Postsecondary Transitions among Navajo Indians.

Abstract

This study used interviews to examine the postsecondary transition experiences of 22 Navajo Indians. The interviews were transcribed and the interview texts analyzed using a synthesis of qualitative methods. The analysis showed that (1) family connections, (2) discrepancy between high school and college learning environments, (3) focus on faculty relationships, (4) vague educational and vocational constructs, and (5) connection to homeland and culture were prominent themes. Implications for interventions with Navajo Indians and suggestions for future research are discussed. In particular, the results of the study indicate a need for stable mentoring relationships with other American Indians who are involved and successful in college and related postsecondary experiences.

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