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ERIC Number: ED414108
Record Type: Non-Journal
Publication Date: 1997-Sep-11
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Native American Experience in Higher Education: Turning Around the Cycle of Failure II.
Wells, Robert N., Jr.
Thirty two-year and four-year colleges and universities from among the 91 serving the largest percentage of Native American students were surveyed as a follow-up to a similar survey in 1988. The purpose was to obtain data on Native Americans enrolled in higher education and to ascertain what factors contribute to their success or failure. It was discovered that reliable data are not available for Native American student performance and outcomes, financial aid, student retention and matriculation, and Native American curricular offerings. The principle findings of the survey were: 43 percent of Native American students attend full time; the graduation rate of Native American students is 25 percent; the first-year retention rate is 45 percent; the most frequently identified factors that hinder college-level achievement of Native Americans are inadequate preparation, poor adjustment to the college environment, personal and family problems, and financial difficulties; the average number of Native American professors at the institutions surveyed is 10; to improve retention and graduation rates for Native American students, colleges and universities have focused on precollegiate programs, organized tutoring, developmental courses, Native American counselors, Native American content courses, and Native American student organizations; the number of Native American teacher training programs has decreased slightly; only 25% of responding colleges sponsor distance learning or extension programs for Native Americans; and increased financing is critical to the survival of tribal colleges. Includes the survey questionnaire and responses. (TD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A