Navajo Students' Decision-Making Factors That Influence Access and Persistence in Doctoral Education

• In Event: 35.059 - Indigenizing Higher Education by Centering Indigenous Perspectives

Abstract

This qualitative paper examines decision-making factors influencing Navajo students' pursuit of graduate education and their experiences of persisting in doctoral programs. Indigenous epistemological frameworks, Navajo Corn Model and Tribal Critical Race Theory, inform the design of the paper. Research questions explored topics of decision-making factors, resources used to increase access and persistence. The findings include: desire to enhance their career trajectory; familiarity and openness to learn how to apply; overcoming discouraging experiences; successfully earning a master's degree; desire to support family, community, and nation; and knowledge of how to navigate higher education to increase persistence. The findings are valuable for providing higher education administrators and tribal educators with data that can aid the creation and revision of policies and programs.

Author

• Colin Ben, Arizona State University