Abstract
Grounded theory provided a framework for examining 25 acculturating American Indian college students, 12 relatives of acculturating American Indians, and 7 postsecondary administrators. Acculturation was defined as the transformative process resulting from the integration of tribal culture and predominately White culture. Data sources included individual interviews, focus groups, and artifact analysis. The 16 emergent themes form an acculturation theory centered on a strength‐based acculturation process affecting American Indians’ transition to predominately White postsecondary settings.
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