AMERICAN INDIAN STUDENTS IN HIGHER EDUCATION: FACTORS RELATED TO THEIR UNDERGRADUATE COLLEGE ENTRANCE.

The purposes of this study were to identify selected characteristics of American Indian entering freshman students and to identify selected factors related to the increasing number entering two- or four-year colleges or universities. In addition, the identified characteristics and factors were compared with a sample of Mexican American/Chicanos and in selected areas with other white/Caucasians to determine similarities and differences between the three groups. Six research questions were formulated and examined to achieve the purposes of this study. The data were extracted from the annual freshmen surveys for fall 1966, 1972, and 1978 of the Cooperative Institutional Research Project (CIRP), and the National Longitudinal Study of the High School Class of 1972 (NLS). The variables selected and analyzed from the annual freshmen surveys were sex, age, high-school rank, concern about finances, enrollment status, need for academic help, probable major field of study, probable careers, highest degree planned, type of institutions attended, control of institutions attended, regions of institutions attended, and reasons for selecting a particular institution. NLS variables used were community orientation, family orientation, work orientation, self-concept, locus of control, socioeconomic status, sources of planned and used financial aid, and information on continuing college students. The statistical procedures used to analyze the data were frequency counts, percentages, and the t-test of significance. The data indicated that changes had occurred between 1966 and 1978 on selected characteristics of American Indian entering freshman students. The comparisons of American Indian with Mexican American/Chicano and/or white/Caucasian entering freshman students showed more similarities than differences on selected characteristics, particularly in 1978. The findings showed community orientation, family orientation, and work orientation were not associated with entrance into college for the three groups studied. Whereas, self-concept, locus of control, and socioeconomic status were associated with entrance into college for the three groups. Sources of financial aid varied for each group, and at least 70 percent of all students from each group continued in college. Further study is recommended on American Indians at all levels of higher education because data is not plentiful

Serving native American students

Publié comme n°109, spring 2005 de la revue "New directions for student services"Comprend des références bibliographiques et un inde

Education: A Tribal-State Approach to the Reduction of Criminal Disparity among American Indian Youth in Maine

Abstract The awareness of the impact of education on a successful future for American Indian youth is not one that is missed by the Tribes. This paper focuses on tribes in the state of Maine. It references extensive research published by Education World in 2000 to provide an important perspective into the history of the development of an educational approach and programs to divert youth from criminal conduct

Serving native American students

Publié comme n°109, spring 2005 de la revue "New directions for student services"Comprend des références bibliographiques et un inde

American Indian Female Leadership

In the United States, an increasing number of American Indian women are accepting leadership roles in various capacities in and outside of Indian communities. This article presents findings from a two part study of American Indian female leadership administered in 2006-2007. Questionnaires were sent to 500 tribal governments, urban organizations and tribal higher educational institutions to get an overall picture of female leadership. Surveys were administered to American Indian female leaders at a focus group to determine the impact of ethnicity, gender and culture upon leadership. The responses showed the influence of ethnicity and culture on American Indian women’s leadership