Date of Award
8-2003
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Abstract
The perceptions of Native American female faculty were examined in regard to their experiences on their respective university campuses. There were five main purposes for this study. The first identified the personal cultural values of Native American female faculty currently working in institutions of higher education. Second, the institutional values, as perceived by Native American women were identified and described. Third, the Native American female faculty depicted differences and similarities between their personal values and institutional values. The fourth noted inhibitors and enhancers of their professional growth. The final purpose suggested procedures to recruit and retain Native American female faculty on campuses.
Data were gathered through interviews with the participants who provided rich and detailed responses to the questions. Themes in the data were elicited by a process of coding and reducing data until the major patterns emerged.
Findings described and supported by the data were grouped under five themes: To survive, Native American female faculty must have a strong sense of internal balance and self-confidence. To remain grounded and centered, Native American female faculty must have a healthy support network on campus, in her family, and in the Native American community. Native American female faculty perceive covert and overt prejudice based on both sex and race from members of the campus community of the majority culture. Native American female faculty perceive they are often forced to compromise, and Native American female faculty perceive stress and conflict in order to negotiate a positive role and identity.
Each woman identified perceived cultural conflicts between her culture and the culture of the academic setting. These perceived conflicts contributed to considerable struggles to reconcile her cultural values, beliefs, and views with her work environment. The conflict placed several of the women in a compromising position often resulting in emotional turmoil related to the feeling of violating cultural beliefs in order to function in her academic setting.
The barriers are perceived by the women to be real. Some of the barriers included barriers to tenure and promotion, demeaning remarks, isolation and challenges to academic credentials and academic credibility. The experiences and examples shared by the women clearly depict the presence of racism and sexism. These two barriers result in a chain reaction of negative interactions, stress, and conflict for these women.
These women made considerable progress despite the inherent barriers within the higher education system. Their progress is attributed to cultivated survival skills and strategies. The data support that these women are successful but not as successful as they might have been in a supportive or even neutral environment. They were 'allowed' to reach a plateau, but were blocked from exercising many responsibilities inherent in their position and rank. They were 'allowed' into academia but only under certain unstated conditions
Recommended Citation
Fox, LaVonne F., "The "other" category: Native american women faculty in academe" (2003). Theses and Dissertations. 7402.
https://commons.und.edu/theses/7402