Indicators of Academic Success: A Study of Native American Retention PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Indicators of Academic Success: A Study of Native American Retention PDF full book. Access full book title Indicators of Academic Success: A Study of Native American Retention by Michelle L. Metzinger. Download full books in PDF and EPUB format.
Author: Michelle L. Metzinger
Publisher:
ISBN:
Category : Educational achievement and student retention
Languages : en
Pages : 122
Get Book Here
Book Description
ABSTRACT: "The purpose of this study was to determine key factors which enabled or hindered the success of Native American students at a private, Midwestern college. . . .qualitative and quantitative study analyzed within Swail's Geometric Model of Student Persistence and Achievement including cognitive, social and institutional factors. . .[with] increased emphasis on retention services and a dedication to following up with those students who step-out temporarily, maintain a visible presence within the reservation high schools to encourage and provide services to students preparing for postsecondary education by enrolling in college-prepatory course while in high school and to remediate those not enrolled in such classes."
Author: Michelle L. Metzinger
Publisher:
ISBN:
Category : Educational achievement and student retention
Languages : en
Pages : 122
Get Book Here
Book Description
ABSTRACT: "The purpose of this study was to determine key factors which enabled or hindered the success of Native American students at a private, Midwestern college. . . .qualitative and quantitative study analyzed within Swail's Geometric Model of Student Persistence and Achievement including cognitive, social and institutional factors. . .[with] increased emphasis on retention services and a dedication to following up with those students who step-out temporarily, maintain a visible presence within the reservation high schools to encourage and provide services to students preparing for postsecondary education by enrolling in college-prepatory course while in high school and to remediate those not enrolled in such classes."
Author: Blythe K. George
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
Get Book Here
Book Description
Native American youth have persistently been one of the lowest performing minority groups with regards to academic achievement. Reasons for such performance have been attributed to the economic and social disparities endured by many Native communities, both on and off reservations. These disparities serve as obstacles to Native student success. Substantial research now points to the lack of culturally relevant curriculum and pedagogy for Native students within the larger education system as an additional obstacle to academic success. To test this hypothesis, this study uses alternative school identification in California between 2002-2007 as a flag for the possible use of culturally relevant course material and teaching methods. This study conducts spatial, longitudinal, and regression analyses to identify trends in Native student proficiency rates by school types attended. These analyses used proficiency rates included in the state's Adequate Yearly Progress reports and a variety of school characteristics based on the National Institute for Education Statistics' Common Core of Data and Decennial Census Information. Building on this quantitative analysis, the qualitative portion of this analysis focuses on the obstacles that continue to hinder Native American academic success, what methods have been most effective in addressing those obstacles, and how both obstacles and methods vary by school type. The qualitative analysis engages the regression and spatial analysis findings through a case study of Humboldt and Del Norte counties of California, using interviews to better understand the state of Native American achievement in 2011. Both analyses highlight important conclusion about Native student performance, scholastic best practices, how these factors vary by school type, and what school, tribes, and communities can do to foster strong academic performance across a variety of measures.
Author: Heather J. Shotton
Publisher: Taylor & Francis
ISBN: 1000978931
Category : Education
Languages : en
Pages : 180
Get Book Here
Book Description
A Choice Outstanding Academic Title for 2013While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population’s invisibility within the academy – it is often excluded from institutional data and reporting, and frequently noted as not statistically significant – and its relegation to what is referred to as the “American Indian research asterisk.”The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses.The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities.The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units..The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work.While predominantly addressed to the student affairs profession – providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services – it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice.
Author: Stephanie J. Waterman
Publisher: Taylor & Francis
ISBN: 1000973468
Category : Education
Languages : en
Pages : 194
Get Book Here
Book Description
This book argues that two principal factors are inhibiting Native students from transitioning from school to college and from succeeding in their post-secondary studies. It presents models and examples of pathways to success that align with Native American students’ aspirations and cultural values.Many attend schools that are poorly resourced where they are often discouraged from aspiring to college. Many are alienated from the educational system by a lack of culturally appropriate and meaningful environment or support systems that reflect Indigenous values of community, sharing, honoring extended family, giving-back to one’s community, and respect for creation.The contributors to this book highlight Indigenized college access programs--meaning programs developed by, not just for--the Indigenous community, and are adapted, or developed, for the unique Indigenous populations they serve. Individual chapters cover a K-12 program to develop a Native college-going culture through community engagement; a “crash course” offered by a higher education institution to compensate for the lack of college counseling and academic advising at students’ schools; the role of tribal colleges and universities; the recruitment and retention of Native American students in STEM and nursing programs; financial aid; educational leadership programs to prepare Native principals, superintendents, and other school leaders; and, finally, data regarding Native American college students with disabilities. The chapters are interspersed with narratives from current Indigenous graduate students.This is an invaluable resource for student affairs practitioners and higher education administrators wanting to understand and serve their Indigenous students.
Author: Tamara Louise Bergstrom
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 110
Get Book Here
Book Description
The number of Native Americans entering college is higher now than it has been over the past 40 years; however, the degree completion rate has been less than half that of White students. This research study was a bounded case study of Native American students enrolled in the teacher education program. The purpose of this qualitative case study was to identify the perceived factors influencing the retention rate of Native American college students. Some of the theoretical models that explain why students stay or leave an institution before earning a college degree look more toward explaining this phenomenon in a quantitative analysis, although some of the methods can be applied to a qualitative case study. Some traditional theories on student retention emphasize the importance of students' backgrounds and positive encounters with other ideas and people (Guillory, 2008). The data collection procedures included interviewing participants, taking field notes, and reviewing documents and federal initiatives. From the data analysis, major themes and topics emerged, which included (a) cultural identity, (b) the institution, (c) factors for success, and (d) barriers to success. The findings of this study signify the need for higher education to incorporate Native American cultural aspects into their programs. The needs of Native American students are complex and require administrators, faculty members, and students in higher education to get involved. The retention rate of Native American students will remain low unless more attention is given to the financial, academic counseling, mentoring, spiritual, and relational aspects of college life.
Author: Peggy McCardle
Publisher: Routledge
ISBN: 1317928229
Category : Education
Languages : en
Pages : 245
Get Book Here
Book Description
There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.
Author: Heather J. Shotton
Publisher:
ISBN: 9781003443247
Category : Indian students
Languages : en
Pages : 0
Get Book Here
Book Description
"While the success of higher education and student affairs is predicated on understanding the students we serve, the reality is, where the Native American population is concerned, that this knowledge is generally lacking. This lack may be attributed to this population's invisibility within the academy - it is often excluded from institutional data and reporting, and frequently noted as not statistically significant - and its relegation to what is referred to as the "American Indian research asterisk." The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders in student and academic affairs, and administrators concerned with the success of students on their campuses. The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering student affairs professionals and institutions a richer array of options, resources, and culturally-relevant and inclusive models to better serve this population. The book begins by providing insights into Native student experiences, presenting the first-year experience from a Native perspective, illustrating the role of a Native living/learning community in student retention, and discussing the importance of incorporating culture into student programming for Native students as well as the role of Native fraternities and sororities. The authors then consider administrative issues, such as the importance of outreach to tribal nations, the role of Tribal Colleges and Universities and opportunities for collaborations, and the development of Native American Student Services Units. The book concludes with recommendations for how institutions can better serve Native students in graduate programs, the role that Indigenous faculty play in student success, and how professional associations can assist student affairs professionals with fulfilling their role of supporting the success of Native American students, staff, and faculty. This book moves beyond the asterisk to provide important insights from Native American higher education leaders and non-Native practitioners who have made Native students a priority in their work. While predominantly addressed to the student affairs profession - providing an understanding of the needs of the Native students it serves, describing the multi-faceted and unique issues, characteristics and experiences of this population, and sharing proven approaches to developing appropriate services - it also covers issues of broader administrative concern, such as collaboration with tribal colleges; as well academic issues, such as graduate and professional education. The book covers new material, as well as expanding on topics previously addressed in the literature, including Native American Greek organizations, incorporating Native culture into student programming, and the role of Native American Special Advisors. The contributors are themselves products of colleges and universities where Native students are too often invisible, and who succeeded despite the odds. Their insights and the examples they provide add richness to this book. It will provide a catalyst for new higher education practices that lead to direct, and increased support for, Native Americans and others who are working to remove the Native American asterisk from research and practice."--
Author: Duane Champagne
Publisher: Rowman Altamira
ISBN: 9780759101258
Category : Education
Languages : en
Pages : 258
Get Book Here
Book Description
In this collection, Champagne and Stauss demonstrate how the rise of Native studies in American and Canadian universities exists as an extraordinary achievement in higher education. In the face of historically assimilationist agendas and institutional racism, collaborative programs continue to grow and promote the values and goals of sovereign tribal communities. In twelve case studies, the authors provide rich contextual histories of Native programs, discussing successes and failures and battles over curriculum content, funding, student retention, and community collaborations. It will be a valuable resource for Native American leaders, and educators in Native American studies, race and ethnic studies, comparative education, anthropology, higher education administration and educational policy.
Author: Vickie M. Claymore-Lahammer
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 224
Get Book Here
Book Description
Author: Terry Huffman
Publisher: Rowman Altamira
ISBN: 0759119937
Category : Education
Languages : en
Pages : 280
Get Book Here
Book Description
Theoretical Perspectives on American Indian Education introduces four prominent theoretical perspectives on American Indian education: cultural discontinuity theory, structural inequality, interactionalist theory, and transculturation theory. By including readings that each feature a theoretical perspective, Huffman provides a comparison of each perspective's basic premise, fundamental assumptions regarding American Indian education, implications, and associated criticisms. Bringing together treatments on a variety of theories into one work, this book integrates current scholarship and discussions for researchers, students, and professionals involved in American Indian education.
