p. : ill.

Comments

by Enid Conley.|Thesis (Ph.D.)--Florida Atlantic University, 2008.|Includes bibliography.|Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.|by Enid Conley.

Identifier

FADT108066

Format

pdf

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