American Indian Perceptions of Educational Achievement in Predominantly White Culture

Abstract

Phenomenological methodology provided a framework for examining perceptions of achievement among 12 tribal-based American Indians who have family members attending predominately White postsecondary institutions. Data sources included 12 in-depth, semi-structured interviews with plains tribe American Indians. Ten primary themes form an emergent phenomenon of American Indian perceptions of educational achievement in predominately White culture. The emergent phenomenon is centered on in-depth understanding of how tribal-based American Indians experience their family members' achievements in nontribal settings, how they perceive their family members' acculturation experiences, and the consequences related to the interaction of tribal and predominately White cultures.

Examining Nonprofit Board's Receptivity to Diversity

“…In adopting OD as a practice, leadership must: (a) visible—be open to physical differences; (b) value—accept cultural behaviors, ideas, and worldviews; and (c) information—acknowledge diverse perspectives. The acculturation of whiteness is steeped in egalitarian ideas (Flynn & Sangganjanavanich, 2015).…”