Persistence of Native American students at a university: An exploratory study.
AuthorFoster, Emma Yellowhair.
KeywordsCollege attendance -- United States.
College dropouts -- United States.
Indians of North America -- Education (Higher)
Committee ChairMishra, Shitala P.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose of this study was to examine the relationship of selected student background variables and traits with academic persistence of first-time, full-time, Native American students enrolled at a major Southwestern university from the 1988 to 1990 school years. The predictors associated with persistence of Native American students were identified by use of the Student Information Form, a survey questionnaire devised by Cooperative Institutional Research Program (CIRP, 1990). The survey was administered during each Fall semester Freshmen Orientation to a total of 275 Native American students, 147 of whom voluntarily returned the questionnaire. Of this group, 83 questionnaires constituted the sample. The research centered on an examination of probability for six predictors and five psychological characteristics with academic persistence used as a dependent variable. The six predictors were: (1) high school grade point average, (2) American College Test (ACT) scores, (3) residence status, (4) parental income, (5) parental education, and (6) financial aid. The Logistic Regression Analysis was utilized to analyze data, and the obtained findings indicated that there was no significant correlation between Native American students' high school grade point average, ACT scores, parental income, parental education, residency, or financial aid and their academic persistence at a Southwestern university between 1988 to 1990. The analyses suggested a significant correlation between remaining at a university for four or more semesters and leadership, attitude, and values, and future goals. These three factors appeared to be the best predictors of academic persistence for Native American students.
Degree ProgramEducational Psychology