Resistance Theory and the Transculturation Hypothesis

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8students, estranged students, and transculturated students (for a more completedescription of cultural masks see: Huffman, 1993, 1995, and 1999).Table 1Cultural Masks of American Indian College Students a________________________________________________________________Cultural Assimilated Marginal Estranged Trans- Total Maskculturated________________________________________________________________MaleN 9 7 4 6 26% 13% 10% 6% 9% 38%FemaleN 17 8 3 15 43% 25% 11% 4% 22% 62%TotalN 26 15 7 21 69% 38% 22% 10% 30% 100%Reservation BackgroundYesN 12 8 5 20 45% 17% 12% 7% 29% 65%NoN 14 7 2 1 24% 21% 10% 3% 1% 35%TotalN 26 15 7 21 69% 38% 22% 10% 30% 100%Mean Average Age25 27 26 32 28Mean Average GPA2.50 2.77 2.17 2.81 2.62________________________________________________________________aPercentages have been rounded to sum 100%While this paper specifically deals with the two more culturally traditional groupsof American Indian college students (estranged and transcultured), a brief summary of8
9all four cultural masks is in order to establish the context of the findings.Largely due to their cultural background before coming to college, assimilatedstudents typically identified with the college “mainstream” culture and encountered fewcultural difficulties while in college. Among the 69 students involved in the research, 26were considered to be assimilated students.Marginal students held some assimilationist orientation yet desired someidentification and affiliation with more traditional American Indian culture. Unfortunately,marginal students often felt pressure resulting from two cultural mandates thatcomplicated their academic experiences. Fifteen students were identified as projectinga marginal cultural mask.Estranged students had strong identification with traditional American Indianculture and displayed an aggressive rejection of assimilation. These students viewedthe mainstream as a threat to their ethnic identity and generally revealed a distrust ofthe college setting. The seven estranged students of this study encountered extremelydifficult college experiences.Transculturated students also had a strong identification with traditional AmericanIndian culture and did not aspire for assimilation. However, unlike estranged students,these students used their ethnic identity as a firm social-psychological anchor andderived strength and confidence from that cultural mask. Generally, these studentsdisplayed a confidence and sense of security that emerged from their American Indianethnicity. As a result, the transculturated students generally had successful academicexperiences. Twenty-one of the 69 students were identified as transculturated students.As mentioned above, this paper deals specifically with the experiences of the9
Page 3 and 4: 3achievement. Likewise, Schiller an
Page 5 and 6: 5Macrostructural ExplanationsAlthou
Page 7: 7Follow-Up InterviewsAfter initial
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 and 30: 29isolated case of the intimate, pe
Page 31 and 32: 31predominantly non-Indian higher e
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

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