In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.
College and Department
Family, Home, and Social Sciences; Sociology
BYU ScholarsArchive Citation
Castillo II, Ramon Francisco, "Higher Education in Native American Communities: Who Graduates and Why?" (2011). Theses and Dissertations. 2664.
Native Americans, academic attainment, educational achievement, tribal college, poverty, rural community, minority, Northern Cheyenne, two-year college