This study utilizes an Indigenous methodology and phenomenological methods to better understand the experiences of eight American Indian tribal college and university (TCU) students who transferred to four-year Predominantly White Institutions (PWIs). While many studies focus on the failure of American Indian college students, this study focuses on the attributes of successful American Indian college students. Transferring from a predominantly American Indian institution, the participants showed a lack of interest in interacting with non-native faculty, staff, and students and faced ignorance and stereotypes not present at TCUs. This paper has important implications for future research, theory, and practice related to the successful transition of American Indian students from TCUs to PWIs.
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