{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/91613"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/91613","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Tanzania's minority indigenous college graduates: aspirations and barriers overcame to access through completing college","abstract":"Minority indigenous communities in Tanzania have historically been marginalized and are underrepresented in higher education. It is paramount to understand the aspirations of individuals from these communities and how they pursue their goals as they address their social, economic, cultural, and political aspects of life. This study examines the aspirations of minority indigenous college graduates and the barriers they overcame to access through completing higher education. This study was guided by the following questions: Why did minority indigenous graduates aspire to go to college? How do social, economic, cultural, and political aspects of life contribute to aspirations for higher education? What intrapersonal factors have influenced these aspirations and how individuals overcome the barriers? Using narrative inquiry, four individuals who graduated college were interviewed. The Possible Selves Theory (Markus and Nurius, 1986) was used to formulate interview questions and assisted in the analysis process. The theory helped understand what minority indigenous college graduates thought of becoming--or not becoming--after completing college. Each of the participants' highlighted barriers they overcame to complete college (i.e., lack of mentors, financial and technological resources, cultural and environmental challenges, and stereotypes). Implications future research, theory and policy includes the limited understanding of the social, cultural progress of these communities, and systemic discrimination of the marginalized communities.","abstract_html":"Minority indigenous communities in Tanzania have historically been marginalized and are underrepresented in higher education. It is paramount to understand the aspirations of individuals from these communities and how they pursue their goals as they address their social, economic, cultural, and political aspects of life. This study examines the aspirations of minority indigenous college graduates and the barriers they overcame to access through completing higher education. This study was guided by the following questions: Why did minority indigenous graduates aspire to go to college? How do social, economic, cultural, and political aspects of life contribute to aspirations for higher education? What intrapersonal factors have influenced these aspirations and how individuals overcome the barriers? Using narrative inquiry, four individuals who graduated college were interviewed. The Possible Selves Theory (Markus and Nurius, 1986) was used to formulate interview questions and assisted in the analysis process. The theory helped understand what minority indigenous college graduates thought of becoming--or not becoming--after completing college. Each of the participants' highlighted barriers they overcame to complete college (i.e., lack of mentors, financial and technological resources, cultural and environmental challenges, and stereotypes). Implications future research, theory and policy includes the limited understanding of the social, cultural progress of these communities, and systemic discrimination of the marginalized communities.","abstract_has_math":false,"creators":["Mollel, Luca Rikoyan"],"institution":"University of Missouri--Columbia","degree_name":"Ph. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Mendoza, Pilar"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-24T03:09:05Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/91613"],"render_values":[{"text":"https://doi.org/10.32469/10355/91613","href":"https://doi.org/10.32469/10355/91613","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/91613","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mendoza, Pilar"]},{"key":"dc:creator","label":"Author","values":["Mollel, Luca Rikoyan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-09-07T20:16:34Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-09-07T20:16:34Z"]},{"key":"dc:date.issued","label":"Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational leadership and policy analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/91613"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/91613"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Minority indigenous communities in Tanzania have historically been marginalized and are underrepresented in higher education. It is paramount to understand the aspirations of individuals from these communities and how they pursue their goals as they address their social, economic, cultural, and political aspects of life. This study examines the aspirations of minority indigenous college graduates and the barriers they overcame to access through completing higher education. This study was guided by the following questions: Why did minority indigenous graduates aspire to go to college? How do social, economic, cultural, and political aspects of life contribute to aspirations for higher education? What intrapersonal factors have influenced these aspirations and how individuals overcome the barriers? Using narrative inquiry, four individuals who graduated college were interviewed. The Possible Selves Theory (Markus and Nurius, 1986) was used to formulate interview questions and assisted in the analysis process. The theory helped understand what minority indigenous college graduates thought of becoming--or not becoming--after completing college. Each of the participants' highlighted barriers they overcame to complete college (i.e., lack of mentors, financial and technological resources, cultural and environmental challenges, and stereotypes). Implications future research, theory and policy includes the limited understanding of the social, cultural progress of these communities, and systemic discrimination of the marginalized communities."]},{"key":"dc:title","label":"Title","values":["Tanzania's minority indigenous college graduates: aspirations and barriers overcame to access through completing college"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mendoza, Pilar"],"dc:creator":["Mollel, Luca Rikoyan"],"dc:date.accessioned":["2022-09-07T20:16:34Z"],"dc:date.available":["2022-09-07T20:16:34Z"],"dc:date.issued":["2022"],"dc:description.abstract":["Minority indigenous communities in Tanzania have historically been marginalized and are underrepresented in higher education. It is paramount to understand the aspirations of individuals from these communities and how they pursue their goals as they address their social, economic, cultural, and political aspects of life. This study examines the aspirations of minority indigenous college graduates and the barriers they overcame to access through completing higher education. This study was guided by the following questions: Why did minority indigenous graduates aspire to go to college? How do social, economic, cultural, and political aspects of life contribute to aspirations for higher education? What intrapersonal factors have influenced these aspirations and how individuals overcome the barriers? Using narrative inquiry, four individuals who graduated college were interviewed. The Possible Selves Theory (Markus and Nurius, 1986) was used to formulate interview questions and assisted in the analysis process. The theory helped understand what minority indigenous college graduates thought of becoming--or not becoming--after completing college. Each of the participants' highlighted barriers they overcame to complete college (i.e., lack of mentors, financial and technological resources, cultural and environmental challenges, and stereotypes). Implications future research, theory and policy includes the limited understanding of the social, cultural progress of these communities, and systemic discrimination of the marginalized communities."],"dc:identifier.doi":["https://doi.org/10.32469/10355/91613"],"dc:identifier.uri":["https://hdl.handle.net/10355/91613"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Tanzania's minority indigenous college graduates: aspirations and barriers overcame to access through completing college"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational leadership and policy analysis (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:09:05Z"}