Student Voices: A Phenomenological Exploration of Stockbridge-Munsee Student's Experiences and Strategies Related to Persisting in Wisconsin Colleges.

摘要

The purpose of this research was to include student voices in the discussion of persistence by exploring experiences of Stockbridge-Munsee students in higher education through the lens of Brayboy (2005) TribalCrit theory and the methods of McAfee (1997, 2000), Secatero (2009), and HeavyRunner and DeCelles (2002). The following question guided the study: What were the experiences of Stockbridge-Munsee students who persisted to succeed in Wisconsin colleges? Along with three sub-questions: 1) Which experiences were perceived as positive?; 2) Which experiences were perceived as negative?; and 3) Which experiences were perceived as strategic?;A phenomenological methodology was employed to identify themes and patterns present in each participant's responses to semi-structured interview and focus group questions. Five, Stockbridge-Munsee students with a minimum of 24 credits earned prior and attending a Wisconsin college, participated in one-on-one interviews, and 5 students participated in a focus group. Data were analyzed following procedures recommended by Hycner (1999) and Marshall and Rossman (2006).;The results were generally consistent with prior research findings in regards to college readiness, institutional support, community, financial aid, life imbalances, and family/social responsibilities among others influencing Stockbridge-Munsee students experiences to persist in Wisconsin colleges. While the connection between the lack of culturally accurate and relevant curriculum in high school to persistence was something new that arose out of this study.;This study offered Stockbridge-Munsee student perceptions of persistence that could inform academia and Mohican nation. It also added to the literature on persistence in general and to the fewer studies adding student voices to the discussion of persistence for American Indian students. The research concluded that high schools, family, institutions, and Mohican Nation influence a student's persistence decisions which points to the need for improving efforts on and off campus.