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Retention and Employability of Native American and Alaskan Native Undergraduates in Public Universities

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Retention and Employability of Native American and Alaskan Native Undergraduates in Public Universities Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2021 Retention and Employability of Native American and Alaskan Native Undergraduates in Public Universities Dottie Hines Chicquelo Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Management and Technology This is to certify that the doctoral dissertation by Dottie Chicquelo has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Teresa Lao, Committee Chairperson, Applied Management and Decision Sciences Faculty Dr. Labrina Jones, Committee Member, Applied Management and Decision Sciences Faculty Dr. Danielle Wright-Babb, University Reviewer Applied Management and Decision Sciences Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2021 Abstract Retention and Employability of Native American and Alaskan Native Undergraduates in Public Universities by Dottie Chicquelo MS, University of Maryland, University College, 1996 BS, University of Maryland, University College, 1990 Submitted in Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University February 2021 Abstract Scholars have called for generalized academic and social change for the United States Native American and Alaskan Native students (the U.S. NA/AN) and the need for reform continues. The purpose of this qualitative phenomenological study was to explore strategies used at the U.S. public universities to support U.S. NA/AN students and identify strategies to improved students’ employment pathways after graduation. The management problem was the lack of retention strategies used to support the U.S. NA/AN student engagement within communities after graduation. The general management problem looked at how the lack of retention strategies affected the U.S. NA/AN student employability after graduation. The 2 research sites were predominantly White institutions (PWI). An interpretive paradigm along with a purposeful sampling design helped select the unit of analysis. Face-to-face and Skype internet were used interview methods. A humanistic approach analyzed and interpreted participants' experiences. Conceptual frameworks embedded in raw textual data linked participants lived experiences at a PWI to include identity theft, microaggression, and systematic racism. The conceptual framework analysis concluded that student participants lacked employability strategy and pathways after graduation, lacked instruction in workforce readiness skills, and lacked social engagement within the educational environment and community as a workplace. The narrative discussion advances the further debate on PWI faculty, and other stakeholders as nonusers of retention and employability strategies, themes, concepts, models, and theory recommended enhancing the U.S. Native American and Alaskan Native student in general when enrolled in a PWI. The same students should be employable after graduation, ready to elevate their career to achieve the highest level of self-actualization, and at the same time encouraging and advancing positive social change. Retention and Employability of Native American and Alaskan Native Undergraduates in Public Universities By Dottie Chicquelo MS, University of Maryland, University College, 1996 BS, University of Maryland, University College, 1990 Submitted in Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University February 2021 ACKNOWLEDGEMENT “To My Grandmother, Willie Lee Bailey Bass and Uncle, Lucian Hines in loving memory.” There have been many supporters who have made significant differences in my life during my academic journey. I am exceedingly thankful for the strong interest they had in my personal growth and development. I would first like to thank and offer my deepest gratitude to the research committee for continued faith in my educational quest: Chairperson Dr. Theresa M. Lao, whose patience, humility, confidence, and collaboration ensured that I completed the master and doctorate milestone, Dr. Labrina M. Jones, and Dr. Danielle L. Wright-Babb for sharing their expertise in advancing my academic goal. Thanks to Dr. Raghu B. Korrapati, who encouraged me to think outside the box, and Dr. Diane L. Stottlemyer’s structured advice. I cannot fail to express my appreciation to my academic adviser Jill Kaspszak, whose valuable guidance provided further strengthening that moved me forward. To my mother, Mrs. Henrietta Hines-Hardison, and her golden rule, as early as I can remember, “Go to School.” I acknowledge my mother to the highest level. Praise to my husband, Gregory Chicquelo being my sounding board while expressing eagerness to know what I was reading and writing about. My siblings, especially my Sister Dorothy Terrell, insisted that staying focused on the prize was the only option and never turned a deaf ear. My daughter Chinyere, granddaughter Chidera, niece Jamisyn, nephews KeDarious, and Little Willie did not know that their expressions of love and happy distractions made a positive difference while on my learning path. I cannot leave out my 4-legged furry son, smooth Fox Terrier Chicquelo, whose frisky jumps of joy when wanting attention energized my contentment before, during, and after a long day/night of study and writing. Many thanks to members of the Kettering Baptist Church Legacy Center and my prayer warriors (Sisters Barbara Cooke and Janice Caldwell) for continued prayers and inspiration, and as they would say, “get it done.” A big smile to Dr. Michael Jenkins and Minister Reiko Jenkins for spiritual guidance and who addressed me as “Doctor” before completing the dissertation. And, of course, I would say “NO.” However, from them, “well, you will be.” To Delta Sigma Theta Sorority, Inc. Sorors (Soror Dr. Mary Cothran [Posthumous] and Soror Ola Hill); Delta Foundation, Inc. Directors (Soror Director Wanda Rogers); National Coalition of 100 Black Women, Inc. Sisters (Dr. Gretchen Lofland, Soror Dr. Terri Moore, and Joyce Duckett); Women’s Federation for World Peace, Inc. members (Minister Angelika Selle, Minister Chi Mauuso, and my dear friend, Brenda Miller); and Pickett Fences Senior Services, Inc. members (Soror Shaunda Bellamy) who made a positive difference in my life a well. An extra shout-out to Soror Anne Carswell and Bola Dawson. Peace and blessings to all of you! Sincerely, Dottie Chicquelo Dottie Chicquelo, M.Phil., Ph.D. Table of Contents List of Tables .......................................................................................................................x Chapter 1: Introduction to the Study....................................................................................1 Background of the Study ...............................................................................................2 Retention..................................................................................................................4 Employability ..........................................................................................................6 Purpose of the Study ......................................................................................................7 Problem Statement...................................................................................................8 General Management Problem ..............................................................................10 Conceptual Frameworks ..............................................................................................12 Nature of the Study ......................................................................................................14 Research Questions......................................................................................................15 Overarching Research Question ............................................................................16 Research Questions................................................................................................16 Definition of Terms......................................................................................................17 Assumptions ..........................................................................................................22 Limitations.............................................................................................................23 Delimitations..........................................................................................................25 Significance of the Study.............................................................................................26 Expected Contribution to Retention ......................................................................27 Expected Contribution to Employability...............................................................28 The Implication for Positive Social Change..........................................................29 i Summary and Transition..............................................................................................31
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