American Indian perspectives on the career journey.

Abstract

This exploratory qualitative study was conducted to examine the meaning of career and related concepts for adult American Indians. Eighteen Northern Plains American Indians were interviewed, and the resulting data were analyzed using consensual qualitative research strategies (C. E. Hill, B. J. Thompson, & E. N. Williams, 1997). Five major topic areas emerged from the data: the meaning of career, definitions of success, supportive factors, obstacles, and living in 2 worlds. Within these domains, several categories emerged, with differences noted between those participants with postsecondary education and those with secondary education in 3 of the domains. Following discussion of and comparison of the categories across the 2 groups, implications for future research and theory development are presented. American Indians have long been recognized as having minority status in Western society. In fact, LaFromboise (1998) noted that American Indians have essentially been "aliens in their own land" (p. 138) for the past 100 years. Like other minority status groups, they experience limited access to the educational and occupational opportunities available to members of the dominant culture. This limited access is clearly reflected in employment statistics. American Indian people, as a group, have the highest rate of unemployment and the lowest levels of education in the nation. The U.S. Bureau of the Census (1990) reported that 31% of Native peoples, including American Indian, Eskimo, and Aleut populations, lived below the poverty level (compared with 13% nationally). The Bureau of Indian Affairs (BIA; 1997) offered an even more serious report on the employment situation of American Indians living on or near reservations. Of more than 1.5 million American Indians represented in BIA service areas, more than 760,000 are available for the work force. Of that number, a full 50% are unemployed. Among the 380,000 who are employed, 30% are earning wages below poverty guidelines.

Consensual qualitative research: An update.

“…In the only study to assess the consensus process, Juntunen et al (2001) listened to audiotapes of data analysis meetings and determined that each team member shared opinions and that there was equitable discussion before reaching consensus.…”

Grandmothers’ Pedagogy: Lessons for Supporting Native Students’ Attendance at Universities

“…Moreover, Aboriginal and Torres Strait Islander students reported that their experiences at universities increased their ability to contribute to their welfare of their community (a vital motivator for their college-going journey); yet, they indicated that the university did not provide support to help them cope with responsibilities such as family obligations (Asmar et al 2014). Canadian First Nations students define success in terms that coincide with the relational dimensions of family and community (Juntunen et al 2001). Understanding the lives of First Nations post-secondary students, including the awareness of their extended family obligations, was found to be a crucial strategy for facilitating success for those students (Hampton and Roy 2002).…”

Discerning Success of Indigenous Health Students in Community-based Programs

“…Even though I have been working with Indigenous peoples for several years, it was still important to consider whether I had "the cultural knowledge to accurately interpret and validate the experiences…within the context of the phenomenon under study" (Tillman, 2002, p. 4). Juntunen et al (2001) and Browne and Varcoe (2006) cautioned that the topic may be misunderstood by the majority culture when conducting research with participants from another culture. In this study, it is possible that I may have unconsciously interjected my bias into the data analysis and study method.…”

“…Other researchers found that students described success as discovering self, and being able to help others in their community (Bowman, 2013;Juntunen et al, 2001;Villegas, 2009 Māori nursing students in New Zealand, with a focus on recruitment and retention. In addition to several of the above mentioned barriers, they also identified family commitments as adding tension to the educational process, making it difficult for students to choose between family needs and academic requirements (Wilson et al).…”

“…Juntunen et al (2001) studied Northern Plains American Indian college students who also indicated that encouragement from family was vital during their education. In another study, IAHLA (2009) interviewed adult Indigenous students from various BC programs, and found that support and encouragement from family was important to student success.…”