Canadian Journal of Native Education, vol. 24, no. 2, 2000, pp. 134-143
Description
Research examines individuals enrolled in a Native Teacher Education Program (NTEP). Findings indicated most graduates considered withdrawing, but support of family and friends was a positive factor.
Demography, vol. 35, no. 1, February 1998, pp. 35-43
Description
Study used data from 1970, 1980, and 1990 census to test the hypotheses that the impact of identification was limited to metropolitan areas and states with a small Native American population.
Equity & Excellence in Education, vol. 31, no. 1, Special Issue, 1998, pp. 48-54
Description
Highlights chapters from the National Center for Education Statistics of the U.S. Department of Education report on school districts, schools, principals, teachers and students.
Journal of American Indian Education, vol. 37, no. 2, Winter, 1998, pp. [2-20]
Description
Describes a study involving cooperation between a reserve and border community with the goal of improving academic achievement and retention of students at a high school level.
Journal of American Indian Education, vol. 37, no. 2, Winter, 1998, pp. [21-33]
Description
Discusses the process used by the American Indian Higher Education Initiative to develop methods to enable institutions to meet better meet student needs.
American Indian and Alaska Native Mental Health Research, vol. 8, no. 2, 1998, pp. 50-59
Description
Examines factors influencing students' decisions to pursue higher education. Findings suggest those who proceed to higher education have a better grasp of their academic abilities and are more likely to be supported by others in their pursuits.
Journal of American Indian Education, vol. 39, no. 2, Special Issue 3, Winter, 2000, pp. 1-18
Description
Argues that increasing recruitment, reducing turnover, changing the low expectation of teachers, updating outmoded curriculum, and support from parents are essential to improving student outcomes.
International Journal of Educational Research, vol. 33, no. 6, 2000, pp. 621-629
Description
Explains transitional problems as being affected primarily by community characteristics such as socioeconomic status and rural location as well as those unique to the Navajo such traditions, theology and culture.
Survey conducted with 19 students found that they experienced isolation, racism, lack of respect and insufficient support from the institution. Author argues that present policies address the symptoms rather than the root causes of the lack of student retention.
.
Describes the University of Manitoba's "Access Programs" which were designed to promote post-secondary success among Aboriginal students.
Paper presented at the International Congress on Social Welfare, July 1998.
Canadian Journal of Native Education, vol. 24, no. 2, 2000, pp. 169-184
Description
Article reveals that some unique approaches exist and raises a series of challenges including: implementing goals, evaluation, relevance, access, completion rates and Indigenous control.
A resource for teacher and supplement to Research Into Practice: An Overview of Reading Research for Washington State. Looks at facets of education influenced by parents and teachers not policymakers.
Postsecondary Education Project: Learner Pathways and Transitions
Documents & Presentations
Author/Creator
Roland D. Chrisjohn
Description
Argues that programs aimed at recruitment and retention are useless if they are designed simply to increase numbers of Aboriginal students without fundamentally changing the existing attitudes and context of academic institutions.
Canadian Journal of Native Education, vol. 22, no. 2, 1998, pp. 238-259
Description
Discussion of the viability of non-Native graduates of Native Studies programs. Suggests that Native faculty enhance course credibility in culturally oriented programs.
Journal of College Student Retention, vol. 2, no. 2, 2000/20001, pp. 141-159
Description
Students identified persistence, commitment to community, family, financial, and institutional supports as contributing to their success. Barriers were lack of funding, negative experiences in high school, lack of affordable housing and childcare.