Qualitative interviews with 12 Native American high school junior and senior students who grew up on reservations identified the following themes related to their persistence in college: (a) faculty support, (b) structured social support, (c) family support or the lack thereof, (d) motivation to be better, and (e) encountering racism. The results indicated a need for clear academic expectations between the school district and the tribal liaisons, multicultural training to foster positive relationships from the primary to secondary level, and structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational experiences of multiethnic students.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Buckley, Tianna Jeanne, "Academic Persistence Among Native American High School Students" (2018). Theses and Dissertations. 7257.
Native American education, American Indian education, high school students, academic persistence, qualitative research, multicultural education