Acculturation strategies, and psychological, sociocultural and academic adaptation in Canadian Aboriginal post-secondary students.
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The current study investigated the relationship between Canadian Aboriginal post-secondary students' preferred acculturation strategy, and their psychological, sociocultural, and academic adaptation. Fifty-one Aboriginal post-secondary students participated in the study; analyses of their responses suggest that Aboriginal students adopting a bicultural strategy will experience less depression and greater life satisfaction when compared to Aboriginal students adopting other acculturation strategies. With regard to sociocultural adaptation, it appears that Aboriginal students adopting either an assimilation or bicultural strategy will experience fewer social difficulties while attending post-secondary school than Aboriginal students adopting a separation strategy. In terms of academic adaptation, results indicate that Aboriginal students adopting an assimilation strategy will experience fewer academic difficulties than Aboriginal students adopting a separation strategy. Source: Masters Abstracts International, Volume: 44-03, page: 1510. Thesis (M.A.)--University of Windsor (Canada), 2005.
Abotossaway, Desiree., "Acculturation strategies, and psychological, sociocultural and academic adaptation in Canadian Aboriginal post-secondary students." (2005). Electronic Theses and Dissertations. 883.