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ADJUSTMENT, AUTONOMY, AND CULTURAL IDENTITY OF NATIVE AMERICAN STUDENTS ATTENDING INSTITUTIONS OF HIGHER EDUCATION

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dc.contributor.advisor Fromuth, Mary Ellen
dc.contributor.author Smith, Megan Kay
dc.date.accessioned 2016-08-15T15:06:28Z
dc.date.available 2016-08-15T15:06:28Z
dc.date.issued 2016-06-09
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/5004
dc.description.abstract This study explored the relationships among cultural identity, adjustment, and autonomy among Native American college students. Participants consisted of 72 (56 women, 15 men) students recruited from a Native American tribe. In an online study, they completed measures of adjustment (Student Adaptation to College Questionnaire), autonomy (a subscale of the Ryff Scales of Psychological Well-Being), and cultural identity (People of Color Racial Identity Attitude Scale). This study found that Native American students who rated themselves higher on the internalization (bicultural identity) subscale had higher academic adjustment, social adjustment, and were more attached to their institution of higher education. Scores on the internalization subscale were not related to autonomy. Results are discussed in terms of the implications for Native Americans at institutions of higher education and the need for more research.
dc.publisher Middle Tennessee State University
dc.subject Adjustment
dc.subject Native American
dc.subject Racial Identity
dc.title ADJUSTMENT, AUTONOMY, AND CULTURAL IDENTITY OF NATIVE AMERICAN STUDENTS ATTENDING INSTITUTIONS OF HIGHER EDUCATION
dc.type Thesis
dc.contributor.committeemember Kelly, David
dc.thesis.degreelevel Masters
dc.thesis.degreegrantor Middle Tennessee State University
dc.subject.umi Psychology
dc.subject.umi Native American studies
dc.description.degree M.A.
dc.contributor.department Psychology en_US


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