American Indian Student Retention

Dodd, John M.; Garcia, Florence McGeshick; Meccage, Cindy; Nelson, Jack R.

doi:10.1080/00220973.1995.11072397

Cited by 17 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Native American students who exhibited bicultural efficacy demonstrated more positive educational beliefs and experience (Okagaki et al, 2009). Indeed, the ability to cope with cultural differences may increase student persistence (Dodd, Garcia, Meccage, & Nelson, 1995). Retaining traditional cultural practices has also been connected to the mitigation of perceived discrimination, minimizing the struggle between college success and the ability to maintain ethnic identity (Benally, 1994).…”

Section: Discussionmentioning

confidence: 99%

Giving back or giving up: Native American student experiences in science and engineering.

Smith¹,

Cech²,

Metz³

et al. 2014

Cultural Diversity & Ethnic Minority Psychology

155

165

View full text Add to dashboard Cite

Native Americans are underrepresented in science, technology, engineering, and math (STEM) careers. We examine communal goal incongruence-the mismatch between students' emphasis on communal work goals and the noncommunal culture of STEM-as a possible factor in this underrepresentation. First, we surveyed 80 Native American STEM freshmen and found they more highly endorsed communal goals than individualistic work goals. Next, we surveyed 96 Native American and White American students in STEM and non-STEM majors and confirmed that both Native American men and women in STEM highly endorsed communal goals. In a third study, we conducted a follow-up survey and in-depth interviews with a subset of Native American STEM students in their second semester to assess their experiences of belonging uncertainty, intrinsic motivation, persistence intentions, and perceived performance in STEM as a function of their initial communal work goals. Results demonstrate the prominence of communal goals among incoming Native American freshman (especially compared with White male STEM majors) and the connection between communal goals and feelings of belonging uncertainty, low motivation, and perceived poor performance 1 semester later. The interview data illustrate that these issues are particularly salient for students raised within tribal communities, and that a communal goal orientation is not just a vague desire to "help others," but a commitment to helping their tribal communities. The interviews also highlight the importance of student support programs for fostering feelings of belonging. We end by discussing implications for interventions and institutional changes that may promote Native American student retention in STEM.

show abstract

Section: Discussionmentioning

confidence: 99%

Giving back or giving up: Native American student experiences in science and engineering.

Smith¹,

Cech²,

Metz³

et al. 2014

Cultural Diversity & Ethnic Minority Psychology

155

165

View full text Add to dashboard Cite

show abstract

“…Furthermore, HeavyRunner and DeCelles’ (2002) and Windchief and Joseph’s (2015) theories reiterate the need for Native American students to maintain cultural connections. Special activities and AI/AN student organizations can help students maintain their identities as they begin their educational careers in a new location (Dodd et al, 1995; Drywater-Whitekiller, 2010; Waterman, 2007). The activities and student organizations are imperative because they reinforce culture and help maintain cultural identity tied to one’s community, which factors into college persistence (Huffman, 2001; Jackson & Smith, 2001; Ness, 2002; Reyes, 2000; Waterman & Lindley, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The review of the literature found that family support, institutional support, community, and academic performance were the predominant factors influencing college persistence for AI/AN students at two- and four-year colleges. Family support appears to be both a positive (Bass & Harrington, 2014; Gloria & Robinson Kurpius, 2001; Guillory, 2009; Pavel & Padilla, 1993) and negative factor (Dodd, Garcia, Meccage, & Nelson, 1995; Jackson & Smith, 2001; Tate & Schwartz, 1993; Waterman, 2012) in college persistence. Some students expressed the encouragement from family to continue through postsecondary challenges, but other students expressed academic interference due to family obligations.…”

Section: Postsecondary Atmosphere For Native American Studentsmentioning

confidence: 99%

Examining construct validity of the Scale of Native Americans Giving Back.

Lopez¹

2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

The purpose of this study is to use Indigenous data collection to present construct validity of an instrument designed to test the American Indian/Alaska Native Millennium Falcon Postsecondary Persistence Model (Lopez, 2018). In the following, I describe an alternative sampling technique based on an Indigenous quantitative methodology to examine how to operationalize the AI/AN Millennium Falcon Persistence Model (AMFPM) in social scientific studies. I used an exploratory factor analysis (EFA) on 117 participants from the Quechan and Cocopah Nations who responded to 30 items. The EFA was set to extract 4 hypothesized factors. The interpretation of rotated scales was with variables loadings greater than .30 and loading on a single factor retained. The 4-factor solution accounted for 43% of the total variance in the items. All 4 of the scales had acceptable levels of internal reliability for empirical research (i.e., Cronbach's alpha Ͼ .7). The exploratory factor analysis confirmed that all 4 of the original AMFPM factors (family, tribal, academic, institutional) were, in fact, captured by the Scale of Native Americans Giving Back. However, the analysis revealed that 2 of the factors merged (family and tribal support). Furthermore, the desire to give back and tribal identity emerged as separate constructs. The final scale that emerged in this study consists of 4 components of postsecondary persistence.

show abstract

“…A. Jackson, Smith, & Hill, 2003; Rindone, 1988). Similarly, determination and the ability to cope with both educational and cultural differences were related to persistence among a sample of Native students who graduated college (Dodd, Garcia, Meccage, & Nelson, 1995).…”

Section: Psychosociocultural Model Of Student Persistencementioning

confidence: 99%

Native American undergraduate students' persistence intentions: A psychosociocultural perspective.

Thompson¹,

Johnson-Jennings²,

Nitzarim³

2013

Cultural Diversity & Ethnic Minority Psychology

View full text Add to dashboard Cite

Attending to persistence intentions among Native American students enrolled in institutions of higher education is critical, given low retention rates. The purpose of the study was twofold: (a) we developed and examined the psychometric properties of a new measure, the Native American Collective Pursuits of Education (NACOPE), and (b) we explored persistence attitudes among 156 Native American students using Gloria and Rodriguez's (2000) psychosociocultural framework. Pilot data and exploratory analysis supported the psychometric properties of the NACOPE and its use to understand educational experiences for Native American students. Results also supported the prediction of culturally relevant noncognitive variables to persistence intentions. Limitations, directions for future research, and implications for higher education are discussed.

show abstract

American Indian Student Retention

Cited by 17 publications

References 5 publications

Giving back or giving up: Native American student experiences in science and engineering.

Giving back or giving up: Native American student experiences in science and engineering.

Examining construct validity of the Scale of Native Americans Giving Back.

Native American undergraduate students' persistence intentions: A psychosociocultural perspective.

Contact Info

Product

Resources

About