ERIC Number: ED381302
Record Type: Non-Journal
Publication Date: 1995-Mar
Reference Count: N/A
Completing University Degrees: Barriers for Native Americans.
Minner, Sam; And Others
This paper outlines results of three informal surveys identifying barriers that Native Americans face when trying to complete a college degree. For the first survey, 22 Native American students who had dropped out of Northern Arizona University indicated that family influences and responsibilities, lack of financial resources, campus attitudes towards Native Americans, and poor academic preparation were reasons for leaving school. These dropouts also indicated that additional support services such as professors who demonstrated a caring attitude would have made a difference in their decision to withdraw. In the second survey, nine Native American participants in their first year of a field-based special-education teacher training program were asked to identify the most difficult aspects of taking courses on a university campus and the most desirable traits in a university professor. Respondents indicated that difficulties were associated with family obligations, time management, tuition and finances, and distance from home. Desirable traits for professors included good communication skills, likeable personality, willingness to help, treats students equally, flexibility, and high expectations. In the third survey, nine Native American students in the field-based preservice program indicated that cultural traditions were sometimes a barrier to higher education for Native Americans, as were lack of financial support, inadequate high school preparation, alcohol and drugs, poor academic advising, and language barriers. (LP)
Descriptors: Academic Persistence, American Indian Culture, American Indian Education, College Students, Dropouts, Family Influence, Financial Problems, Higher Education, Preservice Teacher Education, Rural Education, Secondary Education, Student Attitudes, Student Experience, Student Surveys, Withdrawal (Education)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A