Resistance Theory and the Transculturation Hypothesis

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304. The Process of Cultural Learning: Just as important as cultural retention,transculturation is a process of cultural learning. To successfully engage a culturalsetting requires that the individual understand that milieu. As such, the transculturationstudent must be able, willing, and provided the opportunity to undertake this learningprocess. Therefore, it is assumed that transculturation is as much a socializationprocess as it is the preservation of one’s former cultural heritage and identity.However, because cultural learning can be a very disorienting and intimidatingexperience, a crucial factor facilitating this learning process is that the individual needsto be secure in his/her own ethnic identity. Thus, once again we must consider theimportance of the first dimension of the transculturation hypothesis. The link is animportant one. The absence of emotional security in their ethnic identity appears to bea major reason many of the estranged students experienced great difficulty navigatingthrough collegiate problems. Clearly these students highly valued their culturallytraditional ethnic identity and they did not wish to risk losing that identity to assimilation.However, compared to transcultured students, the estranged students did not possessthe social-psychological means to explore the trappings of unfamiliar culturalsurroundings. Their ability to actively engage in new cultural learning was seriouslycompromised by the concern of losing (or diluting) their cultural identity.The strength of ethnic identity has a major, but easily missed, implication fortransculturated students. Ethnic confidence and security provide the opportunity toexplore and learn the cultural setting of the mainstream. Without the opportunity forexploration and subsequent discovery and learning, it is very likely that many culturallytraditional American Indian students will find it difficult to be successful in a30
31predominantly non-Indian higher educational institution.RecommendationsThe insights gained from the interviews with these American Indian students suggestimportant considerations for both researchers and educational practitioners.Specifically, these insights help to inform us on future research directions as well asimplications for educational practice.Suggestions for Future ResearchWhile this study specifically examined the nature of ethnic identity as it directly relates tothe academic experience, there are many other facets of American Indian highereducation that may be richly explored using qualitative research designs. Simply put,there is much to be learned regarding the way American Indian college studentsperceive, operate within, and ultimately experience higher education. For instance,future research could focus on such features as family relations, academic preparation,financial barriers, among others, that are also related to the manner in which AmericanIndians experience higher education. There is little doubt that a wider examination ofthe personal insights of life in academia would greatly enrich the American Indianeducation literature as well as facilitating an assessment of current educationalpractices.Implications for Educational Practice31
Page 3 and 4: 3achievement. Likewise, Schiller an
Page 5 and 6: 5Macrostructural ExplanationsAlthou
Page 7 and 8: 7Follow-Up InterviewsAfter initial
Page 9 and 10: 9all four cultural masks is in orde
Page 11 and 12: 11STAGE THREEEmotional RejectionRej
Page 13 and 14: 13Stage Two: DisillusionmentTrouble
Page 15 and 16: 15ways” [quotation marks added] a
Page 17 and 18: 17decision to leave school when the
Page 19 and 20: 19Figure 2The Process of Transcultu
Page 21 and 22: 21a personal anchor. Reaching this
Page 23 and 24: 23Another woman also from the Pine
Page 25 and 26: 25Resistance TheoryAccording to res
Page 27 and 28: 27hypothesis. The major dimensions
Page 29: 29isolated case of the intimate, pe
Page 33 and 34: 33created or existing programs expa
Page 35 and 36: 35include family studies and Americ
Page 37 and 38: 37Huffman, T., Sill, M., & Brokenle
Page 39: 39Scott, W. J. (1986). Attachment t

Resistance Theory and the Transculturation Hypothesis

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